教育技术学专业英语(共10页).doc

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1、精选优质文档-倾情为你奉上教育技术学专业英语复习大纲一、 专业词汇第一章：Behavioral objectives movement行为目标运动 Cognitive psychology认知心理学Communications传播学Cone of experience经验之塔Constructivism建构主义Electronic performance support systems电子绩效支持系统General system 一般系统理论Instructional systems design(ISD)教学系统设计Knowledge management systems知识管理系统Lear

2、ner_centered learning environments 以学习者为中心的学习环境Operant conditioning操作性条件反射Programmed instruction程序教学progressivism进步主义reinforcement强化subject matter expert(SME)学科内容专家task analysis任务分析verbalism言语主义virtual reality虚拟现实第二章Artificial intelligence人工智能Audiovisual communication视听传播Intelligent agent智能代理Media_o

3、riented面相媒体Process_oriented面向过程Situated cognition情境认知Systematic系统化utilization利用AECT: Association for Educational Communication and Technology教育传播与技术协会第三章：Attribute of media媒体特征Correspondence course函授课程mainframe主机no significant difference无显著性差异the great media debate媒体大争论videodisk视盘第四章：Distance educat

4、ion远程教育Real_time 实时的K12从幼儿园到12年级的儿童教育第五章：Intuitive notion 直观概念Schema theory图式理论Elaboration 精细化理论metacognition元认知classical conditioning经典性条件反射operant conditioning操作性条件反射verbal behavior言语行为cognition science认知科学long_term memory长时记忆short_term memory短时记忆第六章： Multiplication table乘法表Taxonomy of learning 学习

5、分类Verbal information言语信息Intellectual skills智慧技能Cognitive strategies 认知策略Rote learning机械学习Non-arbitrary非任意性Prior knowledge先有知识Iterative process迭代过程accommodation顺应assimilation同化verbatim recall逐字回忆第七章：Societal dynamic 社会动力学Communication theory传播理论Mass communication大众传播Incoming message收文Cooperative netw

6、ork协作网络Sender and receiver 发送者和接受者Innovation diffusion theory 创新推广理论第八章Chaos theory混沌理论Complexity and interdependence复杂性和相互依赖性Natural science自然科学Organizational theory组织理论System dynamics系统动力学Systems thinking系统思考第九章Instructional development教学开发Advisory system咨询系统Automated instructional design自动化教学系统设计

7、Authoring tools著作工具Electronic performance support systems电子绩效支持系统Information management信息管理Knowledge management知识管理Intellectual tutoring system智能导师系统Interactive simulation交互式仿真模拟第十章：Systematic instructional development 系统化教学开发Front-end analysis前段分析Formative evaluation形成性评价Summative evaluation总结性评价Ev

8、ents of instruction 教学事件第十二章Information highway信息高速公路Information literacy信息素养Critical skills关键技能第十三章Knowledge base知识库Mental models心智模型Knowledge transfer知识迁移Higher order skills高阶技能Self-awareness自我意识Instructional interventions 教学干预第十四章Multimedia PC多媒体计算机Instructional technology教学技术 Artificial intellig

9、ence人工技能Cognitive model认知模型Computer-based three dimensional计算机三维Data glove 数据手套Eye phones head mounted display头盔式显示器Virtual programming languages research虚拟编程语言研究室第十五章Correspondence courses函授课程Videoconferencing 视频会议videotape录像带二、 重点内容第一章教育技术学经历的时期1、 Visual education视觉教育2、 Audiovisual instructions视听教

10、育Cone of experience.It contains three domains: doing experience ,observing experience ,abstract experienceDoing experience includes: direct purposeful experiences, contrived experiences, dramatic participation; observing experience includes: demonstrations, field trips, exhibits, motion picture, sti

11、ll pictures, radio_recodings ;abstract experience includes: visual symbols, verbal experience 3、 Audiovisual communications视听传播Programmed instruction. principles: in a graded sequence of controlled steps and at their own speed, immediately feedback4、 Instructional technology教育技术第二章The AECTs definiti

12、on in 1994: Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.教育技术是为了促进学习，二队过程与资源进行设计、开发、利用、管理与评价的理论与实践。The AECTs definition in 2005: Educational technology is the study and ethical practice of

13、facilitating learning and improving performance by creating, using ,managing appropriate technological processes and resources.教育技术是指通过创设、使用与管理适当的与技术相关的过程和资源来促进学习，提升绩效的研究与伦理实践。第三章：McLuhans view of medium: 1.the medium is the message.2.the medium is the extensions of man.3.hot and cold medium.4.the g

14、lobal village.The great debate: Clark: learning from media.Instruction medias are mere vehicles that deliver instruction but do not influence student achievement any more than the truck deliver our groceries (goods) and causes changes in our nutrition. Kozma: learning with media.Kozma believes that

15、Clarks view of media as “delivery trucks ” creates an unnecessary schism between medium and methods. From Kozams perspective, media has an important role in learning. Different technologies can process or operate on the available symbol systems.第五章：Regardless of the differences among psychological p

16、erspectives on learning, a solid foundation in various learning theory is undoubtedly the most essential element in the preparation of ISD professionals. They must be familiar with the theory and research on learning and must be able to apply them to actual practice.Cognitive science is making a maj

17、or contribution to our understanding of how humans perceive process, store and retrieve information. Schema theory, elaboration, metacognition, automaticity, expert /novice studies, and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for

18、the deign of instruction.Behavioral psychology, also known as behaviorism, is a learning theory based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behaviorism ,behavior can be studied in a systematic an

19、d observable manner with on consideration of internal mental states.第六章：As it evolved, then, Gagnes theory of instruction came to comprise three components:1.a taxonomy of learning outcomes that defined the types of capabilities humans can learn.2.internal and external learning conditions associated

20、 with the acquisition of each category of learning outcome.3.nine events of instruction that each facilitates a specific cognitive process during learning.According to Gagne, there are five major categories of learning:1.verbal information: that is knowing that or what 2.intellectual skills : that i

21、s applying knowledge 3.cognitive strategies: that is employing effective ways of thinking and learning 4.attitudes: that is ,feelings and beliefs that govern choices of personal action 5.motor skills: that is, executing precisely smoothly and accurately timed movements. The nine events of instructio

22、n: 1. gaining attention: a stimulus change to alert the learner and focus attention on desired features. 2. Informing the learner of the objective: a statement or demonstration to form an expectancy in the learner as to the goals of instruction.3. stimulating recall of prior learning: a question or

23、an activity to remind the learners of prerequisite knowledge. 4.presenting the stimulus: an activity or information that presents the content of what is to be learned 5.providing learning guidance: a cue or strategy to promote encoding 6.eliciting performance: an opportunity to practice or otherwise

24、 perform what is learned 7.providing feedback: information of a corrective nature that will help the learner to improve their performance.8.assessing performance: an opportunity to demonstrate what has been learned 9.enhancing retention and transfer: examples or activities that prompt the learner to

25、 go beyond the immediate context of instruction.Blooms taxonomy of educational objectives, the levels of the taxonomy are:1.knowledge prehension 3.application 4.analysis 5.synthesis 6.evaluation.第七章Levels of communication: interpersonal ,group ,organizational and mass communication三、 重点句子翻译第一章： Prog

26、rammed instruction is a method of presenting new subject matter to students in a graded sequence of controlled steps. Students work through the programmed material by themselves at their own speed and after each step test their comprehension by answering an examination question or filling in a diagr

27、am. They are then immediately shown the current answer or given additional information.程序教学一种以可以控制步骤按照由易到难的顺序向学习者呈现新的学科内容的方法。学生按照合适于自己的速度独立学习程序教学材料，在每一个学习材料完成之后通过回答一个测验问题或者填写一个图表来测量他们对学习材料的掌握程度。他们可以立刻得到正确答案或者补充提示等反馈信息。第三章：He proclaimed that the medium is the message. In other word, new forms of medi

28、a ,(message) transform our experience of ourselves and our society, and this influence is ultimately more important than the content that is transmitted in the specific messages.他声称，媒体及讯息（和数据）。换言之，新的媒体形式（数据）改变了我们自己和所处环境的经验，这种影响最终比那些以其特殊讯息所传递的内容更重要。Instruction medias are mere vehicles that deliver in

29、struction but do not influence student achievement any more than the truck deliver our groceries (goods) and causes changes in our nutrition.教学媒体都仅仅只是传递教育而不会影响学生完成学习活动，就像卡车运输我们的生活用品但不会改变我们的营养一样。Kozma believes that Clarks view of media as “delivery trucks ” creates an unnecessary schism between mediu

30、m and methods. From Kozams perspective, media has an important role in learning. Different technologies can process or operate on the available symbol systems.考兹曼把克拉克的媒体观看做送货卡车，在媒体和教学方法之间制造了一个不必要的分裂。考兹曼认为，媒体在学习中起着至关重要的作用，不同种类的技术可以处理或操作其可利用的符号系统。第五章：Regardless of the differences among psychological p

31、erspectives on learning, a solid foundation in various learning theory is undoubtedly the most essential element in the preparation of ISD professionals. They must be familiar with the theory and research on learning and must be able to apply them to actual practice.尽管心理学上对学习的观点存在差异拥有一个坚实的学习理论基础无疑是教

32、学系统设计专业人员职前培训中最基本的要素。教学系统设计人员必须熟悉关于学习的理论与研究，并将之付诸实践。Cognitive science is making a major contribution to our understanding of how humans perceive, elaboration ,metacognition ,automaticity ,expert/ novice studies, and transfer are only a few of the constructs studied by cognitive psychologists that ha

33、ve important implications for the deign of instruction.认知科学在解释人类如何感知、加工、存储和重现信息等方面做出了巨大的贡献。图式理论，精细化，元认知，自动化，专家/新手的学习，以及迁移理论都对教学设计有重要的启示，这只是认知心理学家们众多研究中的一小部分。Behavioral psychology, also known as behaviorism, is a learning theory based upon the idea that all behaviors are acquired through conditioning

34、. Conditioning occurs through interaction with the environment. According to behaviorism ,behavior can be studied in a systematic and observable manner with on consideration of internal mental states.行为心理学，也称为行为主义，是一种基于所有行为都是通过条件刺激而产生的学习理论。条件刺激就是重现与环境的相互作用。根据行为主义的观点，可以通过系统方法和观察的方式来研究人的行为，而不用考虑人的内部心理

35、状态。Behaviorism had its earliest start with the work of Russian psychologist named Ivan Pavlov. Pavlovs research on the digestive systems of dogs led to his discovery of classical conditioning process, which demonstrated that behaviors could be learned via conditioned associations. Pavlov demonstrate

36、d that this learning process could be used to make an association between environmental stimulus and a naturally occurring stimulus.最早从事于行为主义研究工作的是俄罗斯的生理学家巴普洛夫。他的关于狗的消化系统的研究也导致了经典条件反射过程的发现，这个发现证明了行为都能通过关联的条件刺激来学习。巴普洛夫还证明了这个学习过程可以用于创造环境刺激与本能刺激间的相关联。However ,even while accepting such behavioristic con

37、cepts, cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store information.然而，尽管他们接受行为主义的某些观点，但是认知主义家们 认为学习是认知结构的获得和重组即人们加工和存储信息的过程。According to the cognitivist, knowledge occurs in internal structures called

38、 schemas. When new information comes in through the senses ,it is compared with the schemas already present, and the schemas may then be combined or changed in light of the new information.认知结构的观点看，知识是重现内在结构的图式。当感知到新的信息时，先与当前已存在的图式相比较，人后进行整合或者将信息作出改变。Constructivism is a type of learning theory that

39、explains human learning as an active attempt to construct meaning in the world around us. Constructivists believe that learning is more active and self-directed than behaviorism or cognitive theory would postulate.建构主义学习理论是这样一种学习理论，即他认为学习是人们对周围世界的积极的有意义的建构。建构主义认为，与行为主义与认知主义相比，学习应该是更加积极和自主的。Construct

40、ivism divides learning into two types : accommodation and assimilation . The focus is on the individuals desire and ability to learn., and the teacher and therapist is there to help guide self-directed learning. 建构主义将学习分为两种类型：顺应和同化。重点在于个人的学习意愿和学习能力，并且老师或者专家仅仅帮助指导自主学习。Constructivists believe that lea

41、rners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individuals knowledge is a function of ones prior experiences ,mental structures ,and beliefs that are used to interpret objects and events.建构主义认为，学习者建构事实或者至少在解释事实时都是基于他们的感知经验，因此，个人的知识是缘由感知经

42、验，心理结构和揭示事物信心的集合。第六章：As it evolved, then, Gagnes theory of instruction came to comprise three components:1.a taxonomy of learning outcomes that defined the types of capabilities humans can learn.2.internal and external learning conditions associated with the acquisition of each category of learning

43、outcome.3.nine events of instruction that each facilitates a specific cognitive process during learning.随着理论的不断完善，加涅的教学理论逐渐发展成三部分内容：1、定义人类学习能力类型的学习结果分类理论。2、与所习得各种类型学习结果相关的内部和外部学习条件理论。3、在学习中促进具体认知过程的九段教学法。The nine events of instruction: 1. gaining attention: a stimulus change to alert the learner and

44、 focus attention on desired features. 2. Informing the learner of the objective: a statement or demonstration to form an expectancy in the learner as to the goals of instruction.3. stimulating recall of prior learning: a question or an activity to remind the learners of prerequisite knowledge. 4.pre

45、senting the stimulus: an activity or information that presents the content of what is to be learned 5.providing learning guidance: a cue or strategy to promote encoding 6.eliciting performance: an opportunity to practice or otherwise perform what is learned 7.providing feedback: information of a cor

46、rective nature that will help the learner to improve their performance.8.assessing performance: an opportunity to demonstrate what has been learned 9.enhancing retention and transfer: examples or activities that prompt the learner to go beyond the immediate context of instruction.九段教学法：1、引起注意：刺激性变化已

47、引起学习者的注意，使其集中精力于所期望的特征。2、明确学习目标：通过描述或展示使学习者形成对教学目标的期望。3、刺激回忆先前的学习：设计问题或活动使学习者回想起以前所学的知识。4、呈现刺激：用活动或信息来呈现即将学习的内容。5、提供学习指导：促进编码的线索或策略6、引出作业：提供实践活动的机会或执行所学内容7、提供反馈：正确的信息反馈将会帮助学习者提高绩效8、评估作业：提供评价所学知识的机会9、促进保持和迁移：提供案例或活动以促进学习者对当前教学知识进行迁移。第七章：The process of communication: 1.the act of human communication b

48、egins with a sender, who decides to initiate a message with a specific set of intended meaning 2.the sender than encoded the intended meaning by selecting specific words or gestures that the receiver will presumably understand 3.the message then transmitted spoken or written-as to cross the space between sender and receiver.4.the receiver, the individual to whom the message is directed ,attend to and perceives the incoming message as a specific pattern of symbols.5.the receiver