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verbalism言语主义
virtualreality虚拟现实
第二章
Artificialintelligence人工智能
Audiovisualcommunication视听传播
Intelligentagent智能代理
Media_oriented面相媒体
Process_oriented面向过程
Situatedcognition情境认知
Systematic系统化
utilization利用
AECT:
AssociationforEducationalCommunicationandTechnology教育传播与技术协会
第三章：
Attributeofmedia媒体特征
Correspondencecourse函授课程
mainframe主机
nosignificantdifference无显著性差异
thegreatmediadebate媒体大争论
videodisk视盘
第四章：
Distanceeducation远程教育
Real_time实时的
K—12从幼儿园到12年级的儿童教育
第五章：
Intuitivenotion直观概念
Schematheory图式理论
Elaboration精细化理论
metacognition元认知
classicalconditioning经典性条件反射
operantconditioning操作性条件反射
verbalbehavior言语行为
cognitionscience认知科学
long_termmemory长时记忆
short_termmemory短时记忆
第六章：
Multiplicationtable乘法表
Taxonomyoflearning学习分类
Verbalinformation言语信息
Intellectualskills智慧技能
Cognitivestrategies认知策略
Rotelearning机械学习
Non-arbitrary非任意性
Priorknowledge先有知识
Iterativeprocess迭代过程
accommodation顺应
assimilation同化
verbatimrecall逐字回忆
第七章：
Societaldynamic社会动力学
Communicationtheory传播理论
Masscommunication大众传播
Incomingmessage收文
Cooperativenetwork协作网络
Senderandreceiver发送者和接受者
Innovationdiffusiontheory创新推广理论
第八章
Chaostheory混沌理论
Complexityandinterdependence复杂性和相互依赖性
Naturalscience自然科学
Organizationaltheory组织理论
Systemdynamics系统动力学
Systemsthinking系统思考
第九章
Instructionaldevelopment教学开发
Advisorysystem咨询系统
Automatedinstructionaldesign自动化教学系统设计
Authoringtools著作工具
Informationmanagement信息管理
Knowledgemanagement知识管理
Intellectualtutoringsystem智能导师系统
Interactivesimulation交互式仿真模拟
第十章：
Systematicinstructionaldevelopment系统化教学开发
Front-endanalysis前段分析
Formative
evaluation形成性评价
Summativeevaluation总结性评价
Eventsofinstruction教学事件
第十二章
Informationhighway信息高速公路
Informationliteracy信息素养
Criticalskills关键技能
第十三章
Knowledgebase知识库
Mentalmodels心智模型
Knowledgetransfer知识迁移
Higherorderskills高阶技能
Self-awareness自我意识
Instructionalinterventions教学干预
第十四章
MultimediaPC多媒体计算机
Instructionaltechnology教学技术
Artificialintelligence人工技能
Cognitivemodel认知模型
Computer-basedthreedimensional计算机三维
Dataglove数据手套
Eyephonesheadmounteddisplay头盔式显示器
Virtualprogramminglanguagesresearch虚拟编程语言研究室
第十五章
Correspondencecourses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、Visualeducation视觉教育
2、Audiovisualinstructions视听教育
Coneofexperience.
Itcontainsthreedomains:
doingexperience,observingexperience,abstractexperience
Doingexperienceincludes:
directpurposefulexperiences,contrivedexperiences,dramaticparticipation;
observingexperienceincludes:
demonstrations,fieldtrips,exhibits,
motionpicture,stillpictures,radio_recodings;
abstractexperienceincludes:
visualsymbols,verbalexperience
3、Audiovisualcommunications视听传播
Programmedinstruction.principles:
inagradedsequenceofcontrolledstepsandattheirownspeed,immediatelyfeedback
4、Instructionaltechnology教育技术
TheAECT’sdefinitionin1994:
InstructionalTechnologyisthetheoryandpracticeofdesign,development,utilization,management,andevaluationofprocessesandresourcesforlearning.
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。
TheAECT’sdefinitionin2005:
Educationaltechnologyisthestudyandethicalpracticeoffacilitatinglearningandimprovingperformancebycreating,using,managingappropriatetechnologicalprocessesandresources.
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。
McLuhan’sviewofmedium:
1.themediumisthemessage.2.themediumistheextensionsofman.3.hotandcoldmedium.4.theglobalvillage.
Thegreatdebate:
Clark:
learningfrommedia.
Instructionmediasaremerevehiclesthatdeliverinstructionbutdonotinfluencestudentachievementanymorethanthetruckdeliverourgroceries（goods）andcauseschangesinournutrition.
Kozma:
learningwithmedia.
KozmabelievesthatClark’sviewofmediaas“deliverytrucks”createsanunnecessaryschismbetweenmediumandmethods.FromKozam’sperspective,mediahasanimportantroleinlearning.Differenttechnologiescanprocessoroperateontheavailablesymbolsystems.
Regardlessofthedifferencesamongpsychologicalperspectivesonlearning,asolidfoundationinvariouslearningtheoryisundoubtedlythemostessentialelementinthepreparationofISDprofessionals.Theymustbefamiliarwiththetheoryandresearchonlearningandmustbeabletoapplythemtoactualpractice.
Cognitivescienceismakingamajorcontributiontoourunderstandingofhowhumansperceiveprocess,storeandretrieveinformation.Schematheory,elaboration,metacognition,automaticity,expert/novicestudies,andtransferareonlyafewoftheconstructsstudiedbycognitivepsychologiststhathaveimportantimplicationsforthedeignofinstruction.
Behavioralpsychology,alsoknownasbehaviorism,isalearningtheorybasedupontheideathatallbehaviorsareacquiredthroughconditioning.Conditioningoccursthroughinteractionwiththeenvironment.Accordingtobehaviorism,behaviorcanbestudiedinasystematicandobservablemannerwithonconsiderationofinternalmentalstates.
Asitevolved,then,Gagne’stheoryofinstructioncametocomprisethreecomponents:
1.ataxonomyoflearningoutcomesthatdefinedthetypesofcapabilitieshumanscanlearn.2.internalandexternallearningconditionsassociatedwiththeacquisitionofeachcategoryoflearningoutcome.3.nineeventsofinstructionthateachfacilitatesaspecificcognitiveprocessduringlearning.
AccordingtoGagne,therearefivemajorcategoriesoflearning:
1.verbalinformation:
thatisknowingthatorwhat2.intellectualskills:
thatisapplyingknowledge3.cognitivestrategies:
thatisemployingeffectivewaysofthinkingandlearning4.attitudes:
thatis,feelingsandbeliefsthatgovernchoicesofpersonalaction5.motorskills:
thatis,executingpreciselysmoothlyandaccuratelytimedmovements.
Thenineeventsofinstruction:
1.gainingattention:
astimuluschangetoalertthelearnerandfocusattentionondesiredfeatures.2.Informingthelearneroftheobjective:
astatementordemonstrationtoforman
expectancyinthelearnerastothegoalsofinstruction.3.stimulatingrecallofpriorlearning:
aquestionoranactivitytoremindthelearnersofprerequisiteknowledge.4.presentingthestimulus:
anactivityorinformationthatpresentsthecontentofwhatistobelearned5.providinglearningguidance:
acueorstrategytopromoteencoding6.elicitingperformance:
anopportunitytopracticeorotherwiseperformwhatislearned7.providingfeedback:
informationofacorrectivenaturethatwillhelpthelearnertoimprovetheirperformance.8.assessingperformance:
anopportunitytodemonstratewhathasbeenlearned9.enhancingretentionandtransfer:
examplesoractivitiesthatpromptthelearnertogobeyondtheimmediatecontextofinstruction.
Bloom’staxonomyofeducationalobjectives,thelevelsofthetaxonomyare:
1.knowledgeprehension3.application4.analysis5.synthesis6.evaluation.
第七章
Levelsofcommunication:
interpersonal,group,organizationalandmasscommunication
三、重点句子翻译
Programmedinstructionisamethodofpresentingnewsubjectmattertostudentsinagradedsequenceofcontrolledsteps.Studentsworkthroughtheprogrammedmaterialbythemselvesattheirownspeedandaftereachsteptesttheircomprehensionbyansweringanexaminationquestionorfillinginadiagram.Theyarethenimmediatelyshownthecurrentanswerorgivenadditionalinformation.
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。
Heproclaimedthatthemediumisthemessage.Inotherword,newformsofmedia,（message）transformourexperienceofourselvesandoursociety,andthisinfluenceisultimatelymoreimportantthanthecontentthatistransmittedinthespecificmessages.
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。
Instructionmediasaremerevehiclesthatdeliverinstructionbutdonotinfluencestudentachievementanymorethanthetruckdeliverourgroceries（goods）andcauseschangesinournutrition.
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。
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。
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。
Cognitivescienceismakingamajorcontributiontoourunderstandingofhowhumansperceive,elaboration,metacognition,automaticity,expert/novicestudies,andtransferareonlyafewoftheconstructsstudiedbycognitivepsychologiststhathaveimportantimplicationsforthedeignofin
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