教育技术学专业英语Word格式文档下载.docx

1、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_oriented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Corre

2、spondence 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 education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 behavi

3、or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verbat

4、im 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 network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 dyna

5、mics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Authoring tools著作工具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F

6、ront-end analysis前段分析Formative evaluation形成性评价Summative evaluation总结性评价Events 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

7、干预第十四章Multimedia PC多媒体计算机Instructional technology教学技术 Artificial intelligence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

8、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视听教育Cone of experience.It contains three domains: doing experience ,observing experience ,abstract experienceDoing experience includes: direct purposeful experiences, contrived experiences, dramatic participation; observing experi

9、ence includes: demonstrations, field trips, exhibits, motion picture, still 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,

10、 immediately feedback4、 Instructional technology教育技术The AECTs definition 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

11、 in 2005: Educational technology is the study and ethical practice of 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。McLuhans view of medium: 1.the medium is the message.2

12、.the medium is the extensions of man.3.hot and cold medium.4.the global 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

13、 in our nutrition. Kozma: learning with media.Kozma believes that 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 symb

14、ol systems.Regardless of the differences among psychological perspectives 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 a

15、pply them to actual practice.Cognitive science is making a major 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

16、 cognitive psychologists that have important implications for 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. Accord

17、ing to behaviorism ,behavior can be studied in a systematic and observable manner with on consideration of internal mental states.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 le

18、arn.2.internal and external learning conditions associated 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: t

19、hat is knowing that or what 2.intellectual skills : that is 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

20、 accurately timed movements.The nine events of instruction: 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 instructio

21、n.3. stimulating recall of prior learning: a question or 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.elici

22、ting performance: an opportunity to practice or otherwise 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 tr

23、ansfer: examples or activities that prompt the learner to 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

24、 ,organizational and mass communication三、 重点句子翻译Programmed 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 ans

25、wering an examination question or filling in a diagram. 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。He proclaimed that the medium

26、is the message. In other word, new forms of media ,（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。Inst

27、ruction 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.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

28、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。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 have important implications for the deign of in