教育技術學專業(yè)英語

1、精選優(yōu)質文檔-傾情為你奉上教育技術學專業(yè)英語復習大綱一、 專業(yè)詞匯第一章：Behavioral objectives movement行為目標運動 Cognitive psychology認知心理學Communications傳播學Cone of experience經驗之塔Constructivism建構主義Electronic performance support systems電子績效支持系統(tǒng)General system 一般系統(tǒng)理論Instructional systems design(ISD)教學系統(tǒng)設計Knowledge management systems知識管理系統(tǒng)Lear

2、ner_centered learning environments 以學習者為中心的學習環(huán)境Operant conditioning操作性條件反射Programmed instruction程序教學progressivism進步主義reinforcement強化subject matter expert(SME)學科內容專家task analysis任務分析verbalism言語主義virtual reality虛擬現實第二章Artificial intelligence人工智能Audiovisual communication視聽傳播Intelligent agent智能代理Media_o

3、riented面相媒體Process_oriented面向過程Situated cognition情境認知Systematic系統(tǒng)化utilization利用AECT: Association for Educational Communication and Technology教育傳播與技術協會第三章：Attribute of media媒體特征Correspondence course函授課程mainframe主機no significant difference無顯著性差異the great media debate媒體大爭論videodisk視盤第四章：Distance educat

4、ion遠程教育Real_time 實時的K12從幼兒園到12年級的兒童教育第五章：Intuitive notion 直觀概念Schema theory圖式理論Elaboration 精細化理論metacognition元認知classical conditioning經典性條件反射operant conditioning操作性條件反射verbal behavior言語行為cognition science認知科學long_term memory長時記憶short_term memory短時記憶第六章： Multiplication table乘法表Taxonomy of learning 學習

5、分類Verbal information言語信息Intellectual skills智慧技能Cognitive strategies 認知策略Rote learning機械學習Non-arbitrary非任意性Prior knowledge先有知識Iterative process迭代過程accommodation順應assimilation同化verbatim recall逐字回憶第七章：Societal dynamic 社會動力學Communication theory傳播理論Mass communication大眾傳播Incoming message收文Cooperative netw

6、ork協作網絡Sender and receiver 發(fā)送者和接受者Innovation diffusion theory 創(chuàng)新推廣理論第八章Chaos theory混沌理論Complexity and interdependence復雜性和相互依賴性Natural science自然科學Organizational theory組織理論System dynamics系統(tǒng)動力學Systems thinking系統(tǒng)思考第九章Instructional development教學開發(fā)Advisory system咨詢系統(tǒng)Automated instructional design自動化教學系統(tǒng)設計

7、Authoring tools著作工具Electronic performance support systems電子績效支持系統(tǒng)Information management信息管理Knowledge management知識管理Intellectual tutoring system智能導師系統(tǒng)Interactive simulation交互式仿真模擬第十章：Systematic instructional development 系統(tǒng)化教學開發(fā)Front-end analysis前段分析Formative evaluation形成性評價Summative evaluation總結性評價Ev

8、ents of instruction 教學事件第十二章Information highway信息高速公路Information literacy信息素養(yǎng)Critical skills關鍵技能第十三章Knowledge base知識庫Mental models心智模型Knowledge transfer知識遷移Higher order skills高階技能Self-awareness自我意識Instructional interventions 教學干預第十四章Multimedia PC多媒體計算機Instructional technology教學技術 Artificial intellig

9、ence人工技能Cognitive model認知模型Computer-based three dimensional計算機三維Data glove 數據手套Eye phones head mounted display頭盔式顯示器Virtual programming languages research虛擬編程語言研究室第十五章Correspondence courses函授課程Videoconferencing 視頻會議videotape錄像帶二、 重點內容第一章教育技術學經歷的時期1、 Visual education視覺教育2、 Audiovisual instructions視聽教

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視聽傳播Programmed instruction. principles: in a graded sequence of controlled steps and at their own speed, immediately feedback4、 Instructional technology教育技術第二章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.教育技術是為了促進學習，二隊過程與資源進行設計、開發(fā)、利用、管理與評價的理論與實踐。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.教育技術是指通過創(chuàng)設、使用與管理適當的與技術相關的過程和資源來促進學習，提升績效的研究與倫理實踐。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 ernal 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、 重點句子翻譯第一章： 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.程序教學一種以可以控制步驟按照由易到難的順序向學習者呈現新的學科內容的方法。學生按照合適于自己的速度獨立學習程序教學材料，在每一個學習材料完成之后通過回答一個測驗問題或者填寫一個圖表來測量他們對學習材料的掌握程度。他們可以立刻得到正確答案或者補充提示等反饋信息。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.他聲稱，媒體及訊息（和數據）。換言之，新的媒體形式（數據）改變了我們自己和所處環(huán)境的經驗，這種影響最終比那些以其特殊訊息所傳遞的內容更重要。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.教學媒體都僅僅只是傳遞教育而不會影響學生完成學習活動，就像卡車運輸我們的生活用品但不會改變我們的營養(yǎng)一樣。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.考茲曼把克拉克的媒體觀看做送貨卡車，在媒體和教學方法之間制造了一個不必要的分裂。考茲曼認為，媒體在學習中起著至關重要的作用，不同種類的技術可以處理或操作其可利用的符號系統(tǒng)。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.盡管心理學上對學習的觀點存在差異擁有一個堅實的學習理論基礎無疑是教

32、學系統(tǒng)設計專業(yè)人員職前培訓中最基本的要素。教學系統(tǒng)設計人員必須熟悉關于學習的理論與研究，并將之付諸實踐。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.認知科學在解釋人類如何感知、加工、存儲和重現信息等方面做出了巨大的貢獻。圖式理論，精細化，元認知，自動化，專家/新手的學習，以及遷移理論都對教學設計有重要的啟示，這只是認知心理學家們眾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.行為心理學，也稱為行為主義，是一種基于所有行為都是通過條件刺激而產生的學習理論。條件刺激就是重現與環(huán)境的相互作用。根據行為主義的觀點，可以通過系統(tǒng)方法和觀察的方式來研究人的行為，而不用考慮人的內部心理

35、狀態(tài)。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.最早從事于行為主義研究工作的是俄羅斯的生理學家巴普洛夫。他的關于狗的消化系統(tǒng)的研究也導致了經典條件反射過程的發(fā)現，這個發(fā)現證明了行為都能通過關聯的條件刺激來學習。巴普洛夫還證明了這個學習過程可以用于創(chuàng)造環(huán)境刺激與本能刺激間的相關聯。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，盡管他們接受行為主義的某些觀點，但是認知主義家們 認為學習是認知結構的獲得和重組即人們加工和存儲信息的過程。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.認知結構的觀點看，知識是重現內在結構的圖式。當感知到新的信息時，先與當前已存在的圖式相比較，人后進行整合或者將信息作出改變。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.建構主義學習理論是這樣一種學習理論，即他認為學習是人們對周圍世界的積極的有意義的建構。建構主義認為，與行為主義與認知主義相比，學習應該是更加積極和自主的。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. 建構主義將學習分為兩種類型：順應和同化。重點在于個人的學習意愿和學習能力，并且老師或者專家僅僅幫助指導自主學習。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.建構主義認為，學習者建構事實或者至少在解釋事實時都是基于他們的感知經驗，因此，個人的知識是緣由感知經

42、驗，心理結構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 ernal 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.隨著理論的不斷完善，加涅的教學理論逐漸發(fā)展成三部分內容：1、定義人類學習能力類型的學習結果分類理論。2、與所習得各種類型學習結果相關的內部和外部學習條件理論。3、在學習中促進具體認知過程的九段教學法。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.九段教學法：1、引起注意：刺激性變化已

47、引起學習者的注意，使其集中精力于所期望的特征。2、明確學習目標：通過描述或展示使學習者形成對教學目標的期望。3、刺激回憶先前的學習：設計問題或活動使學習者回想起以前所學的知識。4、呈現刺激：用活動或信息來呈現即將學習的內容。5、提供學習指導：促進編碼的線索或策略6、引出作業(yè)：提供實踐活動的機會或執(zhí)行所學內容7、提供反饋：正確的信息反饋將會幫助學習者提高績效8、評估作業(yè)：提供評價所學知識的機會9、促進保持和遷移：提供案例或活動以促進學習者對當前教學知識進行遷移。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 be

49、tween 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 then decode the message by constructing his or her own interpretations of the meaning of the symbols. 6.as a result o

50、f interpreting the message, the receiver is influenced in some way. That is ,the communication has some effect.傳播過程：1人類溝通的行為開始發(fā)送誰決定觸發(fā)一個信息以具體的目的意義。2.然后，發(fā)送者的目的意義編碼選擇特定的接受者會明白的詞和手勢。3、然后信息就在發(fā)送者和接受者之間的空間，以口頭的或書寫的形式傳送。4、接受者，信息傳遞的對象，注意并感覺到收文作為一種特定的符號模式。5、接受者譯碼信息然后建構他或她自己的詮釋的意義符號6、解釋信息的結果是，接受者會受到某種方式的影響，也就是

51、，傳播起到了一定的作用。Innovation diffusion theory consists of six major components: innovation characteristics, individual user characteristics, adopter distribution over time, diffusion network, innovativeness and adopter categories, and the individual adoption process.創(chuàng)新推廣理論主要包括六個方面：創(chuàng)新特征，個人用戶特征，采用者分布，推廣網絡，創(chuàng)

52、新性和采用者策略，個人采納過程。Five characteristics of innovations that consistently influence the adoption of new technologies: relative advantage, compatibility, complexity, observability trial ability., 持續(xù)影響新技術使用的五個創(chuàng)新的特征：相對優(yōu)越性、兼容性、復雜性、可觀察性、可試用性。第八章A system is an organized structure of matter and energy exiting

53、in a dimension of time and space. More than a collection of parts, once organized, the system has properties that are not present when the parts are separate.系統(tǒng)是存在于一個時間和空間維度的物質和能量結構的組織。不是部分的集合，一旦被組織起來，系統(tǒng)就具有了部分被分開時所不具有的屬性。第九章Instructional science is concerned with the discovery of the natural princip

54、les involved in instructional strategies, and instructional design is the use of these scientific principles to invent instructional design procedures and tools.教育科學是關注與教學策略關系密切的自然原理的發(fā)現，教學設計是用科學的原理去創(chuàng)造教學設計程序和工具。Many current instructional models suggest that the most effective learning environments ar

55、e those that problem-based and involve the students in four distinct phases of learning 1.activation of prior experience 2.demonstration of skills 3.application of skills 4.integration of these skills.許多流行的教學模式認為，最有效的教學環(huán)境是那些基于問題的教學。包括學生學習的四個階段：1、激發(fā)先前經驗2、示范技能3、應用技能4、在實際生活中整合技能。Characteristics of ID:1

56、.instructional design is learner-centered2.instructional design is goal-oriented 3.instructional design focuses on real-world performance 4.instructional design focuses on outcomes that can be measured in a reliable and valid way 5.instructional design is empirical 6.instructionaldesign typically is

57、 a team effort.教學設計的特點：1、教學設計以學習者為中心2、教學設計需要建立明確的目標3、教學設計側重于現實生活中的表現4、教學設計側重于可以用一種可靠和有效地方法來衡量的成果。5、教學設計是根據經驗設計的6、教學設計往往是一個團隊的共同努力。Types of automated Instructional design tools: advisory/critiquing ID systems 2.expert ID systems 3.information management ID systems 4.EPSSs for ID 5.ID authoring tools幾種自動化教學設計工具：1、咨詢/評價系統(tǒng)2、專家系統(tǒng)3、信息管理系統(tǒng)4、電子績效支持系統(tǒng)5、著作工具第十章Today there are many ID models, all of them share some basic features .1.needs assessment 2.goal and objectives identification 3.audience and setting analysis 4.co