教育技术学专业英语教案

教育技术学专业英语教案内容摘要：

ystems (p. 17 Para 3 ) 3. Learnercentered learning environments (p. 17 Para 3 ) 4. Constructivism (p. 17 Para 4 ) 5. The Inter for distance education and learning (p. 17 Para 5) 6. Future development (p. 17 Para 6) 1) Distance education and learning 2) The constructivist movement 3) The Inter in cooperative and collaborative learning 4) Knowledge management 5) The performance technology movement 6) Electronic performance support system (EPSS) 7) Virtual reality (VR) 8) Networks for instructional purposes Reference law of effect 这是桑代克（ E． L． Thorndike）在《动物智慧》 《 ANIMAL INTELLGENCE》（ 1898）一书中提出的学习原理。 这一研究，在心理学中具有最早的动物实验的意义，就学习这一心理现象而言，在最早提出心理学法则这一点上，也具有历史性的意义。 动物发生某种反应时，反应的结果若给动物带来愉快，则此时的刺激和反应就结合起来，以后在类似的情况下，这个反应就容易发生。 这种观点是一种联想主义，不久与巴甫洛夫（ I． P． Pa－ vlov）的条件反射的观点一起，被瓦聪（ J． B． Watson）所采纳，成为美国行为主义心理 学的主要的原理。 E. L. THORNDIKE‘S ANIMAL INTELLIGENCE MONOGRAPH Edward L. Thorndike‘s monograph（专著） , Animal Intelligence: An Experimental Study of the Associative Processes in Animals is reviewed with respect to three contemporary issues: the relation between human behavior and that of other animals, the law of effect, and research methods for studying behavior. Thorndike employed an experimental analysis, rather than relying on either anecdote or naturalistic observation, to study problem solving and other behavioral processes of cats, dogs, and chicks. His analysis focused on whether the similarities between humans and other animals were homologous, that is, functionally equivalent, or whether they were merely analogous in form. Concluding the latter, he used the law of effect, not stated as such until long after the monograph was published, to account for the behavioral processes he studied, without appeal to reason or other cognitive mechanisms. His bination of applying experimental methods to the study of animal behavior and his insistence on objectivity in behavioral description were prescient of such later behaviorists as Watson and Skinner. 8 Progressivism 进步主义是 20 世纪上半期盛行于美国的一种教育哲学思潮，对当时的美国学校教育产生相当大的影响。 起源自反对传统教育的形式主义。 20 世纪初杜威（ J. Dewey, 18591952）将其实用主义（ Pragmatism）哲学运用于教育领域，其实验和理论更壮大了进步主义的声势，甚至远播至中国。 1910 至 1920 年代，美国建立了许多新学校，许多旧学校也加入进步主义的阵营。 都市地区的学校更广泛地采用活动课程、核心课程与设计教学法。 这些学校的特色是儿童本位、较宽容的训导、男女合校、课程实验，不重视学业与考试，鼓励艺术与手 工学习。 1919 年进步教育学会成立， 1930 年代达到全盛时期。 第二次世界大战后，人们逐渐意识到进步主义的教育并不能提高知识水平，进步主义教育运动遂渐次衰退， 1955 年进步教育协会解散，宣告了这个时代的结束；但是进步主义的思想至今对美国教育仍有影响。 杜威曾对流行半个世纪的进步主义教育运动的成败有所评价，也认为该思潮最大的成就是改变了课堂生活的气氛，对儿童的需要有了更多的认识，师生关系更为民主化，但是进步主义教育的弱点，则在知识性教材的选择与组织方面，有待大力改善（张芬芬， 2020：249250）。 Homework 1. Suggested Activities and Extended Materials. 2. Try to understand Selected Translation for Reference 3. Preview Chapter 3 amp。 4 Lecture Week 3 Objectives and Tasks 1. Chapter Three Instructional Technology: Present and Future 2. Part of Chapter Four Learning Theories Chapter Three Instructional Technology: Present and Future Key Point： The Diverse Status of Instructional Technology Difficult Point： The Professionalizing of the Field 1. Positive trends (p. 23) 1) Instructional technologists more eclectic(choosing from a wide rang) in the philosophies (objectivism, behaviorism, cognitivism 认知 论 , constructivism, postmodernism), not adhering to a single ideology, drawing from what is best for the given situation, learner and content 2) Distance education growing in acceptance, use and quality 9 2. Negative trends (pp. 2324) 1) Evaluation valued but infrequently used. 2) Instructional development practiced more in nonschool settings than in schools 3. Diverse status (pp. 2425) Question: Do you think instructional technology can be qualified as discipline(学科 )? 1) Diversity of program and research identities of the field 2) Unrealistic striving for a unifying instructional technology agenda 3) Alessi‘s suggestion that the research and development of instructional technology be embedded into education 4. Professionalizing of the field(p. 25) Although instructional or educational technology plays a very important role in improving learning and makes great contributions to learning, it is not qualified as an independent discipline because people working in this field are mostly craftsmen, not professionals. It does not meet professional standards. 5. Training of professionals (mentors) (pp. 2526) 6. Choosing our future (p. 26) Instructional technology‘s challenge in ing years will be in maintaining strong, broadbased grounding for professional practice, with a focus on a selected few cohering principles and purposes to keep the field together. Chapter Four Learning Theories Key Point： Cognitive InformationProcessing Theory Difficult Point： Constructivism 1. Necessity of the theories of learning (pp. 3536) 1) The intuitive definition of learning: People can do something that they could no do before or the know something that they did not know before. 2) The psychological definition of learning: a persisting change in human performance or performance potential. 3) A solid foundation in various learning theories: ISD professionals must be familiar with the theory and research on learning and must be able to apply them to actual practice. 4) Various theories a) Piaget‘s childhood education b) Ausubel and Rothkopf‘s textual materials c) Bandura‘s social learning theory d) Bruner‘s rich philosophical insight into discovery learning and problem solvin。