教育技术学专业英语综合复习资料

教育技术学专业英语综合复习资料内容摘要：

ctivists believe that learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual’s knowledge is a function of one’s 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验，心理结构和揭示事物信心的集合。 第六章 ： As it evolved, then, Gagne’s theory of instruction came to prise three ponents: taxonomy of learning outes that defined the types of capabilities humans can and external learning conditions associated with the acquisition of each category of learning 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： 定义人类学习能力类型的学习结果分类理论。 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。 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 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 . stimulating recall of prior learning: a question or an activity to remind the learners of prerequisite knowledge. the stimulus: an activity or information that presents the content of what is to be learned learning guidance: a cue or strategy to promote encoding performance: an opportunity to practice or otherwise perform what is learned feedback: information of a corrective nature that will help the learner to improve their performance: an opportunity to demonstrate what has been learned retention and transfer: examples or activities that prompt the learner to go beyond the immediate context of instruction. 九段教学法： 引起注意：刺激性变化已引起学习者的注意，使其集中精力于所期望的特征。 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。 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。 呈现刺激：用活动或信息来呈现即将学习的内容。 提供学习指导：促进编码的线索或策略 引出作业：提供实践活动的机会或执行所学内容 提供反馈 ：正确的信息反馈将会帮助学习者提高绩效 评估作业：提供评价所学知识的机会 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。 第九章 Instructional science is concerned with the discovery of the natural principles involved in instructional strategies, and instructional design is the use of these scientific principles to invent instructional design procedures and tools. 教育科学是关注与教学策略关系密切的自然原理的发现，教学设计是用科学的原理去创造教学设计程序和工具。 Many current instructional models suggest that the most effective learning environments are those that problembased and involve the students in four distinct phases of learning of prior experience of skills of skills of these skills. 许多流行的教学模式认为，最有效的教学环境是那些基于问题的教学。 包括学生学习的四个阶段： 激发先前经验 示范技能 应用技能 在实际生活中整合技能。 Characteristics of ID: design is design is goaloriented design focuses on realworld performance design focuses on outes that can be measured in a reliable and valid way design is empirical typically is a team effort.. 教学设计的特点： 教学设计以学习者为中心 教学设计需要建立明确的目标 教学设计侧重于现实生活中的表现 教学设计侧重于可以用一种可靠和有效地方法来衡量的成果。 教学设计是根据经验设计的 教学设计往往是一个团队的共同努力。 Types of automated Instructional design tools: advisory/critiquing ID systems ID systems management ID systems for ID authoring tools 几种自动化教学设计工具： 咨询 /评价系统 专家系统 信息管理系统 电子绩效支持系统 著作工具 第十二章 To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. 做到有信息素养，一个人必须能够知道什么时候需要信息，并且有定位、评价、和有效地使用所需信息的能力。 Educators need to shift their emphasis from acquisition of a product to execution of a dynamic process. Students need to be transformed from passive information gatherers to active participating knowledge finders. 教育者们应该将他们从获得一个产品的重点转移到执行一个产品的动态过程。 学生需要由被动的信息收集者转换成积极参与的信息发现者。 第十三章 The 21st century skills include: and social responsibility , critical thinking, reasoning and creativity munication skills ,both for interpersonal and presentation needs understanding and decisionmaking how and when to use technology and choose the most appropriate tool for the task. 21 世纪中心技能包括： 个人和社会责任感 计划、批判性思维、质疑记忆创新 强的交流技巧，包括人际交流和展示的需要。 跨文化理解 观察力和做决定 知道什么时候和怎样使用技术，并为任务选择最适当的工具。 第十五章 Distance education is defined as institutionbased formal education where the learning group is separated, and where interactive munications systems are used to connect learners, resources and instructors. 远程教育被定义为基于机构的正规教育，远程教育中的学习者是互相分离的，教师、学生和资源通过交互式通信系统进行互相联系与交流。 There are four main ponents to this definition.. first is the concept that distance education ia institutionally based. The second ponent of the definition of distance education is the concept of separation of the teacher and student.(in time ,in geographic ,in intellectual levels) interactive telemunication is the third ponent of the definition of distance education. finally is the concept of connecting learners ,resources and instructors. 这个定义包括四个方面的内容：首先，远程教育是建立在机构基础之上的概念。 远程教育的第二部分是教师与学生分离的概念。 交互式通信是远程教育的第三部分内容。 最后，是学习者，资源和教师之间建立联系的概念。 一、句子翻译 定义：教育技术是为了促进学习，对有关的过程和资源进行设计、开发、利用、管理和评价的理论和实践。 Instructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning. 定义： Educational technology is the study and ethical practice of facilitating learning and improving performance by creating、 using、 managing appropriate technological processes and resources. 教育技术是通过创造，使用，管理适当的技术过程和资源，促进学习和改善绩效的研究与符合道德规范的实践。 经验之塔 (从上到下 ) Verbal Experience， Visual Symbols， Still pictures, radiorecordings， Motion picture， Exhibits， Fieldtrips， Demonstrations， Dramatic participation Contrived experiences， Direct, purposeful experiences 行为主义： Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behavioris。