精品資料（2021-2022年收藏）教育技術(shù)學(xué)專業(yè)英語(yǔ)重點(diǎn)

1、 教育技術(shù)學(xué)專業(yè)英語(yǔ)1、 Professional Vocabulary（專業(yè)詞匯、名詞解釋）Behavioral objectives movement 行為目標(biāo)運(yùn)動(dòng)Cognitive psychology 認(rèn)知心理學(xué)Communications 傳播，傳播學(xué)Cone of experience 經(jīng)驗(yàn)之塔Constructivism 建構(gòu)主義Electric performance support systems 電子績(jī)效支持系統(tǒng)General system 一般系統(tǒng)論Instructional systems design(ISD) 教學(xué)系統(tǒng)設(shè)計(jì)Knowledge management s

2、ystems 知識(shí)管理系統(tǒng)Learn-centered learning environments以學(xué)習(xí)者為中心的學(xué)習(xí)環(huán)境Operant conditioning 操作性條件反射Programmed instruction 程序教學(xué)Progressivism 進(jìn)步主義Reinforcement 強(qiáng)化Subject Matter Expert(SME) 學(xué)科內(nèi)容專家Task analysis 任務(wù)分析Verbalism 言語(yǔ)主義Virtual reality 虛擬現(xiàn)實(shí)Artificial intelligence 人工智能Audiovisual communication 視聽(tīng)傳播Intelli

3、gent agent 智能代理Media-oriented 面向媒體Process-oriented 面向過(guò)程Situated cognition 情境認(rèn)知Systematic 系統(tǒng)化Attribute of media 媒體特性Correspondence course 函授課程Mainframe 主機(jī)，大型機(jī)No significant difference 無(wú)顯著變化The great media debate 媒體大爭(zhēng)論Videodisk 視盤Distance education 遠(yuǎn)程教育Real-time 【計(jì)算機(jī)】實(shí)時(shí)的K-12 從幼兒園到12年級(jí)的兒童教育Intuitive no

4、tion 直觀概念Schema theory 圖式理論Elaboration theory 精細(xì)化理論Metacognition 元認(rèn)知Classical conditioning 經(jīng)典性條件反射Operant conditioning 操作性條件反射Verbal behavior 言語(yǔ)行為Cognitive science 認(rèn)知科學(xué)Long-term memory 長(zhǎng)時(shí)記憶Short-term memory 短時(shí)記憶Multiplication table 乘法表Taxonomy of learning 學(xué)習(xí)分類Verbal information 言語(yǔ)信息Intellectual skil

5、ls 智慧技能Cognitive strategies 認(rèn)知策略Rote learning 機(jī)械學(xué)習(xí)Non-arbitrary 非任意性Prior knowledge 先有知識(shí)Iterative process 迭代過(guò)程Assimilation 同化Verbatim recall 逐字回憶Societal dynamic 社會(huì)動(dòng)力學(xué)Communication theory 傳播理論Mass communication 大眾傳播Incoming message 收文Cooperative network 協(xié)作網(wǎng)絡(luò)Sender and receiver 發(fā)送者和接收者Innovation Diff

6、usion Theory（IDT) 創(chuàng)新推廣理論Instructional development 教學(xué)開(kāi)發(fā)Advisory system 咨詢系統(tǒng)Automated Instructional Design(AID) 自動(dòng)化教學(xué)設(shè)計(jì)Authoring tools 著作工具Electronic performance support systems 電子績(jī)效支持系統(tǒng)，簡(jiǎn)稱EPSSInformation management 知識(shí)管理Intelligent tutoring system 智能導(dǎo)師系統(tǒng)Interactive simulation 交互式仿真模擬Systematic instruc

7、tional development 系統(tǒng)化教學(xué)開(kāi)放Front-end analysis 前端分析Formative evaluation 形成性評(píng)價(jià)Summative evaluation 總結(jié)性評(píng)價(jià)Events of instruction 教學(xué)事件Learning environment 學(xué)習(xí)環(huán)境Student-centered learning 以學(xué)生為中心的學(xué)習(xí)Technology-supported learning environment 技術(shù)支持的學(xué)習(xí)環(huán)境Information highway 信息高速公路Information literacy 信息素養(yǎng)Critical sk

8、ills 關(guān)鍵技能2、 填空(書(shū)上的圖）1、戴爾的“經(jīng)驗(yàn)之塔” P32、教育技術(shù)學(xué)的范疇 P143、為有意義的學(xué)習(xí)必不可少的條件P494、格拉奇-伊利模型 P805、Kemp Model P816、Dick and Carey Model P827、ADDIE Model P833、 重點(diǎn)句子翻譯 第一章： Programmed instruction is a method of presenting new subject matter to students in a graded sequence of controlled steps. Students work through t

9、he programmed material by themselves at their own speed and after each step test their comprehension by answering an examination question or filling in a diagram. They are then immediately shown the current answer or given additional information. 程序教學(xué)一種以可以控制步驟按照由易到難的順序向?qū)W習(xí)者呈現(xiàn)新的學(xué)科內(nèi)容的方法。學(xué)生按照合適于自己的速度獨(dú)立學(xué)

10、習(xí)程序教學(xué)材料，在每一個(gè)學(xué)習(xí)材料完成之后通過(guò)回答一個(gè)測(cè)驗(yàn)問(wèn)題或者填寫一個(gè)圖表來(lái)測(cè)量他們對(duì)學(xué)習(xí)材料的掌握程度。他們可以立刻得到正確答案或者補(bǔ)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 media ,(message) transform our experience of ourselves and our society, and this influence is ultimately more important than the content that

11、is transmitted in the specific messages. 他聲稱，媒體及訊息（和數(shù)據(jù)）。換言之，新的媒體形式（數(shù)據(jù)）改變了我們自己和所處環(huán)境的經(jīng)驗(yàn)，這種影響最終比那些以其特殊訊息所傳遞的內(nèi)容更重要。 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 nutri

12、tion. 教學(xué)媒體都僅僅只是傳遞教育而不會(huì)影響學(xué)生完成學(xué)習(xí)活動(dòng)，就像卡車運(yùn)輸我們的生活用品但不會(huì)改變我們的營(yíng)養(yǎng)一樣。 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

13、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(xué)方法之間制造了一個(gè)不必要的分裂。 考茲曼認(rèn)為，媒體在學(xué)習(xí)中起著至關(guān)重要的作用，不同種類的技術(shù)可以處理或操作其可利用的符號(hào)系統(tǒng)。 第五章： Regardless of the differences among psychological perspectives on learning, a solid foundation in various learning theory is undoubtedly the most essential element in the preparatio

14、n 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(xué)上對(duì)學(xué)習(xí)的觀點(diǎn)存在差異擁有一個(gè)堅(jiān)實(shí)的學(xué)習(xí)理論基礎(chǔ)無(wú)疑是教學(xué)系統(tǒng)設(shè)計(jì)專業(yè)人員職前培訓(xùn)中最基本的要素。教學(xué)系統(tǒng)設(shè)計(jì)人員必須熟悉關(guān)于學(xué)習(xí)的理論與研究，并將之付諸實(shí)踐。 Cognitive science is making a major contribution to our understanding of how

15、 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 instruction. 認(rèn)知科學(xué)在解釋人類如何感知、加工、存儲(chǔ)和重現(xiàn)信息等方面做出了巨大的貢獻(xiàn)。圖式理論，精細(xì)化，元認(rèn)知，自動(dòng)化，專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)

16、設(shè)計(jì)有重要的啟示，這只是認(rèn)知心理學(xué)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. Conditioning occurs through interaction with the environment. According to behaviorism ,behavior can be studied in a systema

17、tic and observable manner with on consideration of internal mental states. 行為心理學(xué)，也稱為行為主義，是一種基于所有行為都是通過(guò)條件刺激而產(chǎn)生的學(xué)習(xí)理論。條件刺激就是重現(xiàn)與環(huán)境的相互作用。根據(jù)行為主義的觀點(diǎn)，可以通過(guò)系統(tǒng)方法和觀察的方式來(lái)研究人的行為，而不用考慮人的內(nèi)部心理狀態(tài)。 Behaviorism had its earliest start with the work of Russian psychologist named Ivan Pavlov. Pavlovs research on the diges

18、tive systems of dogs led to his discovery of classical conditioning process, which demonstrated that behaviors could be learned via conditioned associations. Pavlov demonstrated that this learning process could be used to make an association between environmental stimulus and a naturally occurring s

19、timulus. 最早從事于行為主義研究工作的是俄羅斯的生理學(xué)家巴普洛夫。他的關(guān)于狗的消化系統(tǒng)的研究也導(dǎo)致了經(jīng)典條件反射過(guò)程的發(fā)現(xiàn)，這個(gè)發(fā)現(xiàn)證明了行為都能通過(guò)關(guān)聯(lián)的條件刺激來(lái)學(xué)習(xí)。巴普洛夫還證明了這個(gè)學(xué)習(xí)過(guò)程可以用于創(chuàng)造環(huán)境刺激與本能刺激間的相關(guān)聯(lián)。 However ,even while accepting such behavioristic concepts, cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures throug

20、h which humans process and store information. 然而，盡管他們接受行為主義的某些觀點(diǎn)，但是認(rèn)知主義家們 認(rèn)為學(xué)習(xí)是認(rèn)知結(jié)構(gòu)的獲得和重組即人們加工和存儲(chǔ)信息的過(guò)程。 According to the cognitivist, knowledge occurs in internal structures called schemas. When new information comes in through the senses ,it is compared with the schemas already present, and the sch

21、emas may then be combined or changed in light of the new information. 認(rèn)知結(jié)構(gòu)的觀點(diǎn)看，知識(shí)是重現(xiàn)內(nèi)在結(jié)構(gòu)的圖式。當(dāng)感知到新的信息時(shí)，先與當(dāng)前已存在的圖式相比較，人后進(jìn)行整合或者將信息作出改變。 Constructivism is a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us. Constructivists believe that

22、 learning is more active and self-directed than behaviorism or cognitive theory would postulate. 建構(gòu)主義學(xué)習(xí)理論是這樣一種學(xué)習(xí)理論，即他認(rèn)為學(xué)習(xí)是人們對(duì)周圍世界的積極的有意義的建構(gòu)。建構(gòu)主義認(rèn)為，與行為主義與認(rèn)知主義相比，學(xué)習(xí)應(yīng)該是更加積極和自主的。 Constructivism divides learning into two types : accommodation and assimilation . The focus is on the individuals desire and

23、ability to learn., and the teacher and therapist is there to help guide self-directed learning. 建構(gòu)主義將學(xué)習(xí)分為兩種類型：順應(yīng)和同化。重點(diǎn)在于個(gè)人的學(xué)習(xí)意愿和學(xué)習(xí)能力，并且老師或者專家僅僅幫助指導(dǎo)自主學(xué)習(xí)。 Constructivists believe that learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an indiv

24、iduals knowledge is a function of ones prior experiences ,mental structures ,and beliefs that are used to interpret objects and events. 建構(gòu)主義認(rèn)為，學(xué)習(xí)者建構(gòu)事實(shí)或者至少在解釋事實(shí)時(shí)都是基于他們的感知經(jīng)驗(yàn)，因此，個(gè)人的知識(shí)是緣由感知經(jīng)驗(yàn)，心理結(jié)構(gòu)和揭示事物信心的集合。 第6章 ： As it evolved, then, Gagnes theory of instruction came to comprise three components:1.a ta

25、xonomy 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 outcome.3.nine events of instruction that each facilitates a specific cognitive process during learning. 隨著理論的不

26、斷完善，加涅的教學(xué)理論逐漸發(fā)展成三部分內(nèi)容：1、定義人類學(xué)習(xí)能力類型的學(xué)習(xí)結(jié)果分類理論。2、與所習(xí)得各種類型學(xué)習(xí)結(jié)果相關(guān)的內(nèi)部和外部學(xué)習(xí)條件理論。3、在學(xué)習(xí)中促進(jìn)具體認(rèn)知過(guò)程的九段教學(xué)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

27、 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.presenting the stimulus: an activity or information that presents the content of what is to be learned 5.providi

28、ng 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 corrective nature that will help the learner to improve their performance.8.assessing performance: an opportunit

29、y 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(xué)法：1、引起注意：刺激性變化已引起學(xué)習(xí)者的注意，使其集中精力于所期望的特征。2、明確學(xué)習(xí)目標(biāo)：通過(guò)描述或展示使學(xué)習(xí)者形成對(duì)教學(xué)目標(biāo)的期望。3、刺激回憶先前的學(xué)習(xí)：設(shè)計(jì)問(wèn)題或活動(dòng)使學(xué)習(xí)者回想起以前所學(xué)的知識(shí)。4、呈現(xiàn)刺激：用活動(dòng)或信息來(lái)呈現(xiàn)即將學(xué)習(xí)

30、的內(nèi)容。5、提供學(xué)習(xí)指導(dǎo)：促進(jìn)編碼的線索或策略6、引出作業(yè)：提供實(shí)踐活動(dòng)的機(jī)會(huì)或執(zhí)行所學(xué)內(nèi)容7、提供反饋：正確的信息反饋將會(huì)幫助學(xué)習(xí)者提高績(jī)效8、評(píng)估作業(yè)：提供評(píng)價(jià)所學(xué)知識(shí)的機(jī)會(huì)9、促進(jìn)保持和遷移：提供案例或活動(dòng)以促進(jìn)學(xué)習(xí)者對(duì)當(dāng)前教學(xué)知識(shí)進(jìn)行遷移。 第7章 ： The process of communication: 1.the act of human communication begins with a sender, who decides to initiate a message with a specific set of intended meaning 2.the send

31、er 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 between sender and receiver.4.the receiver, the individual to whom the message is directed ,attend to and p

32、erceives 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 of interpreting the message, the receiver is influenced in some way. That is ,the communication has some e

33、ffect.傳播過(guò)程： 1人類溝通的行為開(kāi)始發(fā)送誰(shuí)決定觸發(fā)一個(gè)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(huì)明白的詞和手勢(shì)。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(shū)寫的形式傳送。4、接受者，信息傳遞的對(duì)象，注意并感覺(jué)到收文作為一種特定的符號(hào)模式。5、接受者譯碼信息然后建構(gòu)他或她自己的詮釋的意義符號(hào)6、解釋信息的結(jié)果是，接受者會(huì)受到某種方式的影響，也就是，傳播起到了一定的作用。 Innovation diffusion theory consists of six major components: innovation characteristics, i

34、ndividual 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(gè)方面：創(chuàng)新特征，個(gè)人用戶特征，采用者分布，推廣網(wǎng)絡(luò)，創(chuàng)新性和采用者策略，個(gè)人采納過(guò)程。 Five characteristics of innovations that consistently influence the adoption of new t

35、echnologies: relative advantage, compatibility, complexity, observability trial ability., 持續(xù)影響新技術(shù)使用的五個(gè)創(chuàng)新的特征：相對(duì)優(yōu)越性、兼容性、復(fù)雜性、可觀察性、可試用性。 第9章 Instructional science is concerned with the discovery of the natural principles involved in instructional strategies, and instructional design is the use of t

36、hese scientific principles to invent instructional design procedures and tools. 教育科學(xué)是關(guān)注與教學(xué)策略關(guān)系密切的自然原理的發(fā)現(xiàn)，教學(xué)設(shè)計(jì)是用科學(xué)的原理去創(chuàng)造教學(xué)設(shè)計(jì)程序和工具。 Many current instructional models suggest that the most effective learning environments are those that problem-based and involve the students in four distinct phases of l

37、earning 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(xué)模式認(rèn)為，最有效的教學(xué)環(huán)境是那些基于問(wèn)題的教學(xué)。包括學(xué)生學(xué)習(xí)的四個(gè)階段：1、激發(fā)先前經(jīng)驗(yàn)2、示范技能3、應(yīng)用技能4、在實(shí)際生活中整合技能。 Characteristics of ID:1.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