教育技術(shù)學(xué)專業(yè)英語教案

1、Teaching PlanLecture Week 1Objectives and Tasks1. General introduction2. Definitions and evolution of Instructional/Educational TechnologyGeneral IntroductionObjectives and Tasks of Professional English for Educational TechnologyThe course of Professional English for Educational Technology is conduc

2、ted to help build an ability to use English as a tool in the students profession of education. In order to achieve this goal, this course lays the base on listening, speaking and reading and the emphasis on translation and writing, for which the student is required to do the following:1. Read every

3、text in each chapter and try to understand them best as possible. Translate the texts into Chinese orally and, if there is difficulty, on paper.2. Memorize the New Words, Phrases and Expressions and Professional Vocabulary in each chapter.3. Refer to the Notes to the Text and Selected Translation fo

4、r Reference if necessary while reading the texts.4. Do the Suggested Activities and other homework assigned by the teacher, and read the Extended Materials.5. Note: The average marks of the homework will take up 50 percent of the final total marks.6. Keep the Appendices in mind and try to invoke any

5、 item in them in professional work.7. Pay special attention to the key and difficult points in their respective chapters (See Chapter Outline in the handout).8. Preview before a new lesson begins.9. How to preview1) Read through all the texts to be studied next time and refer to any materials in or

6、out of the texts if necessary;2) Mark out any questions or difficulty;3) Prepare any questions to ask in class; and4) Get ready to say something in English in class.Structure of the Book and Time Allocation1. Structure of the book1) Unit 1 An Overview of Instructional Technology2) Unit 2 The Theoret

7、ical Foundation of Educational Technology3) Unit 3 Media and Learning4) Unit 4 Instructional Design5) Unit 5 The Information Technology and Education6) Unit 6 Distance Education7) Unit 7 Research Methodologies for Instructional Technology2. Time allocation: Roughly four hours for each unitChapter On

8、e The Evolution of the DefinitionsKey Point：The AECTs Definitions in 1994Difficult Point：The AECTs Definitions in 19941. Early definitions (pp. 3-5)1) The 1963 definition (Ely) (p. 3)a) Audiovisual communication (formal denomination/name)b) A major departure from the earlier media-oriented definitio

9、nc) Focus on learning rather than teaching2)The 1970 definition in two ways (Commission on Instructional Technology) (p. a) Instructional technology (formal denomination)b) The first definition: Instructional technology as media, concepts expressed from the audiovisual pastc) The second definition:

10、Instructional technology as a process, introducing new concepts such as systematic, objectives and evaluation3)Another 1970 definition (Silber, AECT) (p. 4): The idea of “problems is first introduced and at the core of the definition.4)The 1971 definition (in Ely) (p. 5): The term educational techno

11、logy is used.5) The 1972 definition (AECT) (p. 4): as processes, not much difference6) The 1977 definition (AECT) (p. 4): as process, not much difference2. Evolution of definition and differences from one definition to another (the whole chapter)3. AECTs definitions in 1994 (pp. 5-6)1) Five separate

12、 areas of concern: design, development, utilization, management, and evaluation2) A development from the previous; not process-oriented3) Domains of Instructional Technology (p. 5)4) Relationship between Domains of the Field (p. 6)5) Similar definition given by Reiser, 2001, but with the name of ins

13、tructional design and technology rather than instructional technology4. Assumptions behind AECTs definition in 2005 (pp. 6-8)1) Definition: a temporary one, a snapshot in timeEducational technology is the study and ethical practice of facilitating learning improving performance by creating, using, a

14、nd managing appropriate technological processes and resources.2) Assumptions behind ita) A general definition, a stipulatory definitionb) A definition intending to be clear, precise, and unambiguous, and to draw boundariesc) A definition referring explicitly to core values implied in educational tec

15、hnology, a major departure from past AECT definitional effortsd) A definition meant to be connected with AECTs most recent prior definition of 1994, as an improvement and updating, evolutionary rather than revolutionarye) A definition sensitive to the standards for the accreditation of university pr

16、ograms preparing teachers and specialists in the educational technology fieldf) A definition as inclusive as possible5. Mission currently embraced by AECT (p. 8)To provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for ef

17、fective teaching and learning in a wide range of settings.6. Future of definition (p. 8): subject to paradigm shiftReferenceEly, Donald P. Ph.D., Syracuse University, Communications and Psychology, 1961, Professor and Chair, Instructional Design, Development and Evaluation; Associate Director, ERIC

18、Clearinghouse on Information and Technology Syracuse University, New YorkSeels, Barbara B. School of Education, University of Pittsburgh, 5142 Wesley W. Posvar Hall, Pittsburgh, PA 15260 (Ph.D., Mass Communications, Ohio State University, 1970; M.S., Instructional Communications, Syracuse University

19、, 1963; B.A., English & Drama, Bucknell University, 1961)Richey, Rita C. Dr. Rita C. Richey is Professor and Program Coordinator in Instructional Technology for the College of Education at Wayne State University, Detroit, Michigan. She received her B.A. in English from the University of Michigan

20、, her M.A. in Psychology of Reading from the University of Michigan and her Ph.D. in Instructional Technology from Wayne State University. Dr. Richey's teaching and research interests include Instructional Design, Research and Theory in Instructional Technology, History and Trend in Instructiona

21、l Technology.Silber, Kenneth Dr. Kenneth Silber is the founder and President of Silber Performance Consulting, Chicago, Illinois. He holds a Ph.D. and M.A. in Instructional Technology, with minors in Organizational and Educational Psychology from the University of Southern California, and a B.A. wit

22、h a major in Psychology from the University of Rochester. He speaks French and has studied at the Alliance Francaise since 1981.Homework1. Suggested Activities and Extended Materials.2. Try to understand Selected Translation for Reference3. Preview Chapters 2 Lecture Week 2Objectives and TasksLearn

23、the History of instructional technologyChapter Two The History of Instructional TechnologyKey Point：1980s-PresentDifficult Point：1950s-1970sSection A Before 19201. Theory1) E. L. Thorndike (1874-1949), a behavioral psychologist at Columbia University, an early figure in the effort to establish a sci

24、entific knowledge base for the research of human learning, especially for instructional technology (p. 13) He was the founder of Laboratory Animal Psychology. His contribution to instructional technology a) The law of Effectb) establish a scientific knowledge baseBehaviorism: Based on observable cha

25、nges in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.2) John Deway (1859-1952) and Progressivism (p. 13)Learning by doingExperience + Reflection=Learning前者是指學(xué)習(xí)者從實(shí)際操作中獲得學(xué)習(xí)，如幼童從操弄實(shí)物個(gè)數(shù)而獲得“數(shù)字”概念。后者是指學(xué)習(xí)者除了實(shí)地親身體驗(yàn)外，還必須反思考經(jīng)驗(yàn)的意義，使學(xué)習(xí)進(jìn)一步加深。2. PracticeAudio

26、 instructions and audiovisual instructions (p. 13)Section B Between the 1920s and 1940s1. The audiovisual movement (pp. 13-14)Using Visuals and tremendous growth in the visual instructional movement. The formation of professional organizations:1) The National Academy for Visual Instruction (1919)2)

27、The American Educational Motion Picture (1919)3) The Department of Visual Instruction (DVI) (1923)4) The Visual Instruction Association of America (1922)2. Major events that influenced the future development of the movement (p. 14)1) The behavioral objective movement行為目標(biāo)運(yùn)動a) Early advocates: Bobbitt

28、, Charters, and Burkb) Ralph Tyler (1902-1994), father of the behavioral objective movementc) His Eight-Year Study in the Ohio State University (1933-1941) and its significance2) The media personnel and psychologist in the military agent during World War II (p. 14)3) Works written during this period

29、 (p. 14)4) Edgar Dale (1900-1985) and his Cone of Experience (pp. 14-15)Years ago an educator named Edgar Dale, often cited as the father of modern media in education, developed from his experience in teaching and his observations of learners the "cone of experience" (see Figure 1). The co

30、ne's utility in selecting instructional resources and activities is as practical today as when Dale created it.Section C Between the 1950s and 1970s1.The shift from Audiovisual Instruction to Instructional Technology (pp. 15-17)Trends affecting the evolution of the field:1) Programmed instructio

31、n and task analysis (p. 15)a) Definition of programmed instruction (p. 15 Second line from the bottom)b) Sydney L. Pressey and his first teaching machine (1934) (p. 15 Para.2)c) B. F. Skinner (1904-1990) of Harvard University and his “Skinner Box” (p. 15 para.2)d) Robert Glaser and his term Instruct

32、ional System (1962) (p. 16)e) Robert M. Gagné and task analysis (1965) (p. 16) three techniques for task analysis: topic analysis; Procedural analysis; outline, flowchart or tablef) The Conditions of Learning by Gagné (1965) and Principles of Instructional Design by Gagné and L. J. Br

33、iggs (1974) (p. 16)g) The Dick and Carey Model (1978) (p. 16)During this period, instructional technology became more and more complex because threw were more and more teaching medias.2). Theories of communications and general system (p. 16)a) Claude E. Shannon and Warren Weaver and their book Mathe

34、matical Theory of Communication and model for communicationb) Harold Lasswell and his “Five Ws modelWho says what to whom in which channel with what effect.c) Wilbur Schramm and his communication models and six ways to categorize delivery systemsd) The major contributions to the general system theor

35、y made by Charles Hoban, Jr. (1956) and James Finn (1960s)3). From media specialists to professionals of instructional technology (p. 16)2. Association for Educational Communications and Technology (AECT) (1970) (pp. 16-17)Section D After 1980*Factors affecting the field during this period:1. Electr

36、onic performance support systems (p. 17 Para 3)2. Knowledge management systems (p. 17 Para 3 )3. Learner-centered learning environments (p. 17 Para 3 )4. Constructivism (p. 17 Para 4 )5. The Internet for distance education and learning (p. 17 Para 5)6. Future development (p. 17 Para 6)1) Distance ed

37、ucation and learning2) The constructivist movement3) The Internet in cooperative and collaborative learning4) Knowledge management5) The performance technology movement6) Electronic performance support system (EPSS)7) Virtual reality (VR)8) Networks for instructional purposesReferencelaw of effect 這

38、是桑代克（ELThorndike）在動物智慧ANIMAL INTELLGENCE（1898）一書中提出的學(xué)習(xí)原理。這一研究，在心理學(xué)中具有最早的動物實(shí)驗(yàn)的意義，就學(xué)習(xí)這一心理現(xiàn)象而言，在最早提出心理學(xué)法則這一點(diǎn)上，也具有歷史性的意義。動物發(fā)生某種反應(yīng)時(shí)，反應(yīng)的結(jié)果若給動物帶來愉快，則此時(shí)的刺激和反應(yīng)就結(jié)合起來，以后在類似的情況下，這個(gè)反應(yīng)就容易發(fā)生。這種觀點(diǎn)是一種聯(lián)想主義，不久與巴甫洛夫（IPPavlov）的條件反射的觀點(diǎn)一起，被瓦聰（JBWatson）所采納，成為美國行為主義心理學(xué)的主要的原理。E. L. THORNDIKES ANIMAL INTELLIGENCE MONOGRAPHEdw

39、ard L. Thorndikes monograph（專著）, 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. Tho

40、rndike 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,

41、 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

42、combination 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.Progressivism進(jìn)步主義是20世紀(jì)上半期盛行于美國的一種教育哲學(xué)思潮，對當(dāng)時(shí)的美國學(xué)校教育產(chǎn)生相當(dāng)大的影響。起源自反對傳統(tǒng)教育的形式主義。20世紀(jì)初杜威（J. Dewey, 1859-19

43、52）將其實(shí)用主義（Pragmatism）哲學(xué)運(yùn)用于教育領(lǐng)域，其實(shí)驗(yàn)和理論更壯大了進(jìn)步主義的聲勢，甚至遠(yuǎn)播至中國。1910至1920年代，美國建立了許多新學(xué)校，許多舊學(xué)校也加入進(jìn)步主義的陣營。都市地區(qū)的學(xué)校更廣泛地采用活動課程、核心課程與設(shè)計(jì)教學(xué)法。這些學(xué)校的特色是兒童本位、較寬容的訓(xùn)導(dǎo)、男女合校、課程實(shí)驗(yàn)，不重視學(xué)業(yè)與考試，鼓勵(lì)藝術(shù)與手工學(xué)習(xí)。1919年進(jìn)步教育學(xué)會成立，1930年代達(dá)到全盛時(shí)期。第二次世界大戰(zhàn)后，人們逐漸意識到進(jìn)步主義的教育并不能提高知識水平，進(jìn)步主義教育運(yùn)動遂漸次衰退，1955年進(jìn)步教育協(xié)會解散，宣告了這個(gè)時(shí)代的結(jié)束；但是進(jìn)步主義的思想至今對美國教育仍有影響。杜威曾對流行

44、半個(gè)世紀(jì)的進(jìn)步主義教育運(yùn)動的成敗有所評價(jià)，也認(rèn)為該思潮最大的成就是改變了課堂生活的氣氛，對兒童的需要有了更多的認(rèn)識，師生關(guān)系更為民主化，但是進(jìn)步主義教育的弱點(diǎn)，則在知識性教材的選擇與組織方面，有待大力改善（張芬芬，2000：249-250）。Homework1. Suggested Activities and Extended Materials.2. Try to understand Selected Translation for Reference3. Preview Chapter 3 & 4 Lecture Week 3Objectives and Tasks1. Cha

45、pter Three Instructional Technology: Present and Future2. Part of Chapter Four Learning TheoriesChapter Three Instructional Technology: Present and FutureKey Point：The Diverse Status of Instructional TechnologyDifficult Point：The Professionalizing of the Field1. Positive trends (p. 23)1) Instruction

46、al technologists more eclectic(choosing from a wide rang) in the philosophies (objectivism, behaviorism, cognitivism認(rèn)知論, constructivism, postmodernism), not adhering to a single ideology, drawing from what is best for the given situation, learner and content2) Distance education growing in acceptanc

47、e, use and quality2. Negative trends (pp. 23-24)1) Evaluation valued but infrequently used.2) Instructional development practiced more in non-school settings than in schools3. Diverse status (pp. 24-25)Question: Do you think instructional technology can be qualified as discipline(學(xué)科)?1) Diversity of

48、 program and research identities of the field2) Unrealistic striving for a unifying instructional technology agenda3) Alessis suggestion that the research and development of instructional technology be embedded into education4. Professionalizing of the field(p. 25)Although instructional or education

49、al 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 professiona

50、ls (mentors) (pp. 25-26)6. Choosing our future (p. 26)Instructional technologys challenge in coming years will be in maintaining strong, broad-based grounding for professional practice, with a focus on a selected few cohering principles and purposes to keep the field together.Chapter Four Learning T

51、heoriesKey Point：Cognitive Information-Processing TheoryDifficult Point：Constructivism1. Necessity of the theories of learning (pp. 35-36)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 psycholog

52、ical 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 theoriesa) Piage

53、ts childhood educationb) Ausubel and Rothkopfs textual materialsc) Banduras social learning theoryd) Bruners rich philosophical insight into discovery learning and problem solvinge) Kellers work on motivationf) Knowles emphasis on factors that facilitate adult learningg) Cognitive science of Klatzky

54、, Anderson, Gagne, Wildman and Burton, of how humans perceive, process, store, and retrieve information, and their schema theory, elaboration, metacognition, automaticity, expert/novice studies, and transfer2. Behaviorism (pp. 36-37)1) John B. Watson (1878-1958), the first behaviorist (See note)2) E

55、dward L. Thorndike (1874-1949)3) James Hartley4) The stimulus-response (S-R) modela) Three underlying/basic key assumptionsl Observable behavior as the focus of study and learning manifested by a change in behaviorl Behavior shaped by the environment and learning determined by the elements in the en

56、vironment, not by the individual learnerl The principles of contiguity and reinforcement central in explaining the learning processb) Four key principles in terms of learningl Activityl Repetition, generalization and discrimination (practice)l Reinforcementl Clear objectivesReferenceJohn B.Watson(18

57、78-1958) Watsonian behaviorism 華生（18781958），美國心理學(xué)家，行為主義心理學(xué)的創(chuàng)始人。他認(rèn)為心理學(xué)研究的對象不是意識而是行為，心理學(xué)的研究方法必須拋棄”內(nèi)省法”，而代之以自然科學(xué)常用的實(shí)驗(yàn)法和觀察法。華生在使心理學(xué)客觀化方面發(fā)揮了巨大的作用。1915年當(dāng)選為美國心理學(xué)會主席。Educated at Furman University and the University of Chicago. Was professor of psychology and director of the Psychological Laboratory at Johns

58、 Hopkins University from 1908 to 1920. Founder of behaviorist school of psychology. Concluded that heredity is a minor factor in human beings actions.Taught at Johns Hopkins University from 1908 1920.Major works: Animal Education (1903) Behavior (1914) Behaviorism (1925; revised ed., 1936) Psychological Care of Infant and Child (1928) Homework1. Suggested Activities and Extended Materials in these two chapters; 2. Prev