教育技术学专业英语摘要翻译
教育技术学专业英语第九章翻译
第九章Section B Basic Principles of ID®Many current instructional models suggest that the most effective learning environments are those that are 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 into real—world activities.Figure9.2.1 illustrates these five ideas.Much instruetional practice concentrates primarily on phase2and ignores the other phases in this cycle of learning.许多现行的教学模型建议最有效的学习环境是那些正在学习、参与学生学习的四个不同阶段:(1)激活的经验;(2)演示技巧;(3)应用的能力;(4)整合这些技能,成为真正的——世界活动。
图9。
2。
1说明了这些五的想法。
多instruetional实践集中主要在第二阶段,而忽略了其他方面在这个循环的学习。
At the too level.the instructional design prescriptions based on first principles are as follows ：：(1〉Learning is facilitated when learners are engaged in solving real-world problems.在太水平。
教育技术学专业英语unit13textb原文加翻译
Four Types of Automated Instructional Design Tools Expert System An An expert expert expert system system system contains contains contains a a a domain-specific domain-specific domain-specific knowledge-base knowledge-base and performs decision-making and analysis functions for the designer using natural language queries. Expert systems for instructional design have been developed to provide advice to novice instructional designers and to facilitate the development process for experienced designers. ID ID Expert Expert Expert from from from the the the ID2 ID2 ID2 Research Group was created to develop Research Group was created to develop and deliver computer-based instruction more efficiently. ID Expert is based based on on on Instructional Instructional Instructional Transaction Transaction Transaction Theory, Theory, Theory, a a a ““second second generation generation generation””theory of instructional design. According to Instructional Transaction Theory, Theory, instruction instruction instruction is is is based based based on on on transactions transactions transactions (sets (sets (sets of of of interactions) interactions) between between the system and the learner in order the system and the learner in order to accomplish a g iven given task. ID Expert assists designers in creating transactions by presenting presenting a a a set set set of of of decision-making decision-making decision-making steps steps steps involving involving involving instructional instructional components, components, formatting, formatting, formatting, resources, resources, resources, etc. etc. etc. ID ID ID Expert Expert Expert is is is considered considered considered a a prototype system and has not yet been released commercially. The United States Air Force Armstrong Laboratory proposed two AID approaches that use expert system technology to provide expertise to novice instructional designers and subject matter experts in the design, production, and implementation of courseware used in Air Force training. Guided Approach to Instructional Design Advising Advising (GAIDA) (GAIDA) (GAIDA) uses uses uses tutorials tutorials tutorials and and and context-specific context-specific context-specific advice advice advice and and examples. Experiment Advanced Instructional Design Advisor (XAIDA) (XAIDA) uses uses uses the the the Instructional Instructional Instructional Transaction Transaction Transaction Theory Theory Theory framework framework framework to to encapsulate context-specific knowledge. Both of these environments are are results results results of of of the the the Advanced Advanced Advanced Instructional Instructional Instructional Design Design Design Adviser Adviser Adviser (AIDA) (AIDA) research project. Reactions to Expert Systems: While expert systems for the instructional instructional design design design can can can teach teach teach theory theory theory validation validation validation and and and function function function as as authoring tools, they are limited by their inability to support analysis and design tasks. ID expert systems attempt to control the instructional design process, a process involving a large number of interrelated elements, and so must rely heavily on the knowledge and experience of the individual practitioner. Several instructional technologists technologists have have have proposed proposed proposed systems systems systems that that that more more more subtly subtly subtly advise advise advise the the instructional designer, rather than prescribe a set of solutions. Advisory Systems Duchastel Duchastel challenges challenges challenges the the the expert expert expert system system system model model model by by by providing providing providing an an advisory advisory system system system model. model. model. Instead Instead Instead of of of controlling controlling controlling the the the problem-solving problem-solving process process with with with expert expert expert knowledge, knowledge, knowledge, advisory advisory advisory systems systems systems assist assist assist or or or coach coach users users in in in accomplishing accomplishing accomplishing a a a given given given task. task. task. A A A prototype prototype prototype for for for the the the advisory advisory system approach is the Instructional Design Advanced W orkbench, Workbench, architecture for a computer-based workbench that supports the cognitive cognitive tasks tasks tasks of of of instructional instructional instructional design design design without without without constraining constraining constraining the the designer. Information Management System Instructional Instructional Design Design Design Environment Environment Environment (IDE) (IDE) (IDE) from from from the the the Institute Institute Institute for for Research on Learning is a computer-aided design environment that supports supports an an an ID ID ID methodology methodology methodology for for for teaching teaching teaching the the the use use use of of of software software software in in real-life problem-solving contexts. I DE IDE IDE helps document design and helps document design and development development options. options. options. It It It is is is intented intented intented for for for experienced experienced experienced instructional instructional designers. Electronic Performance Support Systems Electronic performance support system (EPSS) are self-instructional self-instructional electronic electronic electronic environments environments environments that that that provide provide provide process process process to to “software, guidance, advice, data, tools, and assessment with minimum minimum support support support and and and intervention intervention intervention by by by others others others””. . EPPS EPPS EPPS have have have become become popular in the 1990s for business and education contexts that require “just-in-time just-in-time”” learning learning and and and a a a hign hign hign level level level of of of a a a particular particular particular skill. skill. skill. Some Some example of EPSS are listed below. Building on Duschastel’s “workbench,workbench,”” Paquette et al introduced a a performance performance performance support support support system system system called called called AGD AGD AGD (a (a (a French French French acronym acronym meaning Didactic Engineering W orkbench). AGD provides procedural procedural instructional instructional instructional design design design information information information to to to guide guide guide users users users difining difining the learning system (e.g., amount and nature of objectives). Other performance support systems tools include Designer’s Edge (Figure 13-1) from Allen Communication and Instructional DesignW are are from from from Langevin Langevin Langevin Learning Learning Learning Services Services Services (Langevin (Langevin (Langevin Learning Learning Services). Services). Like Like Like AGD, AGD, AGD, these these these tools tools tools support support support the the the planning planning planning phases phases phases of of instructional instructional design, design, design, but but but contain contain contain a a a much much much more more more general general general advisory advisory component (e.g., context-specific online help, wizard, and tutorials). In contrast to AGD, Designer Designer’’s Edge and Instructional DesignW are lead designers through all tasks involved in instructional design, but place more emphasis on the ultimate production phase. Both tools provide graphical representation of the instructional systems design model, thus leading to additional support for completing each step of the model. Data entered by users are are cross-referenced cross-referenced cross-referenced with with with all all all steps steps steps to to to enhance enhance enhance continuity continuity continuity between between phases. Usable reports and documents such as evaluation instruments, instruments, content content content outlines, outlines, outlines, lesson lesson lesson plans, plans, plans, and and and checklists checklists checklists can can can be be generated by the users. The The primary primary primary difference difference difference between between between the the the two two two products products products lies lies lies in in in their their intented audiences and purposes. Designer ’s Edge is for both novice and and experienced experienced experienced instructional instructional instructional designers designers designers planning planning planning computer-based computer-based instruction. The product includes support for scripts, storyboards and other other CBI CBI CBI production production needs. needs. Integration Integration Integration with with with external external external software software applications is also supported. Instructional Design W are is intented for for course course course designers designers designers and and trainers trainers interested interested interested in in producing producing either either computer-based or classroom training. For this reason ,more suppot is provided for decisions regarding media selection and course and presentation materials (Langevin Learning Services). 自动化教学设计工具的四种类型自动化教学设计工具的四种类型专家系统专家系统包括了一个特定领域的知识库和为设计师使用自然语言查询的执行决策分析功能。
Introduction Educational Technology(教育技术学专业英语介绍)
13 of
16
Employment Orientation
Information technology teachers
9
of
16
Employment Orientation
Audio-visual museum staff There are some people in the provinces, districts and counties NCET (station) is principally engaged in audio-visual management, research, education, information technology and so on.
批注本地保存成功开通会员云端永久保存去开通
What is Eeducational Technology
introducing
教育技术学（教育学）
CONTENTS
1 2
Summation
Technology Development Process of ET
3 The Famours Representative
3 of 31
design
The famous characters in our school
Zhu Yundong
design
back
3
of
31
The New Application of ET
Method Technology
ET
Media Technology
10 of
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The New Application of ET
7 of 16
The Developing Direction of the Subject
教育技术学专业英语翻译
The term multimedia describes a number of diverse technologies that allow visual and audio media to be combined in new ways for the purpose of communicating . Multimedia often refers to computer technologies.Nearly every PC built today is capable of multimedia because they include a CD-ROM or DVD drive ,and a good sound and video card.Ofen built into the multimedia.But the term multimedia also describes a number of dedicated media appliances ,such as digital videorecorders ,interactive television ,MP3 players , advanced wireless devices and public video displays.The term multimedia ,which was used during the 1970s to describe a particular theater-based film and slide-show collage experience ,has now been shortened to just the word ” multimedia”.From the mid 1980s through the late 1990s，the prevalent meaning of multimedia was a category of “authoring” software that allowed designers to develop interactive computer programs without having to have advanced programming skills.Examples include Apple HyperCard ,Icon Authorware , Asymetrix Toolbox ,and Scala MultiMedia .This category of software still exists , and is sometimes referred to as multimedia , but the term is now used to more generally describle nearly every hardware or software technology that displays images or plays sounds .。
教育技术专业英语翻译
Section C Cognitive Information-Processing Theory第三节认知信息加工理论The informational value of feedback became apparent when researchers and practitioners began to adopt the perspective of information processing theory. This view rose to prominence among psychologists in the 1970s, and variations of it continue to be investigated and articulated today. Like behavioral theory, information processing theory regards the environment as playing an important role in learning. Where information processing theory differs from behavioral theory, however, is in its assumption of internal processes within the learner that explain learning. The birth of computers after World Ⅱprovided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception, and learning. Stimuli became inputs, behavior became outputs. And what happened in between was conceived of as information processing proposed a multistage, multistore theory of memory that is generally regarded as the basis for information-processing theory. Three memory systems in the learner (sensory, short-term, and long-term memory) are assumed to receive information from the environment and transform it for storage and use in memory and performance (Figure 4.3.1). With sensory memory, learners perceive organized patterns in the environment and begin the process of recognizing and coding these patterns. Short-term memory permits the learner to hold information briefly in mind to make further sense of it and to connect it with other information that is already in long-term memory. Finally, long-term memory enables the learner to remember and apply information long after it was originally learned.当研究者和从业者开始采用信息加工理论时，信息反馈的作用就格外显著了。
教育技术学专业英语五、六、十一章翻译
Chapter Five Learning Theories第五章学习理论Section B Behaviorism B部分行为主义What is Behaviorism? 什么是行为主义？Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.给我一打健康、外形完好的婴儿，把他们放在我设计的特殊的环境里培养，我敢保证，随便挑出一个来，我就能把他训练成为我所选择的任何一类专家---医生、律师、艺术家、商业首领，甚至是乞丐或小偷，而无论他的才能、爱好、倾向、能力或他的先辈的职业和种族是什么。
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 behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.行为心理学，也称为行为主义，是一种基于所有的行为都是通过条件刺激而产生的学习理论。
教育技术专业英语原文_教育技术学专业英语.doc
教育技术专业英语原文_教育技术学专业英语Section BMany current instructional models suggest that the most effective learning environments are those that are problem-based and involve the students in four distinct phases of learning. 许多当前的教学模型表明, 最有效的学习环境, 具体问题具体分析并涉及学习的学生在四个不同的阶段. Current 当前的n. （水，气，电）流；趋势；涌流adj. 现在的；流通的，通用的；最近的；草写的Models 模型activation of prior experience 激活的经验demonstration of skills 示范的技能 integration of these skills into real-world activities. 这些技能融入现实世界的活动。
much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning. 很多教学实践主要集中在第二阶段, 而忽略了其他阶段在这个学习的周期。
Ignores 忽略了 vt .忽视，不理睬Cycle n. 周期 vi. 循环 vt.使循环at the top level，the instructional design prescriptions based on first principles are as follows：在顶层, 基于第一原理的教学设计处方如下：1，learning is facilitated when learners are engaged in solving real-world problems. 学习是促进学习者从事解决现实世界的问题。
教育技术学专业英语译文
缩写：CAI：computer—assisted instruction 计算机辅助教学ISD：instructional systems design 教学系统设计ICT：Information （and) Communication Technology 信息与通信技术EPSS：electronic performance support systems 电子绩效支持系统SME：Subject Matter Expert 学科内容专家LMS：Learning Management Systems 学习管理系统IV：independent variable自变量DV：dependent variable 因变量第一节 20世纪20年代之前支持教育技术学的一个基本原理是基于经验主义原则，这些原则能产生明显有效的教学。
同时许多贡献都能够被列举出来作为重要的流行的教育观念，美国哥伦比亚大学的行为主义心理学家桑代克对教育技术学这一领域可能是最具权威和特别重要的。
做为较早的致力于人类学习研究，特别是为教育技术学建立科学知识体系，桑代克是重要的。
另一个支持教育技术学的观念是进步主义理论。
这个理论是建立在教育哲学的基础之上的并且与这一领域最具相关的。
进步主义认为经验是理解的关键同时“个人拥有的最重要的力量是他可以共享的经验才能，这些经验解决了由先天智力手段引起的无数问题”。
这应该是教育技术学领域所遵循的模式。
在早期，听觉教学和视听教学被看做是传统教学方法过度言语主义的解决方法。
应用在教育中的支持经验主义的新媒体为概念思维提供了有形的基础，使得学习更加持久，促进了思维的连续性，促进了学习的意义，效率，深度和广度的发展。
第二节 20世纪20年代到20世纪40年代视听运动的发起可以追溯到20世纪早期学校和博物馆开始使用视觉符号比如图画，印刷品，幻灯片，电影和模型来支持口语教学。
随着成为正式课程视觉教学运动中在1918年到1928年间得到了巨大的成长，视觉教育领域的专业组织和期刊，研究报告，还有管理单位也逐步形成。
教育技术学专业英语课文翻译第十八章
教育技术学专业英语课文翻译第十八章Chapter Eighteen: The Ethics of Teaching Technology第十八章：教学技术的伦理学Good teachers, administrators and educational technologists must be aware of their ethics while they teach and develop the use of technology in the classroom. In the current scene of teacher education, there is an ethical dimension attached to technology or information use that is not completely explored or understood. This chapter provides a basis for understanding the various ethical issues, which had been raised both in connection with technology and information.优秀的教师、行政人员和教育技术学家都必须意识到自己的伦理学在教学和发展课堂上的技术使用时。
在当前的教师教育场景中，与技术或信息使用相关联的伦理层面还未完全探索或理解。
本章给出了一个基础来理解不同的伦理问题，这些问题在技术和信息方面也有所提出。
The ethical dimension of the use of technology or data is complex and has yet to be fully explored. It is important tounderstand the ethical consequences of using technologies and/or requiring students to use technology. One of the main ethical issues raised is privacy. As software, hardware and the Internet are being used more and more frequently, it is important to be aware of the potential risks associated with the use of these technologies.使用技术或数据的伦理维度是复杂的，尚未得到充分的探索。
教育技术学专业英语第十章翻译
Section B A Taxonomy of ID Models A taxonomy of ID models can help clarify the underlying
assumptions of each model, and help identify the conditions under which each might be most appropriately applied. The taxonomy has three categories indicating whether the model is best applied for developing ： individual classroom instruction ； products for implementation by users other than the developers ； or large and complex infitructional systems directed at an organization' s
Section C An Introduction to Instructional Design Models
Gerlach and Ely Design Model
The Gerlach and Ely Model( Figure 10. 3. 1 ) emphasizes the simultaneous identification of content and objectives prior to assessing any student behaviors. “ Gerlach and Ely recognize that many teachers first think about instruction from the standpoint of content. ” （Gustafson, 1991 ) Teachers are often expected to design instruction to meet a specific assigned curriculum and use existing materials. Gerlach 和祥和的模型(图 10。3。1)强调同时识别的内 容和目标,来评估学生的行为之前。“Gerlach 和他认识到有许多教
教育技术英语译文 道客巴巴
教育技术英语译文道客巴巴1. What is educational technology?Educational technology refers to the use of technologyto enhance teaching and learning. This includes a widerange of tools and techniques, such as online learning platforms, educational apps, virtual and augmented reality, and educational software.教育技术是指利用技术来增强教学和学习。
这包括广泛的工具和技术，如在线学习平台、教育应用程序、虚拟和增强现实以及教育软件。
2. What are the benefits of using educational technology?There are many benefits to using educational technology, including increased engagement and motivation among students, improved access to educational resources, and the ability to personalize learning. Educational technology can also help teachers more easily assess student progress and provide targeted feedback.使用教育技术有许多好处，包括增加学生的参与度和动机、改善对教育资源的获取方式以及个性化学习的能力。
教育技术还可以帮助教师更轻松地评估学生的进展并提供有针对性的反馈。
3. How can educational technology be used in the classroom?Educational technology can be used in many different ways in the classroom, such as through online learning platforms, educational apps, and interactive whiteboards. Teachers can also use educational technology to create engaging multimedia presentations, assign and assess digital homework, and provide personalized learning experiences for students.教育技术可以在课堂上以许多不同的方式使用，例如通过在线学习平台、教育应用程序和交互式白板。
教育技术专业英语个别句子翻译
一、英译中1．The Information Processing System is a model for describing how information is received, transferred into short-term or working memory, and ultimately placed in long-term memory for later retrieval and further use.(信息加工理论是一种用来描述信息是如何收到，被转换成短时记忆或工作记忆，最终放置在长期记忆中供以后检索和进一步使用的模型。
) 2．Taxonomies of learning existed before and since Gagné’s formulation of his, but none besides his includes all three domains in which individuals are presumed to learn : cognitive, affective, and psychomotor.（学习分类在加涅理论的形成之前就已存在，但是包括加涅学习结果分类理论在内，都未完全包含个体应学内容的三个域：认知、情感和精神运动。
）3．Knowledge management is one of the most recent trends to have affected the field of instructional desigh. According to Rossett, knowledge management involves identifying, documenting, and disseminating explicit and tacit knowledge within an organization in order to improve the performance of that organization.（知识管理是一个最近期的趋势,影响了教学设计的领域。
教育技术学专业英语重点
教育技术学专业英语一、Professional V ocabulary〔专业词汇、名词解释〕Behavioral objectives movement 行为目标运动Cognitive psychology 认知心理学Communications 传播，传播学Cone of experience 经验之塔Constructivism 建构主义Electric performance support systems 电子绩效支持系统General system 一般系统论Instructional systems design(ISD) 教学系统设计Knowledge management systems 知识管理系统Learn-centered learning environments以学习者为中心的学习环境Operant conditioning 操作性条件反射Programmed instruction 程序教学Progressivism 进步主义Reinforcement 强化Subject Matter Expert(SME) 学科内容专家Task analysis 任务分析Verbalism 言语主义Virtual reality 虚拟现实Artificial intelligence 人工智能Audiovisual communication 视听传播Intelligent agent 智能代理Media-oriented 面向媒体Process-oriented 面向过程Situated cognition 情境认知Systematic 系统化Attribute of media 媒体特性Correspondence course 函授课程Mainframe 主机，大型机No significant difference 无显著变化The great media debate 媒体大争论Videodisk 视盘Distance education 远程教育Real-time 【电脑】实时的K-12 从幼儿园到12年级的儿童教育Intuitive notion 直观概念Schema theory 图式理论Elaboration theory 精细化理论Metacognition 元认知Classical conditioning 经典性条件反射Operant conditioning 操作性条件反射Verbal behavior 言语行为Cognitive science 认知科学Long-term memory 长时记忆Short-term memory 短时记忆Multiplication table 乘法表Taxonomy of learning 学习分类Verbal information 言语信息Intellectual skills 智慧技能Cognitive strategies 认知策略Rote learning 机械学习Non-arbitrary 非任意性Prior knowledge 先有知识Iterative process 迭代过程Assimilation 同化Verbatim recall 逐字回忆Societal dynamic 社会动力学Communication theory 传播理论Mass communication 大众传播Incoming message 收文Cooperative network 协作网络Sender and receiver 发送者和接收者Innovation Diffusion Theory〔IDT) 创新推广理论Instructional development 教学开发Advisory system 咨询系统Automated Instructional Design(AID) 自动化教学设计Authoring tools 著作工具Electronic performance support systems 电子绩效支持系统，简称EPSSInformation management 知识管理Intelligent tutoring system 智能导师系统Interactive simulation 交互式仿真模拟Systematic instructional development 系统化教学开放Front-end analysis 前端分析Formative evaluation 形成性评价Summative evaluation 总结性评价Events of instruction 教学事件Learning environment 学习环境Student-centered learning 以学生为中心的学习Technology-supported learning environment 技术支持的学习环境Information highway 信息高速公路Information literacy 信息素养Critical skills 关键技能二、填空(书上的图〕1、戴尔的“经验之塔”P32、教育技术学的范畴P143、为有意义的学习必不可少的条件P494、格拉奇-伊利模型 P805、Kemp Model P816、Dick and Carey Model P827、ADDIE Model P83三、重点句子翻译第一章：Programmed instruction is a method of presenting new subject matter to students in a graded sequence of controlled steps. Students work through the programmedmaterial 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. 程序教学一种以可以控制步骤按照由易到难的顺序向学习者呈现新的学科内容的方法。
教育技术学专业英语第八章翻译
第八章Section B Systems Theory：the Basics①A system is an organized structure of matter and energy existing 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.一个系统是物质和能量的组织结构存在于一个维度的时间和空间。
超过一个收集的部分,曾经组织的系统特性,不存在时,这部分是分开的。
All things can be viewed as systems and/or as part of a system，composed of systems and interfacing with other systems.Systems show a circular and cyclic quality to their functioning.Certain principles apply to all systems while other principles are unique to specific types of systems.All are interconnected and affect other systems to varying degrees.All systems are constantly changing and are in dynamic balance with each other.任何事情都可以视为系统和/或作为一个系统,由系统与其他系统和接口。
系统显示一个圆形和循环质量的功能。
某些原则适用于所有其他原则系统,独特的具体类型的系统。
教育技术学专业英语翻译(第一章到第五章)
第一章什么是传播理论传播与人类生活息息相关，人类生活的任何学习研究都会涉及到这一课题，一些学者试传播为中心，而另一些人则是外围，但是它一直都存在。
任何试图解释或代表一个经验的都是一种理论，并了解发生了什么，每个人都是用理论来指导我们的想法和行为，他们仿造事件的模式，所以才知道发生了什么，吸引我们注意日常生活的重要方面，帮助我们解决什么事重要的什么不是，使我们能够预测接下来会发生什么，传播理论亦是如此。
传播理论是一个单一的理论，或者可以用来指明在关于传播的整个主要理论中发现的集体智慧。
关于什么才是适当的传播理论存在着很大的分歧传播的层次多年来关于传播领域如何自我形成是非常有趣的，无论好坏，一个非常强的模式已经发展到可以根据个人参与水平的不断提高来划分领域，随着一些变化，一般的模式有人际之间的、团体的、组织的和大众的传播。
人际传播处理人与人之间的传播，通常是面对面私人之间的设置。
团体传播是关于小的群体之间的人的相互作用，通常是决策的设置，它必然包括人际之间的相互作用，大部分的人际之间的传播理论也适用于团体层面。
组织传播发生在大的合作网络，它包括人际与团体传播的几乎所有方面，它包括的课题如结构、组织的功能、人际关系、沟通和组织的过程与组织文化。
最后，通常大众传播通过调解来处理公共传播，在大众传播过程中涉及许多方面的人际的、团体的和组织的传播。
核心传播理论你会遇到许多关于处理传播的特殊方面的理论。
一些理论则解释了传播所独有的层面。
反之，其他的理论则关注了所有传播所共有的常规概念和一般过程。
我们就可以传播的一般处理方法为核心传播理论。
核心理论是特别有意义的，因为它帮助我们在大体上理解了传播。
不论传播在什么时候发生，核心理论都为传播活动的过程提供了见解。
以下的列表列举了核心传播理论的典型要素。
第一，核心理论告诉了我们传播的发展。
第二，核心理论强调了意义的产生与诠释。
第三，核心理论讨论信息结构，亦即信息的元素的组成成分，包括语言、文字与非语文的文本。
教育技术学专业英语第六章翻译
第六章section B 布鲁姆的教育目标分类法到今天为止，我们可以理直气壮地声称我们的教学目标比较准确地描述了教学所指向的目的。
它们在学习和教学中占有重要的作用。
当制定教学目标，提供教学和评价学生成绩时，把存在的不同的标准或学习的结果记在脑中是重要的，把不同标准和结果区分开是重要的，如果教师没有意识到不同的学习的标准，他们很可能专注于一个水平上而忽略其他的。
例如，一个教师可能会教大量的事实信息，但从不会抽出时间教学生应用和综合信息，或许一个教师会教更高水平的思考技巧而没有意识到这些技巧必须融入这些更高端技巧的基本技巧的事先学习。
布鲁姆的教育目标分类在认知能力层面上是最著名的，这种分类是等级鲜明的。
也就是说，学习者必须先掌握较低层次的目标，在这些目标的基础上通过构建知识达到更高层次的目标，以下是分类的内容：1、知道（回忆已知的学习知识）2、领会（把握所学材料的意义）3、应用（在具体情境中运用知识）4、分析（把知识分成若干块）5、综合（把各部分连起来形成整体）6、评价（按给定的要求通过具体标准评价产品的价值）知道或知识（回忆信息）代表了布鲁姆分类中的最低层次。
它最低是就它最先出现而言的——它为所有高层次的认知活动提供了基础。
只有能够对信息进行回忆，学习者才能进入领会这个层次（对信息进行解释）。
第三个层次是应用，指的是在新的或者现实情况中运用知识或原理，在这个层次的学习者通过运用前一层次所理解的信息来解决实际问题。
第四个层次是分析——将复杂的信息分解成简单的部分，当然，这些简单的部分已经在分类中的前几个层次中得到了解。
第五个层次是综合，包括通过整合低层次中的了解到的信息创造出以前不存在的东西。
评价是布鲁姆教育目标等级中的最高层次，包括做出一些判断，这些判断基于前几个层次所学习到的根据指定的标准比较某种产品。
这种分类方法的主要价值可以分为两层意思：（1）它可以激发教师帮助学生获得各种不同层次的技能，通过首先确保掌握较低层次的目标来为掌握较高层次的目标铺设适当的基础。
教育技术专业英语原文_教育技术学专业英语.doc
教育技术专业英语原文_教育技术学专业英语Section BMany current instructional models suggest that the most effective learning environments are those that are problem-based and involve the students in four distinct phases of learning. 许多当前的教学模型表明, 最有效的学习环境, 具体问题具体分析并涉及学习的学生在四个不同的阶段. Current 当前的n. （水，气，电）流；趋势；涌流adj. 现在的；流通的，通用的；最近的；草写的Models 模型activation of prior experience 激活的经验demonstration of skills 示范的技能 integration of these skills into real-world activities. 这些技能融入现实世界的活动。
much instructional practice concentrates primarily on phase 2 and ignores the other phases in this cycle of learning. 很多教学实践主要集中在第二阶段, 而忽略了其他阶段在这个学习的周期。
Ignores 忽略了 vt .忽视，不理睬Cycle n. 周期 vi. 循环 vt.使循环at the top level，the instructional design prescriptions based on first principles are as follows：在顶层, 基于第一原理的教学设计处方如下：1，learning is facilitated when learners are engaged in solving real-world problems. 学习是促进学习者从事解决现实世界的问题。
教育技术专业英语第二十章翻译
第二十章BackgroundResearch in higher education has shown that shown that is a strong relationship between students' perception of their learnin g situation,their previous learning experiences,the manner in which they understand their currrnt learning context,the way they go about studying in that contaxt and the role of assessment for their learning.prosser and trigwell discussed learning situations that students find themselves in,and the manner in which those learning situations can either enchance or impair the outcomes of their learning.in the firld of statics education,reid and petocz described the need for educators to closely align core statistical components with the intended learning outcome and the students' own aims for learning. students' expecations of professional work-and in the context of this paper, students'expectations of using statistics in their business career-have an impact on the sorts of things that they choose to focus on when learning.Making an explicit connection between students'learning and their own ideas about professional work is essential to enable to find value in that learning situation:indeed,any students, in any context,need to find value in their experiences as a student.for instance,petocz and reid have shown that students often expect their their to provide the enthusiasm for their studies.the impact of this finding is overwhelming."taditional"learning environments,which may value and benefit of lectures or tutorials,need to provide a learning situation in which students see the value and benefit of this finding of being in the classroo m:"non-traditional"learning enviroments,including online forms,also need to be set up in such away that students see the value and benefit of participating.from the students'p oint of view,a reasonable outcome from any course is that they have learned something that will better prepare them for their futures.from an institution's perspective,a reasonable endpoint lies in the measurable student learning outcomes,often those that have been demonstrated through assessment tasks.A growing body of literature has explored student learning outcoming in an online course. A crucial theme is the comparison between online courses and traditional learning methods.the majority of the studies have found that the learning outcomes have been similar for the two learning approaches.Russell reviewed 355 studies on distance education from the years 1928 to 1998.He discussed what he called the no significant difference phenomenon ,the tendency for comparative education studies to find no statistically significant differences between educational approaches.in this review,only 40 of the 355 studies specifically included computer based instruction,since the compilation p redated the rapid expansion of internet use in education that an online learning course is about as effective as (but no better than )traditional classroom teaching (for example,Bradford,1999;)A compilation of relevant studies concering technology for distance education is about the learning contexts being compared.Focusing on learning outcomes to determine the effectiveness of learning,several studies have concluded that there is no significants difference between online and traditional methods in terms of examination results:some reports evwn indicate that an online approach resulted in worse outcomes than the traditional approach.Several studies have provided useful recommendations and methods for assessing online learning.wade included evalution of students' responses in threaded discussion and email for quality and clarity of evaluating and understanding whether and to what extent improved learning approaches have occurred.He identified two problems of relying on learning outcomes:firstly,it is difficult to quantify or reliably express what learning is desired,and secondly,the assessment methods chosen tend to shape what is being assessed.However,learning outcomes should include content knowledge and relevant skills,but might aslo include higher level abilities such as synthesis and analysis,creativity and the development of new ideas of learning.techniques of assessing outcomes could include in class tests,professional entry exams,portolios and simulations.finally,in order to confirm the importance of defining and assessing outcomes,Cleary identified outcome indicators such as pass rate on examinations,improvement of critical thinking skills and writing skills.Going beyond the comparison of online courses and traditional learning approaches,there are few studies that investigate whet her the use of online materials and techniques has any effect on the quality of student learning.two investigations which include such information are reported by Bedgood and Hibberd et al.:in each case,the results seem to indicate that students' use of the online learning environment does not significantly improve their learning outcomes.背景研究在高等教育已经表明,表明是一个强大的关系,学生知觉的学习情况,他们以前的学习经验的方式,他们理解他们的currrnt学习上下文,他们去学习,接触和评估的角色对他们的学习。
教育技术学专业英语第三章翻译
媒体是指一类教学资源，它的表现是通过可复制的事件来调解教学的所有方面。
它包括材料本身，向学习者提供材料的工具、以及所使用的技术或方法。
媒体可以通过它的技术、符号系统和处理能力来定义，其中媒体最显著的特征就是它的技术：机械和电子特性决定了它的功能，同时也在一定程度上决定了它的形状和其他物理特征。
大众传播研究有三个主要目标：（ 1 ）获得对被选择的媒体的教育或指导效力的了解; （ 2 ）增加对媒体与技术作用的了解和他们对学习者的心理影响;（ 3 ）通过提供和评价较好的材料，媒体，程序和技术改善教育实践。
施拉姆，引用自所罗门，阐述了所有媒体都能有效地教，“学习的效率看来是取决于怎样的信息被传输了，而不是通过怎样的传输系统进行传输”。
这已经成为专家们争论的基础。
克拉克在他的《关于学习媒体的重新思考研究》（1983）一书中表达了他的基本观点。
他在回顾了从1912年到1980年代早期的研究之后，总结说,教育设计者使用一个特定的媒介去传递教育并不能获得学习的益处。
他说，研究人员观测到的任何成绩或时间节约的增加，是由于未加控制的教学方法或新奇的事物的原因。
克拉克用了运货卡车来类比解释他的理论。
教育媒体，他说，“……都仅仅只是传递教育而不会影响学生完成学习活动，就像卡车运输我们的生活用品但不会改变我们的营养一样”那么,什么影响学习呢？在克拉克看来，媒体和用来表达“反映完成一个规定的学习任务的必要的认知过程可使用的方法工具”的符号系统可以影响学习。
为了达到成功，设计者必须找出一种方法，该方法能够把认知过程的特征转化为学习者能够理解的符号系统。
例如，当下棋的时候过程很重要，然后通过一种媒体传送工具传递该信息。
如果设计者能够很好地完成认知转换，学生就能学会，而不是因为所使用的符号系统或媒体。
所谓的“媒体的属性”的好处（例如电视能力的“放大”）能够很容易的用另一种媒体另一种方法代替，并且具有相同的效果。
克拉克对那些表示媒体能够影响学生学习的研究不屑一提。
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(一)大学生网络学习情况调查研究
摘要：本文基于大连市部分高校大学生网络学习情况的问卷调查所得数据,从多层次、多角度分析了大学生的网络学习现状与资源建设应用情况,就存在的一些问题提出了建议。
关键词：大学生网络学习调查
College Students' learning situation investigation and study
Key words:College student Network Learning Investigation
Abstract:This thesis based on Dalian university students learning situation survey data, from the multi-level, multi-angle analysis of universties students' learning situation and resource construction and application situations, raise some suggestions about existing problems.
（二）北京地区小学阶段基于手机的移动教育发展与需求研究
摘要：移动教育将成为教育信息化深化发展的新方向,成为深入推进素质教育与课程改革的新的创新载体,对推进我国基础教育改革发展具有重要作用。
本文从学生、教师、家长三个角度对小学阶段基于手机的移动教育进行研究,深入分析了基于手机的移动教育发展的阻碍因素与促进因素,进行移动教育需求研究,在此基础上,提出小学阶段基于手机的移动教育发展策略。
关键词：小学移动教育发展需求
The research about development and demand of education based on mobile phone in primary school of BJ
Abstract:Mobile education will become the new direction of educational informatization deepen development, be of promoting quality education and curriculum reform in the new carrier of innovation has an important role in promoting China basic educational reform development. This article have a research based on primary atage mobile phone education from the students, teachers, parents of three angles, analysis the obstacle factors and promoting factors about mobile phone's mobile education development deeply, mobile education demand research,on this foundation,put forward primary school stage education development strategy based on mobile phone .
Key words:Primary School Mobile Education Development Demand
（三）网络教学主要特性探析
Analysis on the main characteristics of internet instruction
摘要：网络教学是运用支持软件工具、教学资源在网络教学平台上传递教学内容
的实施过程与互动活动。
主要特性在于其具有数字化“语言”的多样统一性，非
线性结构的深度延伸性，网络教学活动的交流互动性和教学策略、教学资料及教
学过程的集约性。
明确网络教学的主要特性，对指导网络课程的进一步开发与建
设具有重要意义。
Abstract:Internet instruction is the use of software tools. Instructional resources on internet instruction platform transfers instructional content and the implementation process of interactive activities. The main characters of it has the digital ‘language” unity in diversity, the depth extension of nonlinear structure, Internet instruction activities of the exchange interaction and instructional strategy, instructional resources and the instructional process of intensive. Knowing the main characteristics of internet instruction have the important meaning to guide the further development and construction of network course.
关键词：网络教学统一性延伸性互动性集约性
Key words:Network teaching Unity Extension Interactive Intensive （四）基于真实情境问题解决的教学设计
摘要：真实情境问题解决的学习对学习者具有十分重要的意义。
文章在分析真实
情境问题解决的特征和过程的基础上,探讨了真实情境问题解决的教学设计，对
教学设计中各环节作了详细的说明。
关键词：真实情境问题解决教学设计
Based on the real situation of problem solving instructional design
Abstract:The learning about real situation problem solving is very important for learners. On the basic of analyzing the characteristic and the process of problem solving about real situation,discuss on the real situation of problem solving instructional design, make a description about instructional design on each step in detail.
Key words: Real Situation Problem Solving Instructional Design。