教育技术学专业英语综合复习资料

教育技术学专业英语复习大纲一、专业词汇第一章：Behavioral objectives movement 行为目标运动Cognitive psychology 认知心理学Communications 传播学Cone ofexperience 经验之塔Constructivism 建构主义Electronic performance support systems 电子绩效支持系统Generalsystem 一般系统理论Instructional systems design(ISD) 教学系统设计Knowledgemanagement systems 知识管理系统Learner_centered learningenvironments 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taskanalysis 任务分析verbalism 言语主义virtual reality 虚拟现实第二章Artificial intelligence 人工智能Audiovisual communication 视听传播Intelligent agent 智能代理Media_oriented 面相媒体Process_oriented面向过程Situated cognition 情境认知Systematic 系统化utilization 利用AECT: Association for Educational Communication and Technology 第教育传播与技术协会三章：Attribute of media 媒体特征Correspondence course 函授课程mainframe 主机no significant difference 无显著性差异the greatmedia debate 媒体大争论videodisk 视盘第四章：Distance education 远程教育Real_time 实时的K—12 从幼儿园到12 年级的儿童教育第五章：Intuitive notion 直观概念Schema theory 图式理论Elaboration 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cognition 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accommodation 顺应assimilation 同化verbatim recall 逐字回忆第九章Instructional development 教学开发Advisory system 咨询系统Automated instructional design 自动化教学系统设计Authoring tools 著作工具Electronic performance support systems 电子绩效支持系统Information management 信息管理Knowledge management 知识管理Intellectual tutoring system 智能导师系统Interactive simulation 交互式仿真模拟第十二章Information highway 信息高速公路Information literacy 信息素养Critical skills 关键技能第十三章Knowledge base 知识库Mental models 心智模型Knowledge transfer 知识迁移Higher order skills 高阶技能Self-awareness 自我意识Instructional interventions 教学干预第十四章Multimedia PC 多媒体计算机Instructional technology 教学技术Artificial intelligence 人工技能Cognitive model 认知模型Computer-based three dimensional 计算机三维Data glove 数据手套Eye phones head mounted display 头盔式显示器Virtual programming languages research 虚拟编程语言研究室第十五章Correspondence courses 函授课程Videoconferencing 视频会议videotape 录像带二、重点内容第一章教育技术学经历的时期1、Visual education 视觉教育2、Audiovisual instructions 视听教育Cone of experience.It contains three domains: doing experience ,observing experience ,abstract experienceDoing experience includes: direct purposeful experiences, contrived experiences, dramatic participation; observing experience includes: demonstrations, field trips, exhibits, motion picture, still pictures, radio_recodings ;abstract experience includes: visual symbols, verbal experience3、Audiovisual communications 视听传播Programmed instruction. principles: in a graded sequence of controlled steps and at their own speed, immediately feedback4、Instructional technology 教育技术第二章The AECT 's definition in 1994: Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. 教育技术是为了促进学习，二队过程与资源进行设计、开发、利用、管理与评价的理论与实践。

The AECT 's definition in 2005: Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using ,managing appropriate technological processes and resources.教育技术是指通过创设、使用与管理适当的与技术相关的过程和资源来促进学习，提升绩效的研究与伦理实践。

第三章：McLuhan 's view of medium: 1.the medium is the message.2.the medium is the extensions ofman.3.hot and cold medium.4.the global village.The great debate: Clark: learning from media.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 nutrition.Kozma: learning with media.Kozma believes that Clark 's view of media as “delivery trucks ”creates an unnecessary schism between medium and methods. From Kozam 's perspective, media has an important role in learning. Different technologies can process or operate on the available symbol systems.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 preparation of ISD professionals. They must be familiar with the theory and research on learning and must be able to apply them to actual practice.Cognitive science is making a major contribution to our understanding of how humans perceive process, store and retrieve information. Schema theory, 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.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 systematic and observable manner with on consideration of internal mental states.As it evolved, then, Gagne's theory of instruction came to comprise three components:1.a taxonomy of learning outcomes that defined the types of capabilities humans can learn.2.internal 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.According to Gagne, there are five major categories of learning:1.verbal information: that is knowing that or what 2.intellectual skills : that is applying knowledge 3.cognitive strategies: that is employing effective ways of thinking and learning 4.attitudes: that is ,feelings and beliefs that govern choices ofpersonal action 5.motor skills: that is, executing precisely smoothly and accurately timed movements. 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 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.providing 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 opportunity 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.Bloom 's taxonomy of educational objectives, the levels of the taxonomy are:1.knowledgeprehension3.application4.analysis5.synthesis6.evaluation.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 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。