教育技术学专业英语第八章翻译

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教育技术学专业英语复习题

教育技术学专业英语复习题

教育技术学专业英语复习题一、句子翻译1.AECT94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.2.AECT2004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。

3.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 design of instruction.在教学设计中占有重要意义的图式理论,细化,元认知,自动性,专家/新手学习和传递,认知心理学家研究很少。

4.Audiovisual communication is that branch of educational theory and practice concerned primarily with the design and use of message which control the learning process.视听传播是利用信息对学习过程进行控制和设计的教育理论的一个分支。

教育技术学专业英语翻译

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

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

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。

《教育技术学专业英语》课程教学大纲

《教育技术学专业英语》课程教学大纲

《教育技术学专业英语》课程教学大纲一、课程基本情况与说明(一)课程代码:(二)课程英文名称: Professional English for Educational Technology(三)课程中文名称:教育技术专业英语(四)授课对象:教育技术专业本科学生(五)开课单位:工学院/教育技术系(六)教材:《教育技术学专业英语》,焦建利、叶力汉编著,高等教育出版社2005年(七)参考书目[1]《教育技术专业英语》,刘世清、关伟、王肖虹编著,电子工业出版社, 2004年[2]《教学系统化设计》(影印版) Walter Dick Lou Carey James O.Carey著、汪琼译,高等教育出版社,2004.1(影印版)Robert Heinich、Michael Molenda、James D.Russell、(第7版)[3]《教学媒体与技术》Sharon E.Sma编著高等教育出版社、Pearson、Education出版集团,2002.10[4] 《计算机英语教程》,司爱侠,张强华编著,电子工业出版社, 2005年[5]《计算机英语》,刘兆毓编著,清华大学出版社,2003年[6]《Computing Concept》,Stephen Haag、 Maeve Cummings、 Alan I Rea、Jr 编著McGraw-Hill 2003年(八)课程性质本课程是教育技术学专业的专业必修课。

通过对该课程的学习,使学生了解当前教育技术的相关知识,提高学生的专业英语水平,能够阅读相关的英文文献。

该课程的先修课程为:大学英语。

(九)教学目的本课程涵盖教育技术领域各个分支,反映了学科现状和发展趋势。

通过介绍教育技术学专业文章,让学生掌握教育技术学专业词汇,掌握专业英文资料的阅读方法和技巧,能流利阅读、翻译及赏析专业英语文献,并能简单地进行写作。

(十)教学基本要求本课程教学环节包括课堂讲授、学生自学、课外练习(阅读、翻译、写作)、教师课外辅导、期中考试和期末考试。

教育技术学专业英语翻译

教育技术学专业英语翻译

教育技术学&业英语翻译中译英一、信息时代的个人知识管理探微在技术进步日新月异的信息时代,个人知识的系统高效管理己经成为知识经济发展的必需。

本文探讨了个人知识管理的基本概念和上要内容,着重介绍如何利用先进的信息技术工具辅助个人知识管理,最终实现个人知识管理系统的构架。

【关键词】知识管理,个人知识管理,个人知识管理系统The information age of personal knowledge management agentIn the rapid progress in technology of the information era, personal knowledge system of effective management has become necessary in the development of knowledge economy. This paper discusses the basic concept of personal knowledge management and the main content」ocus on how to utilize the advanced info rmation tech no logy tools to support personal knowledge management, finally realizes the personal knowledge management system framework.[key words ] Knowledge management, personal knowledge management, personal knowledge management system二、知识分享与教师专业发展知识分享是知识拥有者通过沟通的方式将知识传播给知识重建者的过程。

学校教师的知识分享成为教师专业发展的重要手段、过程与口的。

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

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 of experience经验之塔Constructivism建构主义Electronic performance support systems电子绩效支持系统General system 一般系统理论Instructional systems design(ISD)教学系统设计Knowledge management systems知识管理系统Learner_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教育传播与技术协会第三章: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 great media 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短时记忆第六章: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。

教育技术学专业英语译文

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。

北师大教育学部教育技术学专业英文

北师大教育学部教育技术学专业英文

北师大教育学部教育技术学专业英文In the fast-paced and dynamically evolving era of educational technology, the Department of Education Technology at Beijing Normal University (BNU) stands out as a beacon of excellence, fostering a new generation of leaders in the field of educational technology. This esteemed program, with its unique blend of academic rigor and practical applications, is committed to cultivating individuals who are not only well-versed in educational theories but also skilled in harnessing the latest technological advancements to revolutionize education.The Department of Education Technology at BNU offers a comprehensive curriculum that covers a broad range of topics, including educational theory, technology integration, and innovative practices in education. The program emphasizes a hands-on approach, encouraging students to engage actively in projects and collaborations that allow them to apply their knowledge and skills inreal-world settings. This approach not only enhances their understanding of the subject matter but also prepares them for the challenges they will face in their future careers.One of the key features of the program is its emphasis on cross-disciplinary collaboration. Students are encouraged to work closely with peers from diverse backgrounds, including those from the fields of computer science, psychology, and design, to develop innovative solutions to educational challenges. This collaborative approach fosters a culture of creativity and innovation, enabling students to think outside the box and come up with unique ideas that can transform education.Moreover, the Department of Education Technology at BNU boasts a faculty of highly qualified and experienced educators who are leaders in their respective fields. These experts bring a wealth of knowledge and practical experience to the classroom, providing students with insights and guidance that are invaluable in their academic and professional pursuits.The program also places a strong emphasis on international perspectives, with a focus on global issues and trends in educational technology. Students are given opportunities to participate in international conferences, exchange programs, and collaborative projects, which notonly broaden their horizons but also prepare them to work effectively in a global context.Graduates of the Department of Education Technology at BNU are highly sought after by employers in a range of sectors, including educational institutions, technology companies, and government organizations. They are equipped with the skills and knowledge necessary to lead and innovate in the field of educational technology, making significant contributions to improving the quality and effectiveness of education worldwide.In conclusion, the Department of Education Technology at BNU is a premier program that offers students a unique and comprehensive education in educational technology. By combining academic rigor with practical applications and cross-disciplinary collaboration, it prepares students to become leaders in the field, driving innovation and transformation in education.**北师大教育学部教育技术学专业:培养未来教育科技领军人才**在教育技术迅猛发展和不断革新的时代,北京师范大学教育学部教育技术学专业以其卓越的教学质量和实践应用能力脱颖而出,致力于培养教育科技领域的新一代领军人才。

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

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。

教育技术专业英语所有词汇

教育技术专业英语所有词汇

教育技术学专业英语:7月6日考试:下午 14:00——16:00 前60在552,其余在529第一章: P9 1.NEM WORDS :encompass(动词)包围,环绕,包含或包括某事物 paradigm (名词)范例2.PHRASES AND EXPRESSIONSabstract from 提炼出,摘录,抽象出 concern with 使关心,涉及,与……有关conflict with 与……有冲突,与……相抵触 departure from 相对于……的偏离,违背differ from 不同于,与……有区别 in light of 根据,按照3.Professional Vocabularyartificial intelligence 人工智能 audiovisual communication 视听传播design 设计 development 开发 evaluation 评价 management 管理Electronic Performance Support System(EPSS)电子绩效支持系统instructional technology 教学技术 intelligent agent 智能代理 objectives 目标media—oriented 面向媒体performance 绩效systematic 系统化utilization 利用 performance technology 绩效技术 virtual reality 虚拟现实process—oriented 面向过程 situated cognition 情景认知第二章: P18 1.NEM WORDS :antidote (名词)解毒剂,矫正方法 diagram (名词)图表 matrix(名词)矩阵compliment 名词:称赞,恭维,致意,问候,道贺动词:称赞,褒扬,恭维lobby 名词:大厅,休息室,游说议员者不及物动词:游说议员,经常出入休息室及物动词:对(议员)进行疏通myriad 名词:无数,无数的人或物,一万形容词:无数的,一万的,种种的revise 修订,校订,修正,修改 trace back to 追溯到salient 形容词:易见的,显著的,突出的,跳跃的名词:凸角,突出部分2.Professinal Vocabularybehavioral objectives movement 行为目标运动 communications 传播,传播学cognitive psychology 认知心理学 cone of experience 经验之塔Electronic Performance Support Systems(EPSS)电子绩效支持系统general system 一般系统论 programmed instruction 程序教学instructional systems design(ISD)教学系统设计knowledge management systems 知识管理系统 progressivism 进步主义learner-centered learning environment 学习者为中心的学习环境reinforcement 强化 Subject Matter Expert(SME)学科内容专家task analysis 任务分析 verbalism 言语主义第三章 P27 1.NEM WORDS :cohere 粘着,凝结,紧凑 contention 争夺,争论,争辩,论点eclectic 折中的,这种学派的;折中主义者,折中派的人 ideology 意识形态forge 稳步前进,铸造,伪造fragmentary 由碎片组成的,断断续续的pertinent 有关的,适当的inherently 本能地,自然地,本质上地pragmatic 实际的,实用主义的problematic 问题的,有疑问的rigidly 坚硬地,严格地 reluctant 不顾的,勉强的,难得到的,难处理的synthesize 综合,合成 sore 疼痛的,痛心的,剧烈的;痛的地方,痛处tacitly 肃静地,沉默地2.PHRASES AND EXPRESSIONSadhere to 粘附,粘着,坚持,追随,拥护 contribute to 有助于,为……出力in need of 需要 just in time 即时的qualify for 使合格,有……的资格,有资格充任3.Professinal Vocabularybehaviorism 行为主义cognitivism 认知主义constructivism 建构主义individualized instruction 个性化教学instructional development 教学开发objectivism 客观主义 research and development 研究与开发Learning Management System(LMS)学习管理系统 postmodernism 后现代主义第四章:P41 1.NEM WORDS :boldface 黑体字,粗体铅字 cardinal 主要的,最重要的 novice 新手,初学者contiguity 接触,接近,邻近 in contiguity withheed 名/动注意,留意 imagery 像,肖像,画像,雕像 impede 阻止,妨碍italic 斜体的,斜体字,斜体 manifest 显然的,明白的;表明,证明manifestation 显示,表现,示威运动 modify 更改,修正,修改multistage 多级的 multimedia 多媒体 multifunction 多功能perception 理解,感知,感觉 performance 执行,成绩,性能,绩效radical 激进的,激进分子 underpin 加强……的基础,巩固,支撑2.PHRASES AND EXPRESSIONSin essence 本质上,大体上,其实 make a contribute to 捐赠,做出贡献3.Professinal Vocabularyandragogy 成人教育学 automaticity 自动性,自律性 coding 译码,编码encoding 编码,译码 cognitive science 认知科学 diagram 图表discovery learning 发现学习 elaboration 细化 hypothesize 假设,假定,猜测information-processing theory 信息加工理论instructional strategy 教学策略metacognition 元认知 motivation 动机 orientation 定位,取向,倾向性multistore theory of memory 多重存储记忆理论 performance potential 绩效潜能problem solving 问题解决 reinforcement 增援,加强,加固,强化retrieval 重现,检索 schema 图式 sensory 感觉器官,感觉记录器;感觉的slide 使滑动;滑,滑动,幻灯片 stimuli 刺激,刺激源 taxonomy 分类法,分类学textual 原文的,文本的,教科书的 social learning theory 社会学习理论第五章: P53 1.NEM WORDS :assumption 假定,设想 critical 紧要的,关键性的 departure 启程,出发,离开designate 指明,指出,任命,指派 dimension 尺度,维数,度数 enumerate 列举feedback 反馈,反应 enthusiasm 热情,积极性,激发热情的事物fidelity 忠诚,保真度,重现精度 fruitful 多产的,富有成效的gesture 姿态,手势,表示inherent 固有的,内在的,与生俱来的intentionality 意向,意图,意向论 merit 优点,价值 normative 标准化的mediate 传播,通过起中介作用组成(某种结果) seductive 诱人的 lexicon 词典overwork 工作过度,使用过多,滥用 peripheral 外围的,外围设备precipitate 促进,加速……来临 predispose 预先安排,使偏向于receive 收到,接到,领受 simultaneously 同时地 trajectory 轨道,弹道,轨transmit 传输,传达,传导,传播 transpire 发生,得知;蒸发,发散,泄漏2.PHRASES AND EXPRESSIONSengage in 使从事于,参加 intertwine…with…使…与…纠缠level of observation 观察的水平3.Professinal Vocabularychannel 信道,频道,通道 interaction 交互,交互作用conceptual differentiation 概念上的区别 core communication theory 核心传播理论group communication 群体传播 interactional dynamics 互动动态institutional and societal dynamics 机构和社会的动态 message 消息,通讯,讯息interpersonal communication 人际传播 receiver 接收者,接收器,收信机interpretation and the generation of meaning 意义的诠释与产生mass communication 大众传播 signal 信号 transmitter 传送者,传达人第六章: P63 1.NEM WORDS :affective 情感的,表达感情的cognitive 认知的,认识的,有感知的continuity 连续性,连贯性 detrimental 有害的 digestible 可消化的crank 脾气暴躁的,易怒的;曲柄,脾气坏的人,思想奇怪的人elicit 得出,引出,抽出,引起 hierarchical 分等级的 psychomotor 精神运动的enterprise 企业,事业,计划,事业心,进取心,干事业 progressively 日益增多地isolation 隔绝,孤立,隔离,绝缘,离析 interaction 交互作用,交感obscurity 阴暗,朦胧,偏僻,含糊,隐匿,晦涩,身份低微 schema 计划,图式polarize (使)偏振,(使)极化,(使)两级分化 renowned 有名的,有声誉的reactionary 反作用的,反动的;反动分子 taxonomy 分类法,分类学systematically 系统地,有系统地2.PHRASES AND EXPRESSIONScognitive information processing theory 认知信息加工理论consist of 由……组成 relate to 与……有关的 take account of 考虑play an important role 在……中起重要作用3.Professinal Vocabularyattitude 态度 category of learning outcome 学习结果分类 frame 框架,结构cognitive information processing theory 认知信息加工理论constructivism learning theory 建构主义学习理论 educational objective 教育目标evaluate 评估,评价,测评 electronic support system 电子支持系统event of instruction 教学事件 expert instruction 专家教学hypermedia program 超媒体程序 intellectual skill 智慧技能individualized learning 个性化学习 learning condition 学习条件internal and external learning condition 学习的内/外部条件 motor skill 动作技能learning theorist 学习理论家 level of cognitive performance 认知行为水平measurement strategy 评价/测量策略 performance 绩效,行为表现programmed instructional 程序教学 progressive education 进步主义教育student centered typeⅡinstruction 以学生为主体的第二代教学teacher-centered group instruction以教师为主体的集体教学teacher-centered typeⅠinstruction 以教师为主体的第一代教学the programmed learning movement 程序教学运动 verbal information 言语信息第七章: P71 1.NEM WORDS :biology 生物学,生物 circular 圆形的,循环的 humanistic 人文主义的engineering 工程(学) economic 经济的,产供销的,经济学的 cybernetic 控制论的holistic 整体的,全盘的 illogical 不合逻辑的,缺乏逻辑的 sociology 社会学interface 分界面,接触面,界面 modulation 调制 physics 物理学management 经营,管理,处理,操纵,驾驶,手段philosophy 哲学,哲学体系,达观,冷静 psychotherapy 精神疗法,心里疗法reductionistic 减少的,变形的,缩减的,约简的2.PHRASES AND EXPRESSIONSa hierarchy of 作为一个层级的,一系列的 a sequence of 一连串的be viewed as 被视为是 to rank by different criteria 依照不同的标准评定3.Professinal Vocabularychaos theory 混沌理论 natural science 自然科学 system dynamics 系统动力学complexity and interdependence 复杂性和相互依赖性organizational theory 组织理论 systems thinking 系统思考第八章: P80 1.NEM WORDS :alphabet 字母表 commercial 商业的,贸易的;广告 vernacular 本国的,本地的feature-length 长篇的,达到整片应用的长度 vanish 消失,突然不见,成为零interface 分界面,接触面,界面;使连接,使协调;连接 storehouse 仓库link 链环,连接物,火把,链接;连接,联合,挽(手臂)prejudice 名词;偏见,成见,损害,侵害动词:损害synchronize 同步,同时发生,同时存在,共同行动2.PHRASES AND EXPRESSIONSa sort of 一种 any more 在,还 burst upon 突然来到 crop up 突然出现draw from 使…说出(真相等) have an impact on 对…有影响,对…起作用,产生效果in pairs 成双地,成对地 live through 度过,经受过 make clear 解释pass on 去世,传递 on the heel of 跟随的,径直跟在后面的,紧随其后的play a role in 在…中起作用 separate from 分离,分开3.Professinal VocabularyBluetooth wireless technology 蓝牙无线技术 MP3 一种音频压缩格式cable television systems 有线电视系统 Compact Disk 光盘 MTV音乐电视DVD(digital video disk)数字化视频光盘 WWW(World Wide Web)万维网Fiber-optics transmission 光纤传输 microprocessor 微处理器Satellite broadcast 卫星广播 VCR (Video Cassette Recorder)录像机第九章: P90 1.NEM WORDS :approximately 近似地,大约 bladder 膀胱,气泡,球胆 coin 名词:硬币动词:铸造cognition 认识,认知,被认识的事物 cordless 不用电线的 extensively 广阔地distribute 分发,分配,散布,分布,分类,分区 flexibly 易曲地,柔软地implementation 执行 megabyte 兆字节 manipulate (熟练地)操作,使用(机器等)integrate 使成整体,使一体化,求…的积分;结合 operational 操作的,运作的mimic 模仿的,假装的,拟态的;名词:效颦者,模仿者,小丑,仿制品;动词:模仿,模拟 practitioner 从业者,开业者 transcend 超越,胜过orientation 方向,方位,定位,倾向性,向东方perspective 透视画法,透视图,远景,前途,观点,看法,观点,观察 portray 画,为…画像描绘;描写扮演,饰演sensory 感觉的,与感觉有关的,感觉器官的 simulate 模拟,模仿,假装,冒充transfer 名/动: 迁移,移动,传递,转移,调任,转账,过户,转让,转学,换车2.PHRASES AND EXPRESSIONSassociated with 联合 be capable of 能够 be combined in 化合成be compatible with 适合,一致 be known as 被认为是 be used to 过去习惯于in detail 详细地 point out 指出 refer to 指的是,谈到,涉及3.Professinal Vocabularyadvanced wireless device 高级无线设备Artificial Intelligence 人工智能artificial reality 人工现实 computer simulation 计算机仿真Archie : Internet 上一种用来查找其标题满足特定条件的所有文档的自动搜索服务工具Authorware 基于图标和流线的多媒体开发工具 data glove 数据手套AutoCAD 著名的三维辅助设计软件,由美国公司Autodesk公司出品AutoDesk 美国电脑软件公司,生产计算机辅助设计软件 joystick 操纵杆Compact Disk Read-Only Memory(CD-ROM)光盘只读存储器 cyberspace 赛博空间Computer-Mediated Communication(CMC)计算机媒介沟通MP3 player : MP3播放器Digital Video Recorders (DVRs)数字录像机 expert system 专家系统 fiber 光纤LCD 液晶显示屏 Gopher 基于菜单驱动的Internet 信息查询工具HyberCard 苹果公司的文档管理工具软件interactive television 互动电视Jini technology : Jini 技术 Internet Relay Chat 网络聊天软件 keyboard 键盘LISTSERVs 邮件列表 mobile phone 移动电话Multimedia Personal Computers(MPCs)个人多媒体计算机Multiple User Dialogue 多人对话,俗称“泥巴”Natural Language Processing 自然语言处理Network Information Retrieval (NIR)网络信息搜寻系统Neural Networks 神经系统的,神经中枢的 Robotics 机器人技术Peripheral Component Interconnect 互连外围设备Sense8 美国一家开发虚拟现实环境应用开发工具的公司Strong A.I. 强人工智能 Usenet 用户网 Weak A.I.弱人工智能Virtual Programming Languages Research(VPL)美国一家专做虚拟现实产品的公司virtual reality(VR)虚拟现实 World Wide Web 万维网Wide Area Information Server 广域信息服务器wireless personal area network 个人无线局域网第十章:P99 1.NEM WORDS :ambiguous 暧昧的,不明确的 amorphous无定形的,无组织的 cynical 愤世嫉俗的analogy 名词:类似,类推 arcane 神秘的,不可思议的 prophetic 预言的cryptic 秘密的,含义模糊的,神秘的,隐藏的 prominence 突出,显著,突出物dismiss 解散,下课,开除,解职,使离开 egalitarian 平等主义的;平等主义instant 立即的,直接的,紧迫的,刻不容缓的,速溶的,方便的,即刻的mundane 世界的,世俗的,平凡的 quote 引用,引证,提供,提出,报价ramification 分枝,分叉,衍生物,支流 schism 分裂,教派 stimulate 刺激,激励symbol 符号,记号,象征 vista 狭长的景色,街景,展望,思想2.PHRASES AND EXPRESSIONSaccess to 有权使用 adjust to 适应,调节 call for 要求,提倡,为…叫喊extract from 摘取 prior to 优先于 toss out 丢弃,扔掉from one’s perspective 从某人的观点来看 succumb to 屈服于3.Professinal Vocabularyattribute of media 媒体特性 mainframe 主机,大型机 videodisk 视盘correspondence course 函授课程 no significant difference 无显著差异the great media debate 媒体大争论第十一章:P111 1.NEM WORDS :acquired 已得到的,已获得的 activation 活化,激活 adequacy 适当,足够approach 方法,步骤,途径 appealing 吸引人的,引起兴趣的,恳求的appeal 名词:请求,呼吁,上诉,吸引力,要求动词:呼吁,恳求(常与to连用)吸引,引起兴趣appropriate 适当的 basis 基础,根据 client 顾客,客户,委托人characteristic 特征,性能,特色,特性,特点 implement实施,执行concern 动词:涉及,关系到名词:(厉害)关系,关心,关注illustrate 举例说明,图解,加插图于,阐明 consistency 一致性,连贯性contrived 人为的,做作的,不自然的 demonstration 示范,实证,证明,证实distinct 清楚的,明显的,截然不同的,独特的 direct 指引,指点,指导,管理empirical 以经验为根据的,经验主义的 engage 从事,着手,忙于(in)execute 执行,实行,完成 core 果核,中心,核心 focal 焦点的,在焦点上的glimmer 微弱的闪光,一丝光线,微小的信号initial 开始的,最初的complexity 复杂,错综复杂,复合状态involve 包括,包含,涉及indicate 指示,指出,暗示,表明,简要地说明 term 名词,术语integration 成为整体,集成,综合,整合,一体化interdependent 相互依赖的interpret 解释,说明,翻译,口译iterative 重复的,反复的 learner-centered 以学习者为中心maintenance 维持,维护 monitor 动词:监测,监控prescription 指示,规定,命令,处方,药方prior 预先的,在前的,更重要的,优先的 procedure 程序,步骤,手续rational 理性的,合理的,推理的 reclaim 回收,再生,利用rehearse 排练,排演,预演,背诵,演习,练习reliability 可靠性 reliable 可靠的,可信赖的 scope 范围,机会,余地specification 具体要求,规范,规格,具体说明specify 规定,指定,确定;详细说明,具体说明thoroughness 完全,十分 tryout 试验,试用,尝试,预赛,预演stable 平稳的,稳定的,坚固的 valid 有效的,有根据的,正当的,正确的2.PHRASES AND EXPRESSIONSbe concerned with 牵涉到,与…有关 refer to 把…称为,把…认为be involved in 包含在…,与…有关,被卷入,专心地write up 详细写下来,详细描述3.Professinal Vocabularyanalysis 分析 analysis of learning goals 学习目标分析 definition 定义analysis of learning needs 学习需求分析anchor point 锚点,定位点assumption 假定,假设 application 使用,运用,适用,应用 encode 编码assessment 评估,评价,评定,判定,鉴定,估计 evaluate 估价,评价context 上下文,环境,背景,静脉 delivery system 传递系统develop 发展,详述,开发 discipline 纪律,学科训练 feedback 反馈evaluation instrument 评价工具 goal-oriented 目标导向的human resource 人力资源 instruction situation 教学情景instructional activity 教学活动 instructional design 教学设计instructional development 教学开发instructional material 教学材料instructional model 教学模式instructional science 教学科学instructional strategy 教学策略instructional system design 教学系统设计instructional theory 教学理论learning activity 学习活动learning environment 学习环境 learning experience 学习体验,学习经验learning strategy 学习策略 learning theory 学习理论linear 线的,直线的,线性的 macro-level 宏观水平 micro-level 微观水平setting 环境,背景 organizational behavior 组织行为performance support 绩效支持 prior experience 先前经验problem identification 问题确定 problem-based 基于问题的specialized 专用的,专门的,专业的 specialized skill 专业技能stated objective 既定的目标 systematic 系统的,规划的,有计划的systemic 系统的,体系的 team effort 团队工作 process 加工,处理,过程第十二章:P133 1.NEM WORDS :allocate 分派,分配 ambitious 有雄心的,野心勃勃的 depict 描述,描写commitment 委托事项,许诺,承担义务 cumbersome 讨厌的,麻烦的,笨重的distinguishing 有区别的 implicitly 含蓄地,暗中地 prototype 原型linear 线的,直线的,线性的 generic 属的,类的,一般的,普通的,非特殊的highlight 加亮,使显著,以强光照射,突出 phase 阶段,状态,相,相位overcharge 名词:超载,过重的负担,过度充电 reservation 保留,预定,预约simultaneous 同时的,同时发生的 shortchange 动词:(找钱时故意)少找零钱,欺骗sequential 连续的,相续的,有续的,有顺序的,结果的sophisticate 篡改,曲解,使变得世故,掺和,弄复杂 vacation 假期,休假substantial 坚固的,实质的,真实的,充实的2.PHRASES AND EXPRESSIONSback and forth 来来往往地,来回地 be short of 不足be benefit from 受益于… keep in mind 记住first and foremost 首先,首要的 move on 继续前进 speed up 加速3.Professinal Vocabularyevent of instruction 教学事件 formative evaluation 形成性评价front-end analysis 前端分析 summative evaluation 总结性评价systematic instructional development 系统化教学开发The First Generation Instructional Design (ID1)第一代教学设计The Second Generation Instructional Design(ID2)第二代教学设计第十三章:P125 1.NEM WORDS :automate 使自动化,自动操作 courseware 课件 crucial 至关紧要的denigrate 贬低,诋毁 domain 领土,领地,范围,领域 envision 动词:想像,预想mainframe 主机,大型机 plethora 名词:过剩,过多2.PHRASES AND EXPRESSIONSinsight into 洞察 play a role in 在…中起作用 Web-based 基于网络的3.Professinal VocabularyAID systems 教学设计自动化系统analysis phase 分析阶段Authoring Tools 著作工具 Automated Instructional Design(AID)自动化教学设计computer-based instruction 计算机辅助教学 delivery domain 传送领域electronic performance support systems (EPSS)电子绩效支持系统Information Management 信息管理 instructional delivery 教学传递instructional designers and developers 教学设计者与开发者intelligent agent 智能代理 interactive simulation 交互式仿真模拟knowledge management 知识管理knowledge management system 知识管理系统knowledge object 知识对象 planning phase 计划阶段Web-based course management system 基于网络的课程管理系统第十四章:P147 1.NEM WORDS :access 动词:接近,达到,进入名词:入口,同路 acquisition 获得,获得物articulate 发音清晰的,表达力强的,口齿清晰的 assuming 傲慢的,自负的bombard 炮轰,轰击 cohesive 有黏着力的,有附着力的,凝聚性的,内聚性的conscious 意识到的,有知觉的,处于清醒状态的,有意识的,有觉悟的conspicuous 显著的,显眼的,卓越的,出类拔萃的 disseminate 传播,散布contend 强调,硬说,主张,激烈争论,对付 empowerment 授权,准许entail 使必须,使蒙受,使承担,需要 infrastructure 基础,基础结构,基本设施execution 实行,实施;执行。

教育技术英语译文 道客巴巴

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

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词汇

教育技术学专业英语词汇

教育技术学专业英语词汇1. curriculum 课程计划2.pilot test 试行3. mechanism 机制4. Communication Theory 传播理论5.programmed instruction 程序教学6.Audiovisual communication 视听传播7.trial 尝试8.Formative evaluation 形成性评价9. Probabilistic 概率性10.Classroom-focus 以"课堂"为中心11.task analysis 任务分析12.verbalism 言语主义13.instructional systems d esign教学系统设计14.instructional technol ogy 教育技术15.performance 绩效16.utilization 利用17.digest 文摘18.syndication 聚合19.peotential 潜能ponent 元素21.stimuli 刺激22.encoding 编码23.Situated learning 情境学习24.advanced organizer 先行组织者25.25.Situated learning 情境学习26.Rand om access learning 随机进入学习27.Anchored learning 锚定式情境学习28.cognitive-d evel opment theory认知发展说29.Learning Psychology 学习理论30.Verbal-linguistic intelligence 语言智能31.Audience对象32.Behavior行为33.Condition条件34.Degree标准35.courses 课程36.36.Perception stage认知阶段rmation processing theory 信息加工理论38.Expressive Objectives 表现性目标puter Supported Collaborative Learning 计算机支持的协作学习40.Evaluation instrument d eveloping 评价工具的编制41.elaboration 细化42.metacognition 元认知43.retrieval 重视44.schema 图式45.channel 信道46.interactional dynamics互动动态47. 47.interpersonal communication 人际传播48. 48.signal 信号49.transmitter 传送者50.mass communication 大众传播51. 51.internal and external learning conditions 学习的内外部条件cational objective 教育目标53.53.electronic support system 电子支持系统54.54.event of instruction 教学事件55.expert instruction 专家教学56. 56.individualized learning 个性化学习57.57.intellectual skill 智慧技能58.learning theorist 学习理论家59.level of cognitive performance 认知行为水平60.Responsive Mod el 应答模式61.the null curriculum 空无课程62.Collaborative Learning协作学习63.IT in education教育信息化rmation and Communications Technol ogy信息与通信技术rmation Literacy 信息素养puter Literracy 计算机文化素养67.Learning Contract 学习契约68.Problem-Based Learning(PBL)基于问题的学习69.verbal information 言语信息70.spyware 间谍软件71.motion 电影pact Disk 光盘73.MTV 音乐电视74.satellite broad cast 卫星广播75.World Wid e Web 万维网76.76.microprocessor 微处理器77.cabl e television systems 有线电视系统78.fiber-optics transmission 光纤传输79.artificial reality 人工现实80.Artificial Intelligence 人工智能81.fiber 光纤82.keyboard 键盘83.mobile phone 移动电话84.virtual reality 虚拟现实85.wireless personal area network 个人无线局域网puter-Mediated Communication 计算机媒介沟通87.Concept Maps 概念图88.Thinking Maps思维导图89.integration 整合90.Performance Assessment 绩效评估91.91.mainframe 主机92.ved eodisk 视盘93.attribute of media 媒体特性94. 94.correspond ence 函授课程95.E-learning Portfolio 电子学档96.tacit knowledge 隐性知识97.explict knowledge显性知识98.Knowledge management 知识管理99.Knowledge Evolution Theory知识进化理论100. evaluation instrument 评价工具101. anchor point 锚点102. instructional material 教学材料103. learning experience 学习体验104. organizational behavior 组织行为105. performance support 绩效支持106. specialized 专用的107. systematic 系统的108. stated objective 既定的目标109. Blend ed learning 混合学习110. Virtual Learning Companion System 虚拟学伴系统111. Integrated Ware 积件112. Group Ware 群件113. Imagination 构想性114. summative evaluation 总结性评价115. Authentic Assessment真实性评价116. Scaffold Learning “支架式”学习117. knowledge object 知识对象118. AID systems 教学设计自动化系统119. analysis phase 分析阶段120. d elivery d omain 传送领域121. instructional d elivery 教学传递122. knowledge management system 知识管理系统123. Automated Instructional Design 自动化教学设计124. information explosion 信息爆炸125. Information Age 信息时代126. self-managed 自我管理127. well-trained 受过良好培训的128. E-learning 数字化学习129. WebQuest 网络探究学习130. experimental group 实验组131. case study 案例研究132. behavioral 行为的133. cognitive 认知的134. subject matter 主题135. postmod ern 后现代的136. hypothesis 假设137. holistic 整体的138. illogical 不合逻辑的139. complexity and interd epend ence 复杂性和相互依赖性140. receiver 接受者141. andragogy 成人教育学142. information-processing theory 信息加工理论143. retrieval 重现144. sensory 感觉器官145. slid e 幻灯片146. taxonomy 分类法147. transfer 迁移148. objectivism 客观主义149. research and d evelopment 研究与开发150. communication 传播.。

教育技术学专业英语翻译(第一章到第五章)

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.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。

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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。

都是相互联系和影响其他系统不同程度。

所有系统不断在改变,在彼此的动态平衡。

Some basic concepts are:•A system contains a structure of organized components of different types.• No system exists in isolation.A system interfaces with other systems that may be of a similar or different type.•一个系统包含一个有组织的结构成分的不同类型。

••系统并不孤立地存在的。

一个系统与其他系统的接口,可以是具有相同或不同的类型。

• The functioning of a system affects multiple other systems and is effected by multiple other systems.• With the possible exception of the universe and the smallest component of energy or matter,all systems are components of larger systems and are composed of smaller systems.•的功能系统影响多个其他系统和受多个其他系统。

••除了可能宇宙和最小能量或物质的组成部分,所有系统的部件组成的大型系统,小系统。

•The constant interaction between systems results in a constant state of change.• When a system remains stable while there are changes in other systems,it is in a state of balance.Balance is a fundamental concept in nature.•不断互动系统结果在不断变化的状态。

••当一个系统是稳定而有变化在其他系统中,它是一种平衡状态。

平衡是一个基本概念在自然。

•Time is a significant dimension and different effects occur over time.• A system exerts a feed—forward effect upon a second system. This effect may be stimulatory(positive)or inhibitory(negative).The second system may then exert a feedback effect on the first•yslem, which may be either stimulatory or inhibitory.•时间是一个重要的尺寸和不同的影响随时间发生。

••系统施加一个饲料-前锋第二系统的影响。

这种现象可能一些刺激性(积极的)或抑制(消极的)。

第二个系统可以产生反馈效应在第一•yslem,这可能是一些刺激性或抑制。

•Modulation occurs when the feedback or feed-forward is a complex combination of different positive and negative effects.•调制时,就会发生反馈或前馈是一个复杂的组合不同的正面和负面影响。

Systems have evolved over time.When we look at the structure of a system,it may appear illogical.As we study the history of how systems have evolved,the current and future structure and functioning of systems are better understood.系统随着时间发展的。

当我们看一个系统的结构,会出现不合逻辑的。

因为我们要学习如何系统的历史发展,当前和未来的系统结构及运作方式,更好地理解。

The combination of a systems and evolutionary approach allow us to organize current information in a much more efficient manner.Such an approach is equally effective for astrophysics,biology,psychology,sociology etc.结合系统与进化的方法让我们组织现有的信息以更有效的方式。

这种方法同样有效的天体物理学、生物学、心理学、社会学等To acquire a valid theory of human functioning,we need to understand observations of human functioning in relation to internal and external systems.An understanding of systems theory,history and the specifics of any given system allow us to understand and therefore better predict the outcome of an event. Even with such an approach,there are limits to our ability to understand and predict.获得一个有效的理论,人类的机能,我们需要理解人类的机能的观察与内部和外部的系统。

了解系统理论、历史和细节的任何系统使我们能够了解并因此更好的预测结果的一个事件。

即使使用这种方法,这也限制了我们的能力去理解和预测。

Since systems are very complex and impacted by an infinite number of other systems9we can never attain total predictability of effects.Such a view is an open systems model.In contrast,aclosed system model assumes that a finite number of variables impact an outcome,therefore,outcome is totally predictable.An open system model still affords us some capacity to predict.We can create a Uerarchy of the system variables that appear to have greatest impact upon an event.When we organize dttse variables,it improves our statistical capacity to predict although we are never able to attain total predictability因为系统非常复杂,受无限数量的其他系统9我们永远也不能达到总可预见性的效果。

这样的一种观点是一个开放的系统模型。

相反,一个封闭系统模型假定一个有限的变量数目的影响结果的,因此,结果是完全可预测的。

一个开放的系统模型还提供我们一些能力来预测。

我们能创造一个Uerarchy的系统变量,似乎有最大影响一个事件。

当我们组织dttse变量,它可以改善我们的统计能力来预测虽然我们没能达到总可预见性Every event is caused by a sequence of other events.The last causative event is the proximate cause,however more distant events may be more significant than the final proximate cause.It is helpful to understand the sequence of events since each stage is a potential intervention point.• An event is the result of a sequence of events over time between or within systems and causes multiple events in othersystems.每件事情都是引起一连串的事件。

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