2016年专业英语词汇及翻译

一、专业词汇英译中（加粗为复习重点）anchored instruction 抛锚式教学case-study 案例chunk 大块，矮胖的人或物，组块，信息块cognitive map 认知地图cognitive structure 认知结构collaborative adj.合作的，协作的collaborative learning environment 协作学习环境commentary n.注释，评述，实况报道community 社区，共同体community of practice 实践共同体compact adj.紧凑的，紧密的；vt. 使坚实compatibility 兼容性compatibility n. 共存，相容，[计]兼容性complementary adj. 互补的，补充的Computer Supported Collaborative Learning (CSCL)计算机支持的合作学习computer-based training 计算机辅助训练concerted action 协同动作，协调行动correspondence education 函授教育，第一代远程教育curriculum n.(复数curricula) 课程decision-making 决策digital native 数字原住民direct satellite broadcasts DBS 直播卫星discipline n.纪律, 学科disciplined inquiry 学科探究distance education 远程教育distinguish from 区别，识别e-learning 数字化学习ethicaladj.与伦理有关，道德的(尤其职业道德的)，民族的experiential learning 经验学习，实践学习fill in the gap 填补空白，弥补不足Gigabyte [GB,千兆]字节，terabytes 1024G homogeneous adj. 由同类组成的，同质的humanistic education 人本主义教育in conjunction with 与…一起，共同in light of 按照，根据in the context of 在…情况下，在…背景下information streams 信息流infrastructure n.基础结构，基础设施inquiry learning 探究性学习Institute of Electrical and Electronics Engineers (IEEE)电子电气工程师学会instructional interventions 教学介入或干预instructional system design 教学系统设计instructional system development 教学系统开发Internet nessaging 互联网消息接发（如飞信）knowledge aggregation 知识集成learning management system 学习管理系统Learning Technology Standards Committee (LTSC) 学习技术标准委员会lifelong learning 终身学习literary criticism n. 文学评论，文艺评论live data feed 实时数据更新mental model 心理模式mental representation 心理表征meta-cognitive adj.元认知的micro-content 微内容MMS (Multimedia Message Service) 多媒体信息服务multimedia presentation system 多媒体播放系统Multiple Intelligence 多元智能multiple intelligences 多元智能n gen (net generation) 网络一代novice n.新手，初学者obsolete adj. 已过时的，废弃的，不再用的ontology n.本体, 本体论(事物的本体) performance measurement 性能测定，业绩评价personal digital assistants (PDAs) 个人数字助理，掌上电脑pivotal adj.枢轴的(中枢的)，关键的portfolio 文档资料，文件夹，档案袋e-portfolio 电子档案post-modernism 后现代主义problem-based learning 基于问题的学习qualitative adj.性质上的，定性的quantitative adj.数量的，定量的random access 随机存取，随机检索reflection n.沉思，反思，回忆，反射reflective adj.反思的，沉思的Resource-Based Learning Environments基于资源的学习环境rubric 评价量规，标准scaffolding n. 脚手架，搭脚手架用的材料search engine 搜索引擎self-assessment n.自测，自我评估Sesame Street 芝麻街（美国著名儿童教育电视片smart-phone n.智能手机SMS (Short Message Service) 手机短信服务snapshot n.快照，急射，简单印象social book-marking 社会性书签social software 社会性软件sociolinguistics n. 社会语言学spiral organization 螺旋形的组织stem from 源自，来源于，由某事物造成synchronous adj.同时的, [物] 同步的asynchronous 异步的syndication system 联合推送系统the Zone of Proximal Development 最近发展区trade-off 交易，折衷，权衡，协调visualization n.可见的，可视的、形象化WAP (Wireless Application Protocol) 无线应用协议weblog 网络日志Wi-Fi （Wireless Fidelity) 无线高保真wiki 维基, 一种多人协作的写作工具二、完形填空1、（） maintains that real world contexts imbedded in educational media serve as anchors of learning in the sense that learners construct knowledge while solving the subsequent problems. The theory was developed by the Cognition & Technology Group with John Bransford's lead.抛锚式教学理论Anchored Instruction Theory主张嵌入在教育媒体的现实世界背景作为学习的锚，因为学习者在解决相关问题时可以建构知识。

该理论是由Bransford领导的认知与技术团队提出的。

Learning & teaching activities should be designed around an “anchor” which should be some sort of case-study or problem situation. Curriculum materials should allow exploration by the learner。

教与学活动必须围绕“锚”来设计，“锚”应该是某类学习案例或问题情景。

课程材料应该允许学生探究。

2、（） focuses on the learning in complex and ill-structured domains. The theory focuses on the spontaneity of learning situations. It maintains that learning should be in context, however information should be presented from multiple perspectives and various case studies should be utilized in instruction. Rand Spiro is the leading theorist。

认知灵活性理论Cognitive Flexibility Theory关注在复杂和劣构领域的学习。

该理论关注学习情景的自发性。

它主张学习必须是有情境性的，而且，教学的信息必须按多角度呈现和运用各种案例。

Spiro 是该理论的引领者。

Learning activities must provide multiple representations of content. Instructional materials should avoid oversimplifying the content domain and support context-dependent knowledge. Instruction should be case-based and emphasize knowledge construction, not transmission of information.Knowledge sources should be highly interconnected rather than compartmentalized.学习活动必须提供多种多样的内容呈现方式。

教学资料应该避免过于简化内容范围，并且能支持上下文的知识。

教学应该是基于案例的，强调知识的构建，而不是信息的传输。

知识源应该内在紧密联系的，而不是各自独立的。

3、（）：（）argues that learning is an active process. Learners construct their own knowledge by selecting and transforming information, constructing and refining hypotheses, and decision-making. Discovery learning is one of the major themes of （）. Major work in this theory is done by Piaget and Bruner.建构主义理论Constructivist Theory：建构主义者Constructivism认为学习是一个主动过程。