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

ethical

adj.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。学习者通过选择和转化信息、构建与优化假设、以及决策来构建自己的知识。发现式（探索）学习是建构主义理论constructivist theory

的主题之一。 Piaget （皮亚杰）与 Bruner（布鲁纳）是该理论的主要贡献者。

4、（）：Instruction should be organized from simple to complex to increase learning, while providing the learner with a meaningful context in which subsequent ideas can be integrated. （） has seven strategy components: an elaborative sequence, learning prerequisite sequences, summary, synthesis, analogies, cognitive strategies, and learner control. Reigeluth is the main theorist.

细化理论Elaboration Theory：该理论认为：教学必须从简单到复杂来组织，以增强学习，与此同时，向学习者提供有意义的情境，其中能综合相关概念。精细理论有七个策略组成：精细序列、学习必备顺序、提要、综合、类推、认知策略、以及学习者控制。 Reigeluth（瑞格鲁斯）是该理论主要创建者。

5、（） Howard Gardner disagreed the traditional view of intelligence which sees intelligence as a real, single, measurable, inborn and unchangeable entity. For him, there exist a range of separate intelligences which he calls （）. He originally suggested seven intelligences, later expanded to eight.

多元智能理论Theory of multiple intelligences：加德纳不同意传统的智力观，即智力是一个实在的、单一的、可测量的、是与生俱来不可改变的实体。在他看来，实际上存在着一系列分开的智力multiple intelligences (MIs)。最初他区分了七种智力，后来增加到八种。

Every individual possesses a unique combination of distinct intelligences. The main forms of intelligence are: linguistic, logical-mathematical, spatial, musical, body-kinesthetic, intrapersonal and interpersonal. The （） suggests that everyone learns best when the material matches the intelligences he/she is strong at.

每个人都具有各自的不同智能组合。智能的主要形式是：语言、数学逻辑、空间、音乐、肢体运动、自我以及人际。多元智能理论认为：当学习资料与个人（他或她）智能的强项一致时，可以学得很好。

三、判断

Dear Editor:

Overnight parking on all streets in Moorburg should be eliminated. To achieve this goal, parking should be prohibited from 2 a.m. to 6 a.m. There are a number of reasons why any intelligent citizen should agree.

1.For one thing, to park overnight is to have a garage in the streets. Now it is illegal for anyone to have a garage in the city streets. Clearly, then, it should be against the law to park overnight in the streets.

2.Three important streets, Lincoln Avenue, Marquand Avenue, and West Main Street, are very narrow. with cars parked on the streets, there really isn't room for the heavy traffic that passes over the in the afternoon rush hour. When driving home in the afternoon after work, it takes me thirty-five minutes to make a trip that takes ten minutes during the uncrowded time. If there were no cars parked on the side of these streets, they could handle considerably more traffic.

3.Traffic on some streets is also bad in the morning when factory workers are on their way to the 6 a.m. shift. If there were no cars parked on these streets between 2 a.m. and 6 a.m., then there would be more room for this traffic.

4.Furthermore, there can be no doubt that, in general, overnight parking on the streets is undesirable. It is definitely bad and should be opposed.

5.If parking is prohibited from 2 a.m. to 6 a.m., then accidents between parked and moving vehicles will be nearly eliminated during this period. All intelligent citizens would regard the near elimination of accidents in any period as highly desirable. So, we should be in favor of prohibiting parking from 2 a.m. to 6 a.m.

https://www.360docs.net/doc/5516369850.html,st month, the Chief of Police, Burgess Jones, ran an experiment which proves that parking should be prohibited from 2 a.m. to 6 a.m. On

one of our busiest streets, Marquand Avenue, he placed experimental signs for one day. The signs prohibited parking from 2a.m. to 6 a.m. During the four-hour period, there was not one accident on Marquand. Everyone knows, of course, that there have been over four hundred accidents on Marquand during the past year.

7.The opponents of my suggestions have said that conditions are safe enough now. These people don't know what "safe" really means. Conditions are not safe if there's even the slightest possible chance for an accident. that's what "safe" means. So, conditions are not safe the way they are now.

8.Finally, let me point out that the Director of the National Traffic Safety Council, Kenneth O. Taylor, has strongly recommended that overnight street parking be prevented on busy streets in cities the size of Moorburg. The National Association of Police Chiefs has made the same recommendation. Both suggest that prohibiting parking from 2 a.m. to 6 a.m. is the best way to prevent overnight parking.

I invite those who disagree, as well as those who agree with me, to react to my letter through the editor of this paper. Let's get this issue out in the open.

Sincerely

解析答案（考试时可以用中文解释）：

1.第1点，错。在大街上停车和在大街上有车库的类比是不合理的。

2.第2点，错。禁止在大街上停放过夜车辆不能缓解下午的交通堵塞。

3.第3点，对。如果早上6点禁止在大街上停车，那么能减缓交通堵塞。

4.第4点，错。“undesirable”没有论据；重复论证。

5.第5点，错。①除过夜停车外，在大街上停车还有其它原因，解决这个问题才是关键；②半夜和凌晨基本不发生车祸；③即使禁止停车也缓解不了下午的交通

问题。

6.第6点，错。一天的实验数据不代表正确结论，需要至少一个月或长期的调查研究才能得出精确的结论。

7.第7点，错。“safe”的定义太过吹毛求疵，世界上没有绝对安全的地方，每时每刻都有事故发生。

8.第8点，对。引用名人的话作为论据，使论点更精确。

9.最后一段，错。逻辑判断中很多是错误的。

四、简答（不需要中文）

1、what is learning

Learning is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines.

学习是获得新的或改变现有的知识，行为，技能，价值观，或偏好，并可能涉及合成不同类型的信息。学习的能力是由人类、动物和一些机器所拥有的。

2、what is constructivism

Constructivist Theory建构主义理论

Constructivism argues that learning is an active process. Learners construct their own knowledge by selecting & transforming information, constructing and refining hypotheses, and decision-making. Discovery learning is one of the major themes of constructivist theory. Major work in this theory is done by Piaget and Bruner.

建构主义者认为学习是一个主动过程。学习者通过选择和转化信息、构建与优化假设、以及决策来构建自己的知识。发现式（探索）学习是建构主义理论的主题之一。 Piaget （皮亚杰）与 Bruner（布鲁纳）是该理论的主要贡献者。

3、CSCL

Computer-supported collaborative learning (CSCL) is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers.

计算机支持协作学习是学习科学领域的一个新兴分支，它是研究如何在电脑帮助下人们更好地一起学习的学科。

五、翻译（英译中）

Computer-supported collaborative learning (CSCL) is an emerging branch of the learning sciences concerned with studying how people can learn together with the help of computers. As we will see in this essay, such a simple statement conceals considerable complexity. The interplay of learning with technology turns out to be quite intricate. The inclusion of collaboration, computer mediation and distance education has problematized the very notion of learning and called into question prevailing assumptions about how to study it.

计算机支持协作学习是学习科学领域的一个新兴分支，它是研究如何在电脑帮助下人们更好地一起学习的学科。正如我们在这篇文章中说看到的，这个简单的陈述里却隐含着巨大的复杂性。技术和学习的相互作用表现出来是相当错综复杂的，它包含着协作、计算机媒介、远程教育，这使得学习变得更加问题化，人们对以往学习的普遍假设也产生了疑问。

Like many active fields of scientific research, CSCL has a complex relationship to established disciplines, evolves in ways that are hard to pinpoint and includes important contributions that seem incompatible. The field of CSCL has a long history of controversy about its theory, methods and definition. Furthermore, it is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted, rather than as an established body of broadly

accepted laboratory and classroom practices.

在很多热门的科学研究领域中，计算机支持协作学习和已经建立的学科有着非常复杂的关系，这让我们很难去确定它的发展路径，它和已有的重要学科看起来是不兼容的。在它的漫长发展历程中，关于它的理论、方法和定义上有着不同的争论。它研究得更多的是和计算机相关的东西，而不是和实验与课堂实践相关的东西。