泰语翻译教育技术学专业英语

教育技术学专业英语复习资料

?

学习结果

(Learning Outcomes)

分类理论

言语信息

(Verbal Information)

智慧技能

(Intellectual Skills)

辨别

(Discriminations)

具体概念

(Concrete Concepts)

定义性概念

(Defined Concepts)

规则

(Rules)

高级规则

认知策略

(Cognitive Strategies)

动作技能

(Motor Skills)

态度

(Attitudes)

?

引起注意（

Gain attention

）

?

告知目标（

Inform

learner

of

objectives

）

?

提示回忆原有知识

(Stimulate recall of

prior learning)

?

呈现教材

(Present stimulus material)

?

提供学习指导

(Provide learner guidance)

?

引出作业

(Elicit performance)

?

提供反馈

(Provide feedback)

?

评估作业

(Assess performance)

?

促

进

保

持

与

迁

移

(Enhance

retention

transfer)

?

Educational

technology

is

the

study

and

ethical

practice

of

facilitating

learning

and

improving performance

by

creating

,

using

,

and

managing

appropriate

technological

processes

and

resources

.

(Molenda

and

Robinson , 2004)

教育技术是指通过创建、

运用和管理适当的技术< /p>

过程和资源来促进学习和提升绩效的研究和符

合职业道德规范实践 。

Nine events of instruction

九段教学法

:

1.

Gaining

attention:

a

stimulus

change

to

alert

the

learner

and

focus

attention

on

desired features.

–

引起注意：改变刺激，将学习者注 意力

集中在所期望的特征上。

2.

Informing

the

learner

of

the

objective:

a statement or demonstration to form an

expectancy

in

the

learner

as

to

the

goals

of instruction.

–

告知 学习者学习目标：通过陈述或示范

在学习者中形成对教学目标的期望

3.

Stimulating

recall

of

prior

learning:

a

question

or

activity

to

remind

the

learner of prerequisite knowledge.

–

刺激回忆先前学过的内容：通过问 题或

活动使学习者回想起先前所学知识

4.

Presenting

the

stimulus:

an

activity

or

information

that

presents

the

content

of

what is to be learned.

–

呈现刺激：用活动或信息来呈现即将学

习的内容。

5.

Providing learning guidance: a cue or

strategy to promote encoding.

–

提供学习指导：促进编码的线索或策略

6.

Eliciting performance: an opportunity

to

practice

or

otherwise

perform

what

is

being learned.

–

引出行为：提 供实践的机会或执行所学

内容

7.

Providing

feedback:

information

of

a

corrective

nature

that

will

help

learners to improve their performance.

–

提供反馈：正确的信息反馈有助于学习

者提升成绩。

8.

Assessing performance: an opportunity

to demonstrate what has been learned.

–

评价行为：提供评价所学知识的机会

9.

Enhancing

retention

and

transfer:

examples or activities that prompt the

learner

to

go

beyond

the

immediate

context of instruction.

–

保持促进和转移：提供案例或活动，以

促进学习者对当前教学情境知识进行迁

移

第九章

Reclaiming Instructional Design (

回

归教学设计

)

1.

Instructional

science

is

concerned

with

the

discovery

of

the

natural

principles

involved in instructional strategies;

and instructional design is the use of

these scientific principles to invent

instructional

design

procedures

and

tools.

–

< br>教学科学关注的是与教学策略关系密切

的自然原理的发现；教学设计是运用科

学原理创建教学设计程序和工具。

2.

Instructional

design

is

a

technology

for

the

development

of

learning

experiences

and

environments

which

promote

the

acquisition

of

specific

knowledge and skill by students.

–

教学 设计是开发能促进学生获得特定知

识和技能的学习体验和环境的技术。

< br>

3.

Instructional

design

is

a

technology

which incorporates known and verified

learning strategies into instructional

experiences which make the acquisition

of knowledge and skill more efficient,

effective and appealing.

–

教学设计是将已知的和已证实的学 习策

略融入教学体验的技术，使得知识和技

能的获取更快、更有 效和更有吸引力。

4.

While

instruction

takes

place

in

a

larger

organization

context,

the

technology of instructional design is

concerned only with the development of

learning experiences and environments,

not

with

the

broader

concerns

of

systemic

change,

organizational

behavior,

performance

support

and

other

human resource problems.

–

当教学发生在一个较大的组织环境中，

教学设计技术仅与学习体验和环境的开< /p>

发有关，而与系统变化、组织行为、绩

效支持和其他人力资源问题 无关。

5.

Instructional

activities;

rehearse,

information;

involves

directing

to

students

to

appropriate

learning

guiding

encode

students

and

appropriate

knowledge;

helping

students

process

students

monitoring

performance; and providing feedback as

to

the

appropriateness

of

the

student’s

learning

activities

and

practice

performance.

Instructional

design

is

the

technology

of

creating

learning

experiences and learning environments

which

promote

these

instructional

activities.

–

教学包括为学生指明适当的学习活动，

引导学生学习适当的知识，帮助 学生练

习、

编码和加工信息；

监测学生 的行为；

提供作为学生学习活动和练习成绩恰当

性反馈。教学设 计是创建促进这些教学

活动的学习体验和学习环境的技术。

第十二章

6.

Needs assessment;

需求评估

7.

Goal

and

objective

ide ntification;

目标

识别

8.

Audience and setting analysis

受众和环

境分析

9.

Content and delivery development

内容

和传送系统开 发

10.

Evaluation and redesign

评价和修正

11.

Classroom

orientation

ID

models:

classroom

ID

models

are

of

interest

primarily to professional teachers who

accept as a given rule that their role

is

to

teach,

and

that

their

students

require

some

form

of

instruction.

Teaching personnel usually views an ID

model as a general road map to follow.

Typically,

a

classroom

ID

model

outlines

only

a

few

functions,

and

simply

provides a guide for the teacher. The

developer

who

works

with

teachers

would

do

well

to

employ

any

ID

model

with

caution

because

teachers

are

not

likely

to

be

familiar

with

the

concepts

or

processes of systematic instructional

development.

–

面向课堂的教学设计模型：对课堂 教学

设计模型感兴趣的主要是专业教师，他

们的既定认识是，< /p>

教师的角色就是讲授，

而学生需要某种形式的教学。教学人员

通常把教学设计模型看作是要遵循的综

合路线图。课堂教学设计模型 仅概括了

几个典型的功能，而且只为教师提供指

导。与教师一同 工作的开发者若仔细则

能很好的利用教学设计模型，因为教师

可 能对教学系统开发的过程和概念不大

熟悉。

?

Learning

environments

are

comprehensive,

integrated

activities,

presentations,

explorations

learning themes.

学习环境是通过以学生为中心的活动来促进参

systems

that

promote

guided

and

engagement

through

student-centered

including

among

manipulations,

interrelated