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 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 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
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 experience
Doing 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 experience
3、Audiovisual communications 视听传播
Programmed instruction. principles: in a graded sequence of controlled steps and at their own speed, immediately feedback
4、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 of
man.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 of
personal 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.knowledge
https://www.doczj.com/doc/4315018424.html,prehension
3.application
4.analysis
5.synthesis
6.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。学生按照合适于自己的速度独立学习程序教学材料，在每一个学习材料完成之后通过回答一个测验问题或者填写一个图表来测量他们对学习材料的掌握程度。他们可以立刻得到正确答案或者补充提示等反馈信息。
第三章：
He proclaimed that the medium is the message. In other word, new forms of media ,(message) transform our experience of ourselves and our society, and this influence is ultimately more important than the content that is transmitted in the specific messages. 他声称，媒体及讯息(和数据) 。换言之，新的媒体形式(数据)改变了我们自己和所处环境的经验，这种影响最终比那些以其特殊讯息所传递的内容更重要。
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.
教学媒体都仅仅只是传递教育而不会影响学生完成学习活动，就像卡车运输我们的生活用品但不会改变我们的营养一样。
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. 考兹曼把克拉克的媒体观看做送货卡车，在媒体和教学方法之间制造了一个不必要的分裂。考兹曼认为，媒体在学习中起着至关重要的作用，不同种类的技术可以处理或操作其可利用的符号系统。
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. 尽管心理学上对学习的观点存在差异拥有一个坚实的学习理论基础无疑是
教学系统设计专业人员职前培训中最基本的要素。教学系统设计人员必须熟悉关于学习的理论与研究，并将之付诸实践。
Cognitive science is making a major contribution to our understanding of how humans perceive, 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.
认知科学在解释人类如何感知、加工、存储和重现信息等方面做出了巨大的贡献。图式理论，精细化，元认知，自动化，专家/新手的学习，以及迁移理论都对教学设计有重要的启示，这只是认知心理学家们众多研究中的一小部分。
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.
行为心理学，也称为行为主义，是一种基于所有行为都是通过条件刺激而产生的学习理论。条件刺激就是重现与环境的相互作用。根据行为主义的观点，可以通过系统方法和观察的方式来研究人的行为，而不用考虑人的内部心理状态。
Behaviorism had its earliest start with the work of Russian psychologist named Ivan Pavlov. Pavlov 's research on the digestive systems of dogs led to his discovery of classical conditioning process, which demonstrated that behaviors could be learned via conditioned associations. Pavlov demonstrated that this learning process could be used to make an association between environmental stimulus and a naturally occurring stimulus. 最早从事于行为主义研究工作的是俄罗斯的生理学家巴普洛夫。他的关于狗的消化系统的研究也导致了经典条件反射过程的发现，这个发现证明了行为都能通过关联的条件刺激来学习。巴普洛夫还证明了这个学习过程可以用于创造环境刺激与本能刺激间的相关联。
However ,even while accepting such behavioristic concepts, cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store information.
然而，尽管他们接受行为主义的某些观点，但是认知主义家们认为学习是认知结构的获得和重组即人们加工和存储信息的过程。
According to the cognitivist, knowledge occurs in internal structures called schemas. When new information comes in through the senses ,it is compared with the schemas already present, and the schemas may then be combined or changed in light of the new information.
认知结构的观点看，知识是重现内在结构的图式。当感知到新的信息时，先与当前已存在的图式相比较，人后进行整合或者将信息作出改变。
Constructivism is a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us. Constructivists believe that learning is more active and self-directed than behaviorism or cognitive theory would postulate. 建构主义学习理论是这样一种学习理论，即他认为学习是人们对周围世界的积极的有意义的建构。建构主义认为，与行为主义与认知主义相比，学习应该是更加积极和自主的。
Constructivism divides learning into two types : accommodation and assimilation . The focus is on the individual 's desire and ability to learn., and the teacher and therapist is there to help guide self-directed learning.
建构主义将学习分为两种类型：顺应和同化。重点在于个人的学习意愿和学习能力，并且老师或者专家仅仅帮助指导自主学习。
Constructivists believe that learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual 's knowledge is a function of one's prior
experiences ,mental structures ,and beliefs that are used to interpret objects and events. 建构主义认为，学习者建构事实或者至少在解释事实时都是基于他们的感知经验，因此，个
人的知识是缘由感知经验，心理结构和揭示事物信心的集合。
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.
随着理论的不断完善，加涅的教学理论逐渐发展成三部分内容：1、定义人类学习能力类型
的学习结果分类理论。2、与所习得各种类型学习结果相关的内部和外部学习条件理论。3、在学习中促进具体认知过程的九段教学法。
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.
九段教学法：1、引起注意：刺激性变化已引起学习者的注意，使其集中精力于所期望的特征。2、明确学习目标：通过描述或展示使学习者形成对教学目标的期望。3、刺激回忆先前
的学习：设计问题或活动使学习者回想起以前所学的知识。4、呈现刺激：用活动或信息来呈现即将学习的内容。5、提供学习指导：促进编码的线索或策略6、引出作业：提供实践活动的机会或执行所学内容7、提供反馈：正确的信息反馈将会帮助学习者提高绩效8、评
估作业：提供评价所学知识的机会9、促进保持和迁移：提供案例或活动以促进学习者对当
前教学知识进行迁移。
第九章
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. 教育科学是关注与教学策略关系密切的自然原理的发现，教学设计是用科学的
原理去创造教学设计程序和工具。
Many current instructional models suggest that the most effective learning environments are those that problem-based and involve the students in four distinct phases of learning 1.activation of prior experience 2.demonstration of skills 3.application of skills 4.integration of these skills. 许多流行的教学模式认为，最有效的教学环境是那些基于问题的教学。包括学生学习的四个阶段：1、激发先前经验2、示范技能3、应用技能4、在实际生活中整合技能。Characteristics of ID:1.instructional design is learner-centered2.instructional design is goal-oriented 3.instructional design focuses on real-world performance 4.instructional design focuses on outcomes that can be measured in a reliable and valid way 5.instructional design is empirical 6.instructionaldesign typically is a team effort..
教学设计的特点：1、教学设计以学习者为中心2、教学设计需要建立明确的目标3、教学设计侧重
于现实生活中的表现4、教学设计侧重于可以用一种可靠和有效地方法来衡量的成
果。5、教学设计是根据经验设计的6、教学设计往往是一个团队的共同努力。
Types of automated Instructional design tools: advisory/critiquing ID systems 2.expert ID systems
https://www.doczj.com/doc/4315018424.html,rmation management ID systems
4.EPSSs for ID
5.ID authoring tools
几种自动化教学设计工具：1、咨询/评价系统2、专家系统3、信息管理系统4、电子绩效支持系统5、著作工具
第十二章
To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. 做到有信息素养，一个人必须能够知道什么时候需要信息，并且有定位、评价、和有效地使用所需信息的能力。
Educators need to shift their emphasis from acquisition of a product to execution of a dynamic process. Students need to be transformed from passive information gatherers to active participating knowledge finders.
教育者们应该将他们从获得一个产品的重点转移到执行一个产品的动态过程。学生需要由被动的信息收集者转换成积极参与的信息发现者。
第十三章
st
The 21 century skills include:1.personal and social responsibility 2.planning, critical thinking, reasoning and creativity 3.strong communication skills ,both for interpersonal and presentation needs 4.cross-cultrue understanding 5.visualizing and decision-making 6.knowing how and when to use technology and choose the most appropriate tool for the task.
21 世纪中心技能包括：1、个人和社会责任感2、计划、批判性思维、质疑记忆创新3、强
的交流技巧，包括人际交流和展示的需要。4、跨文化理解5、观察力和做决定6、知道什么
时候和怎样使用技术，并为任务选择最适当的工具。
第十五章
Distance education is defined as institution-based formal education where the learning group is separated, and where interactive communications systems are used to connect learners, resources and instructors.
远程教育被定义为基于机构的正规教育，远程教育中的学习者是互相分离的，教师、学生和资源通过交互式通信系统进行互相联系与交流。
There are four main components to this definition.. first is the concept that distance education ia institutionally based. The second component of the definition of distance education is the concept of separation of the teacher and student.(in time ,in geographic ,in intellectual levels) interactive telecommunication is the third component of the definition of distance education. finally is the concept of connecting learners ,resources and instructors.
这个定义包括四个方面的内容：首先，远程教育是建立在机构基础之上的概念。远程教育的第二部分是教师与学生分离的概念。交互式通信是远程教育的第三部分内容。最后，是学习者，资源和教师之间建立联系的概念。
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.
Unit1 1.那部关于古代战争的电影采用了先进的技术，令观众仿佛身临其境。 Thanks to advanced technology, the film about the ancient battle gives the audience the illusion of being on the battlefield themselves. 2. 在那场大火中，整个古城毁于一旦，但是这块石碑却幸运地保存了下来。（devastate）That ancient city was devastated by the fire, but fortunately the stone tablet survived. 3.他们看了那段录像，听了那位妇女的讲述，心里充满了对那位地震孤儿的同情。 The videotape and the story by the woman filled them with sympathy for the child who had become an orphan in the earthquake. 4．那场大地震中，我们听到过太多太多教师的事迹，他们拒绝离开学生自己逃生，献出了自己的生命。（leave behind） In that earthquake, we heard many stories of teachers who had refused to leave their students behind and laid down their lives. 5.豫园的建造始于1558年，但由于资金短缺时建时停，1578年才完成。 The construction of the Yu Yuan Garden began in 1558, but it was not completed until 1578 because building went off and on for lack of money. 6. 1980年我遇到她时，她刚从国外读完硕士回来。（meet up with） In 1980, when I met up with her, she had just returned from abroad with a master’s degree. 7.这是我第一次来纽约，但我还是设法找到了那家小公司。 It was my first visit to New York, but I managed to find my way to the little firm. 8.在电影界要达到顶峰时非常困难的，但是作为一名导演谢晋做到了。 It is hard to make it to the top in the movie industry, but as a director Xie Jin did it. Unit2 1. 如今很多爱慕虚荣的年轻人，尽管还不富裕，但却迷上了漂亮的小汽车。（vain, be obsessed with） Many vain young people are obsessed with fancy cars despite the fact that they are not yet rich enough to afford them. 2．当他的婚外恋被妻子发现后，他们的婚姻终于破裂了。（affair, fall apart） Their marriage finally fell apart when his affair with another woman was found out by his wife. 3.那位艺术家为了获得创作的灵感，在农村住了三年，放弃了生活上的许多享受。(inspiration, deny oneself something) For artistic inspiration, the artist lived in the country for three years, where he denied himself many comforts of life. 4．我不知道明天去崇明岛的远足活动能不能成行，因为这要取决于会不会下雨。(excursion, at the mercy of) I’m not sure if we can have the excursion to Chongming Island tomorrow. It is
第六章 section B 布鲁姆的教育目标分类法 到今天为止，我们可以理直气壮地声称我们的教学目标比较准确地描述了教学所指向的目的。它们在学习和教学中占有重要的作用。 当制定教学目标，提供教学和评价学生成绩时，把存在的不同的标准或学习的结果记在脑中是重要的，把不同标准和结果区分开是重要的，如果教师没有意识到不同的学习的标准，他们很可能专注于一个水平上而忽略其他的。例如，一个教师可能会教大量的事实信息，但从不会抽出时间教学生应用和综合信息，或许一个教师会教更高水平的思考技巧而没有意识到这些技巧必须融入这些更高端技巧的基本技巧的事先学习。 布鲁姆的教育目标分类在认知能力层面上是最著名的，这种分类是等级鲜明的。也就是说，学习者必须先掌握较低层次的目标，在这些目标的基础上通过构建知识达到更高层次的目标，以下是分类的内容： 1、知道（回忆已知的学习知识） 2、领会（把握所学材料的意义） 3、应用（在具体情境中运用知识） 4、分析（把知识分成若干块） 5、综合（把各部分连起来形成整体） 6、评价（按给定的要求通过具体标准评价产品的价值）
知道或知识（回忆信息）代表了布鲁姆分类中的最低层次。它最低是就它最先出现而言的——它为所有高层次的认知活动提供了基础。只有能够对信息进行回忆，学习者才能进入领会这个层次（对信息进行解释）。第三个层次是应用，指的是在新的或者现实情况中运用知识或原理，在这个层次的学习者通过运用前一层次所理解的信息来解决实际问题。第四个层次是分析——将复杂的信息分解成简单的部分，当然，这些简单的部分已经在分类中的前几个层次中得到了解。第五个层次是综合，包括通过整合低层次中的了解到的信息创造出以前不存在的东西。评价是布鲁姆教育目标等级中的最高层次，包括做出一些判断，这些判断基于前几个层次所学习到的根据指定的标准比较某种产品。 这种分类方法的主要价值可以分为两层意思： （1）它可以激发教师帮助学生获得各种不同层次的技能，通过首先确保掌握较低层次的目标来为掌握较高层次的目标铺设适当的基础。 （2）它为发展评价学生各层次学习绩效的测量策略提供了一个基础。 Section C 杰罗姆·布鲁纳的发现学习理论什么是发现学习? 发现学习是一种以质疑为基础的建构主义的学习理论，这种学习发生在问题求解的情况中，在这种情况下，学习者利用他或她过去的经验和现存的知识去探索将要学习的事实和新真理。学生通过探索和
Unit1 1, There has been this long lull with nothing particular turning up! you are beginning to be anxious because there has been no progress of the war in such a long quiet period… 2,we must "...meet with Triumph and Disaster. And treat those two impostors just the same." We are sure to experience both Triumph and Disaster and we must treat them as the same thing taking different appearances because they are essentially interchangeable. 3,never give in, except to convictions of honor and good sense Never give in unless we are convinced that it is honorable and sensible for us to do so. 4,Britain, other nations thought, had drawn a sponge across her slate. Britain, in other nations’ eyes, was completely wiped out/conquered. 5,we have only to persevere to conquer. … we have no choice but to hold on until victory comes. Unit2 1, The phrase "personal space" has a quaint, seventies ring to it The phrase “personal space” sounds old-fashioned and reminds one of the seventies…2, T-shirt weather can make proximity more alluring (or much, much less). … I have suspected that maybe the cause (of the space invasion) is the season: summer may either make people want to be closer to each other or more likely, to keep a distance between each other. 3, The logistics of it vary according to geography people in different regions are given different size of personal space. 4, individuals routinely commandeer booths and sets of facing seats meant for foursomes. …individuals, as usual, occupy the booths and seats which are desi gned for four people. 5,In the same way that the breeze from a butterfly's wings in Japan may eventually produce a tidal wave in California, I have decided to expand the contracting boundaries of personal space. Because the initial invasion of personal space can cause a chain of reactions, which may bring about a catastrophic consequence, as the breeze from a butterfly’s wings in Japan, if it initiates a chain of waves, may eventually produce a tidal wave in California, I have decided to enlarge the shrinking personal space. Unit3 1,Given the relatively few restrictions governing access and usage, it is the communications modal equivalent of international waters As there are relatively few restrictions for reaching and using the Internet, communications via the Internet are comparable to traveling through the international waterways. 2,But much less widely reported has been the notion that the Internet may be responsible for furthering the fragmentation of society by alienating its individual users A lot of people talk about the “new information age”, but not so many people are acquainted with the idea that the Internet separates people form each other and fragments society further as a result
专业代码：040104 教育技术学专业人才培养方案 Educational Technology 一、专业简介 赣南师范学院教育技术学本科专业于2003年开始招收第一届本科学生，属于教育学的二级学科，授理学学位。2006年开始招生硕士研究生，2009年被授予江西省特色专业，2013年开始招收教育硕士研究生。目前已经形成包含教育技术学本科、教育技术学硕士点、现代教育技术专业硕士学位点的学科体系。 本专业“以学生为本、以综合能力培养为导向、追求卓越”为办学理念，以满足赣粤闽湘周边地区尤其是赣南地区对教育信息化人才的需求为目标，以“突出技术、强化实践、扎根基础教育”为办学特色，以“一技之长、一专多能”的专业建设思想为宗旨，培养系统掌握教育技术基本理论，具有信息技术教学、网络教育管理维护和信息化教学资源设计、开发、运用、管理、评价等综合能力的应用性复合型人才。 本专业培养的教育技术专业人才，根据不同的培养方向，能在各级各类学校、教育机构、电化教育机构、数字图书馆、数字博物馆、政府宣传部门、电视台、相关企业和行业，从事教育技术课程教学、信息技术课程教学，课程开发与教学设计、教师教育技术能力培训、教育教学培训设计、企业培训设计，教育装备规划维护与管理、信息化教学环境开发与管理、数字教育资源开发与管理、教育影视与多媒体作品创作、教育软件与平台设计开发、教育电子出版物编辑等工作。 本专业师资力量雄厚，拥有教授1人，副教授3人，讲师6人，所有教师都具有硕士以上学历。其中省级教学名师1人，校级教学名师1人，省中青年学科带头人和骨干教师2人。所有高级职称教师每学年至少为本科生讲授一门专业基础课或主干课。教师团队科研实力雄厚，近年来完成全国教育规划重点课题1项，教育部教育规划课题1项，省级课题20余项，发表CSSCI 论文10余篇。建设省级精品课程2门，校级精品课程4门。出版专著2部，出版教材5部。获得江西省教学成果奖二等奖3项，获江西省优秀多媒体课件展示一等奖3项。 本专业学生成绩优异，曾在全国大学生多媒体课件大赛中获得一等奖2项，二等奖2项，在“科讯杯”DV大赛中获得一等奖1项，二等奖3项，在江西省师范生教学技能大赛上获一等奖6项，二等奖10项。
教育技术学专业英语词汇closed circuit television 闭路电视教授 Airborne Television Instruction空中电视教学 Commission on Educational Television教育电视委员会computer-assisted instruction (CAI) 计算机辅助教学 training industry 培训公司 academic years 学年度 electronic performance support system 电子绩效支持系统knowledge management system知识管理系统 constructivist perspective建构主义 Department of Instructional System Technology教学系统技术系Instructional Media and Technologies for Learning教学媒体与技术technologies for learning 学习技术 seatwork：课堂作业 14.Individualized instruction个别化教学 15.Reinforcement or feedback强化或反馈 15.Realistic context真实的情境 16.Cooperative groups协作小组 17.hard technology 硬技术 18.soft technology软技术 19.heterogeneous groups异质小组 20. learning center学习中心 21. Learning carrels个别化学习台 22. reinforcement theory 强化理论 23. method of instruction 教学方法 24. linear programming| format 直线式程序 25. programmed instruction 程序教学 26. intrinsic programming线性程序 27. remedial explanations 补救性解释 28. branching programming|format分支式程序 29. Web-based instruction.基于网络的教学 30．Programmed tutoring 程序化辅导 31. structured tutoring结构化辅导 32. self-instructional material 自学材料 33. Programmed teaching程序化授课 34.Personalized System of Instruction (PSI)个人教学系统 35. instructional principles 教学原理 36. entry skills 入门技能 37. screening device筛选工具 38. systems approach系统方法 39. small steps小步子 40. overt responses 外显反应 41．immediate feedback即时反馈
12春《教育技术学》作业1 试卷总分：100 测试时间：-- 单选题 一、单选题（共20 道试题，共100 分。） 1. 教育技术具有教育和技术双重特性。一方面教育技术的核心内容是教育，服务的实践领域是教育；同时另一方面它又是教育范畴中的一个特定领域，是（A）。 A. 在教育中引入科学技术的研究、开发与应用，在教育活动中所采取的一切技术手段和方法的总和 B. 在教育中使用计算机人工智能，开展计算机辅助教学 C. 采用视听教育的方法进行教学活动 D. 对教学设计的评价 满分：5 分 2. 静态视觉图像中，（B）结构给人以庄严、宏伟、尊严和刚强的感觉 A. 横线结构 B. 垂直结构 C. 斜线结构 D. 曲线结构 满分：5 分 3. 下列各项中，不属于教育传播环境的是（D） A. 校园环境 B. 教室环境 C. 人际关系 D. 教师 满分：5 分 4. 教育技术包括物化形态的和（B）的技术。 A. 精神形态 B. 智能形态 C. 神化形态 D. 物质形态 满分：5 分 5. 下列教学方法在实践的发展中与教育技术的形成无关的是（D） A. 视听教学的发展 B. 程序教学发展 C. 系统化设计教学的发展 D. 学科教学的发展 满分：5 分 6. 下面哪项不属于程序教学的原则？(D) A. 小步子原则 B. 自定步调原则 C. 及时强化原则 D. 引起注意原则 满分：5 分 7. 下面哪项不属于建构主义理论指导下的教学？(D) A. 随机通达教学 B. 抛锚式教学 C. 支架式教学 D. 程序式教学 满分：5 分 8. 我国《中小学教师教育技术能力标准》包括教学人员、（B）和技术人员三个部分。 A. 服务人员 B. 管理人员 C. 执行人员 D. 监督人员 满分：5 分 9. 信息技术与课程整合的核心是（C） A. 合作学习 B. 意义学习 C. 数字化学习 D. 自主学习 满分：5 分 10. 教育技术的研究内容包括学习过程和学习资源的设计、开发、运用、管理和（C）五个方面 A. 监督 B. 总结 C. 评价 D. 判断 满分：5 分 11. 支架式学习是指（B）
综合教程1 unit1 anguish n. 痛苦；苦恼vt. 使极度痛苦 vi. 感到极度的痛苦 beloved n. 心爱的人；亲爱的教友 adj. 心爱的；挚爱的 breathing n. 呼吸；瞬间；微风 adj. 呼吸的；逼真的 v. 呼吸（breathe的现在分词） confront vt. 面对；遭遇；比较 conspicuously adv. 显著地，明显地；超群地，惹人注目地 evil n. 罪恶，邪恶；不幸 adj. 邪恶的；不幸的；有害的；讨厌的 gracefully adv. 优雅地；温文地 gravely adv. 严重地；严肃地；严峻地；沉重地 haven n. 港口；避难所，安息所 vt. 为……提供避难处；安置……于港中 hoarse adj. 嘶哑的 kneel vi. 跪下，跪 note n. 笔记；音符；票据；注解；纸币；便笺；照会；调子vt. 注意；记录；注解part n. 部分；角色；零件adj. 部分的 vt. 分离；分配；分开adv. 部分地 vi. 断裂；分手 porch n. 门廊；走廊 rest n. 休息，静止；休息时间；剩余部分；支架vt. 使休息，使轻松；把…寄托于vi. 休息；静止；依赖；安置 rosebush n. 蔷薇丛；玫瑰丛；灌木 shudder n. 发抖；战栗；震动 vi. 发抖；战栗 summon vt. 召唤；召集；鼓起；振作 bring back 拿回来；使…恢复；使…回忆起来 give in v. 屈服；让步；交上 hand in hand 手拉手地；联合 have sth. in common 有共同之处 laughter and tears lock sth. away through one’s tears well up 涌出；流露；萌发
教育技术专业就业方向 导语：高考填报志愿时，教育技术学专业怎么样是广大考生和家长朋友们十分关心的问题，以下教育技术学专业介绍，包含：教育技术学专业主要课程、就业方向和就业前景，以及毕业后具备的能力等，希望对大家有所帮助。 说明：专业好不好，主要看适不适合自己，适合自己的才是最好的。 教育技术学专业培养能够在新技术教育领域从事教学媒体和教学系统的设计、开发、运用、管理和评价等的教育技术学科高级专门人才。 1、教育技术学专业主要课程 教育学、计算机科学与技术、教育技术学、教学系统设计、计算机教育基础、网络教育应用、远距离教育、电视教材设计与制作、教育技术研究方法、教育传播学、计算机网络、多媒体设计、信息技术与课程整合。 2、教育技术学专业毕业后具备的能力 培养目标 本专业培养能够在新技术教育领域从事教学媒体和教学系统的设计、开发、运用、管理和评价等的教育技术学科高级专门人才，包括各级师范院校和中等学校教育技术学课程教师以及各级电教馆、高校和普教的教育技术人员。 培养要求
本专业学生主要学习教育技术学方面的基本理论和基本知识，接受学习资源和学习过程的设计、开发、运用、管理和评价等方面的基本训练，掌握新技术教育应用方面的基本能力。 1）理论基础知识：包括学习理论知识、教学与课程论知识、传播学知识、系统科学理论知识等。 2）技术基础知识：包括试听媒体技术、计算机和多媒体技术、通信和网络技术、人工智能和虚拟现实技术等。 3）基本理论知识：包括视听媒体理论、程序教学理论、教学设计理论、知识管理理论、教学评价、教学管理等方面的知识。 4）专业基础知识：包括计算机基础知识、数据库原理、数据结构、程序设计、数字电子技术、数字影视技术、音乐和美术的基础知识等。 5）专业基本技能：多媒体教学软件、网络课程、网站等资源开发、制作技能；教学平台的设计、开发技能；教育电视节目摄像、录像、技能；对信息化、教学系统等的建设、维护技能等。 3、教育技术学专业就业方向与就业前景 就业前景 随着教育内容的复杂化和信息技术的迅速发展，现代教育需要将教育理论、学习理论与实践紧密地结合在一起，综合利用现代教育技术进行教学，使受教育者在有限的时间里充分利用视觉和听觉等多途径获取更多有用的知识。教育技术学培养学生一种高效的学习技能与能力，让人们迅速适应飞速发展的社会，快速掌握各种知识与技能，
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。 https://www.doczj.com/doc/4315018424.html,rming 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. –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。
我对现代教育技术的认识 在信息技术飞速发展的今天，信息技术与课程整合的思想、理念和现代教育技术在教学应用中的重要意义不断的冲击着广大教育工作者。现代教育技术作为一种先进的教学手段和理念，以其先进独特的直观性、灵活性、实时性、立体化的优势，越来越受到广大教师和学生的青睐并对教育教学起到了积极的推动作用。现代教育技术已引起了教育领域的深刻变革，给教育观念、教学方法和教学组织形式等方面带来了深远的影响。深刻认识现代教育技术在教育教学中的重要地位及其相应的必要性和紧迫性，充分认识应用现代教育技术是现代科学技术和社会发展对教育的要求，是教育改革和发展的需要。因此，了解教育技术的发展历程，研究和掌握现代教育技术的基本理论与基本方法，洞察其发展趋势，才能跟上时代的发展步伐，以便在未来立于不败之地。 现代教育技术是运用现代教育理论和现代信息技术，通过对教与学过程和教与学资源的设计、开发、利用、评价和管理，以实现教学最优化的理论和实践，即是指应用于教育领域的现代科学技术。它包括教育、教学中应用的现代技术手段，即现代教育媒体；运用现代教育媒体进行教育、教学活动的方法，即传媒教学法；优化教育、教学过程的系统方法，即教学设计这三方面。现代教育技术在教学中的应用，主要体现为信息技术与课程的整合思想，是以实现信息技术与学科教学之间的“融合”，达到优化教育、教学过程的目的，它的本质是在先进的教育思想、教育理论的指导下，把以计算机及网络为核心的信息技术作为促进学生自主构建学习的认知工具、情感激励工具及丰富的教学环境的创设工具，并将这些工具全面地应用到各学科的教学过程中，使各种教学资源、各个教学要素和教学环节经过整理、组合，相互融合，从而达到培养学生创新精神与实践能力的目标。 现代教育技术的逐步普及与发展，为学科教学开拓了广阔的天地，在教学中有着积极的影响，具体表现如下：一、激发学生的学习兴趣，提高学生的课堂参与意识。“兴趣是最好的老师”，而形、色、声、像兼备的现代教学手段，常常如吸石般吸引着学生的注意力，这有利于启迪学生智慧，培养学生的学习积极性和主动性，真正成为学习的主体。二、扩充知识信息量，促进教学内容的快速更新。运用现代教育技术给学生的多重感官刺激和直观教学，加快了学生理解进程，相当于增强了学生的认知能力，从而缩短了学生对同样内容的接受时间，可以高效率、高质量地将大量信息传递给学生，特别是与计算机网络技术相融合，真正意义上实现了知识共享，最新知识的快速传播，有利于知识视野的拓宽。三、改变教育教学方法，有效提高教学效率。应用现代教育技术，能充分调动学生认识与实践的主观能动性，让学生真正成为学习的主人，教师不再是一个信息的主要提供者与学习的主导者，他将成为学生个别化学习探索活动的辅导者与支持者。现代教育技术手段用于教学就能解决传统教学方法中速度慢、范围窄的缺点，它具有速度快，知识信息量多而不乱、广而不泛的特点，能在有限的教学时限内最大限度的传授知识培养出基础厚，知识面宽的全方位人才。四、对教学资源的传播和再利用起到了积极作用。现代教育技术应用数字化教学材料，具有可以长久保存，可以通过网络技术或其它通讯手段广泛传播的特点，便于学生自学和教师交流。五、有力促进教学相长。现代媒体参与之后的课堂教学系统是“以学生为中心”的，教学信息的流向成为双向的，多维的，且学生的主体地位更为突出。由此，丰富多彩的教学环境，新颖活泼的教学方式很大程度地调动了学生学习的积极性，促进了学生和教师的交流。另外计算机网络与多媒体教学的结合，实现了学生与教师的立体三维互动，起到了教学相长的作用。 我国信息技术教育发展至今，虽然有长足的发展，但主要集中在城市和比较发达地区。特别是农村信息技术教育起步晚，发展缓慢,要达到普及和赶上发达国家的水平还有很大距离。现代教育技术的应用带来了教学效果和教学质量的提高，其中许多突出特点在实践中已显示了强大优势。但是任何事物的发展总是一个辨证的过程，在现代教育媒体开发与应用中
综合教程第1册 Unit 1 I. Dictation Throughout history / the basic unit of almost every human society / has been the family. / Members of the family live together / under the same roof. / They share the economic burdens of life / as well as its joys. / The family head usually has considerable influence / in arranging marriages, / selecting careers / and determining all important moves and purchases / by any member of the family. / Particularly in conditions / where society or the state / does not give aid / and the responsibilities of the family are greater, / this large group / provides better protection / in times of economic or other emergency. Unit 2 Children learn almost nothing from television, / and the more they watch, / the less they remember. / They regard television purely as entertainment, / resent programs that make demands on them / and are surprised that anybody should take the medium seriously. / Far from being over-excited by programs, / they are mildly bored with the whole thing. / These are the main conclusions from a new study of children and television. / Its author confirms / that the modern child is a dedicated viewer. / The study suggests / that there is little point in the television company’s attempts / to isolate adult viewing in the later hours. / More than a third of the children regularly watched their programs after 9 . / All 11-year-olds had watched programs after midnight. Unit 3: I. Dictation Mother's Day is celebrated / on the second Sunday in May. / On this occasion, / Mother usually receives greeting cards and gifts / from her husband and children. / For most mothers, / the rarest and best gift / is a day of rest. / Often, / families honor Mother / by taking her out for dinner. / In some households / the husband and children / take over meal preparations / so that Mom can spend a whole day / away from the kitchen. / Serving her breakfast in bed / is another family ritual. / Later in the day, / parents may take their children / to visit their grandparents. / Flowers are an important part of the day. / Mothers are often given corsages / for the occasion, / particularly if they are elderly. Unit 4 Dictation In order to learn to be one’s true self, / it is necessary to obtain a wide and extensive knowledge / of what has been said and done in the world; / critically to inquire into it; / carefully to consider it; / clearly to analyze it; / and earnestly to carry it out. It matters not what you learn, / but when you once learn a thing, / you must never give it up / until you have thoroughly understood it. / It matters not what you try to think of, / but when you once try to think of a thing, / you must never give it up / until you have done it thoroughly and well. If another man succeeds by one effort, / you will use a hundred efforts. / If another man succeeds by ten efforts, / you will use a thousand. Unit 5: In order to learn to be one’s true self, / it is necessary to obtain a wide and extensive knowledge / of what has been said and done in the world; / critically to inquire into it; / carefully to consider it; / clearly to analyze it; / and earnestly to carry it out.
现代教育技术学习 现代教育技术培训很短暂，可是我对现代教育技术的学习远远没有结束,现在我就把我自己在学习期间的心得体会总结如下: 在我看来，现代教育应体现在“教育”与“现代技术”相结合之上，我国的教育事业源远流长，早在春秋战国时期，大教育家孔子就很重视教育，发展到今天，随着计算机技术、多媒体技术和网络技术及应用的迅速发展，信息技术在教育教学中的全面应用成为现实，也为探索新的教学模式、方法、手段提供了机会，同时给教育教学领域改革的突破带来了前所未有的机遇。 教育要面向现代化，首先应该是教育思想的现代化。那么，现代教育技术作为现代教育模式的一种辅助手段，它的质量及其教学中的效果如何，自然成了这种改革成败的重要因素之一。现代教育技术辅助教学是否成功的主要标志，应该是有利于学生主动参与自主学习，有利于揭示教学内容的实质，有利于教师与学生、学生与学生之间的相互交流协作学习，有利于学生思维和技能的训练，有利于创新能力的培养等。 现代教育是以学生主动建构为指导思想，采取以“学生学为中心”的教学模式。教师通过适当的教学设计，使学习者可以按照自己的认知水平任意选择学习内容、学习方式以及各种工具，学习是学生主动参与完成的，真正实现了个别化的教学。如果学习中遇到了问题，
可以通过协作学习，通过学生与教师或学生与学生，甚至与认知工具之间的交互得到解决。 现代教育技术，是运用现代教育理论和现代科技成果，通过对教与学过程和教与学资源的设计、开发、利用、评价和管理，以实现教学优化的理论与实践。 现代教育技术的特点体现在： 一.实质与内容 1、它研究和实践的对象是“学习过程”，而不是“教学过程”。 2、它强调对学习资源的设计、开发、利用和管理，它认为学生只要能和学习资源发生联系，就能以合适的方式进行学习。 3、它是用系统方法对各种教学方式所需要的学习资源和学习过程进行设计、开发、利用、评价和管理，以实现教学的优化。 4、它可以应用在教育、教学领域中的不同层次，当前的应用方式主要有：课堂多媒体组合教学方式，广播、电视远距离教学方式，基于多媒体计算机的个别化交互学习方式，基于网络的远程通信教学方式。 二.指导思想： 1、现代教育技术分析和解决问题的基本思想是以学习者为中心，是使学生进行自主学习。 2、现代教育技术关注的中心是学习者的需求，课堂教学过程基本上是学生活动和创造的过程。