The “New Age” of research in Educational Technology: A Focus on
Learning Environments
The ideas of carefully designing instruction, varying the formats in which information is presented to students, and building interactive simulations lead naturally to the idea of constructing entire “Learning Environments”, in which the student has unprecedented freedom to act. Increasingly today, researchers in educational technology study students working in complete learning environments. Learning Environments can either be entirely natural, or they can be artificial, existing only through the agency of technology.
Of course, learning always takes place in an environment. In the eighteenth century, Rousseau (1762) argued that the most effective and socially appropriate education arose from a student’s interaction with Nature------the natural environment. More recently, educators have proposed that a modified natural environment can serve to meet more specific learning objectives, through cognitive (Brown et al. , 1989) or professional and vocational (Lave & Wenger , 1991) apprenticeships. Apprentices work in a natural environment that has either been modified for pedagogical purposes , or within which the apprentice’s freedom to act is limited , so that, in accordance with good instructional design, apprentices’learning can be guided to bring about knowledge construction. Schools are also learning environments. However, they are recent on the scale of human history and quite artificial (Winn & Windschitl , 2001) .More often than not, all that students learn in them is how to be students (Brown , 1997).
Many technology------supported learning environments simulate some aspect of the natural environment. This allows learning to be “authentic”, engaging students in projects that have some meaningful connection with problems that exist in the real, nonsimulated world. Because most authentic real --- world activities involve more than one person, it follows that most technology-supported learning environments include people in addition to the student, confirming that learning occurs socially. Current theories of learning and instruction acknowledge the social natural of
learning (Vygotsky, 1978). Many current educational research projects study social interaction as a promoter of learning, often through the agency of learning communities created with the Internet (Gordin et al. ,1996; Malarney ,2000).
翻译：
教育技术研究的“新时代”：聚焦学习环境周密地设计教学，改变信息呈现给学生的形式，以及构建交互模式等观念自然而然引发了建构整体“学习环境”的理念，在这种整体学习环境下，学生拥有史无前例的自由去学习。目前，教育技术研究者越来越多地研究学生在整体学习环境下的学习。学习环境可能是完全能自然的，或是通过技术而实现的人工环境。
当然，学习总是发生在某种环境下。在18世纪，卢梭（1762）认为最有效且适应社会的教育源自学生与自然（自然环境）的交互。近年来，教育家提出，经过改造的自然环境通过采用认知学徒（Brown et al. , 1989）或专业与职业学徒（Lave &Wenger, 1991）的方式，能满足更多特定目标的学习。学徒要么在根据教学目标而修改的自然环境下工作，要么在行动自由受到一定限制的自然环境下工作，以便通过良好的教学设计引导学徒的学习，实现知识建构。学校也是学习环境。但是，它们不过是人类历史长河中的新事物，而且完全是人造的（Winn 和Windschitl , 2001）。更多时候，学生在其中学到的只是如何做学生(Brown, 1997)。
许多技术支持的学习环境模拟了自然环境的某些方面。这使得学习变得“真实”，让学生参与到项目中，这些项目与真实的、非模拟世界的问题有某些充满意义的关联。许多真实世界的活动不知牵涉某一个人，大多数技术支持下的学习环境不仅包括学生，还包括许多人，从而证实了学习的社会化。学与教的新近理论认同学习的社会本质（Vygotsky, 1978）。很多近期的教育研究项目，通过因特网创建的学习社区，将社会互动作为学习的促进者进行研究（Gordin et al. , 1996; Malarney ,2000）。
长句、难句的翻译与解释：
1、The ideas of carefully designing instruction, varying the formats in which
information is presented to students, and building interactive simulations lead
naturally to the idea of constructing entire “Learning Environments”, in which the student has unprecedented freedom to act.
译文：周密地设计教学，改变信息呈现给学生的形式，以及构建交互模式等观念自然而然引发了建构整体“学习环境”的理念，在这种整体学习环境下，学生拥有史无前例的自由去学习。
2、More recently, educators have proposed that a modified natural environment
can serve to meet more specific learning objectives, through cognitive (Brown et al. , 1989) or professional and vocational (Lave & Wenger , 1991)
apprenticeships.
译文：近年来，教育家提出，经过改造的自然环境通过采用认知学徒（Brown et al. , 1989）或专业与职业学徒（Lave &Wenger, 1991）的方式，能满足更多特定目标的学习。
3、Because most authentic real --- world activities involve more than one person, it follows that most technology-supported learning environments include people in addition to the student, confirming that learning occurs socially.
译文：这使得学习变得“真实”，让学生参与到项目中，这些项目与真实的、非模拟世界的问题有某些充满意义的关联。许多真实世界的活动不知牵涉某一个人，大多数技术支持下的学习环境不仅包括学生，还包括许多人，从而证实了学习的社会化。
单词：
1、varying [英]['ve?r?][美][?v?ri, ?v?ri]vi.变化；不同，偏离；[生]变异
vt.使不同；使多样化；[音乐]变奏
2、formats[英]['f?:m?ts][美]['f?:m?ts] n.（出版物的）版式( format的名词复
数)；[电视]电视节目的总安排（或计划）
3、interactive[英][??nt?r??kt?v][美][??nt???kt?v adj.互相作用的，相互影响的；[计]交互式的；互动的
n.交互式视频设备
4、simulations
生词本n.模仿( simulation的名词复数)；模拟；假装；冒充
5、naturally[英][?n?t?r?li][美][?n?t??r?li, ?n?t?r?-]adv.自然地，表现自然地，
顺理成章地；合理地，当然，不用说；生来，天然地；自自然然，不做作地
6、constructing[英][k?n'str?kt??][美][k?n'str?kt??] v.修建( construct的
现在分词)；构成；组成；（按照数学规则）编制
7、unprecedented[英][?n?pres?dent?d][美][?n?pr?s??d?nt?d] adj.前所
未有的，无前例的；空前的；无比的；新奇的，崭新的
8、artificial[英][?ɑ:t?'f??l][美][?ɑrt??f???l] adj.人造的；人工的；虚假的，非原产地的；人为的
n.人造肥料；<美>假花
9、appropriate[英][?'pr??pr??t][美][??propri?t] adj.适当的；恰当的；合适的
vt.占用，拨出
10、arose[英][?'r??z][美][??roz] v.呈现，出现，发生( arise的过去式)；（由…）
引起；起身
11、interaction[英][??nt?r'?k?n][美][??nt???k??n]n.一起活动；合作；互相影响；互动
复数：interactions
12、modified[英]['m?d?fa?d][美]['m?d??fa?d] adj.改良的，改进的，修正的vt.修饰
v.修改，更改( modify的过去式和过去分词)；改变；修饰；缓和
13、serve[英][s?:v][美][s?v] vt.& vi.（为…）服务；任（职）；提供；端上
vt.招待；（为…）工作；对…有用；向…供应
vi.适合；服役；供职；[网球、羽毛球]发球
n.网球等发球；发球权；所发的球
14、apprenticeships n.学徒身份( apprenticeship的名词复数)；学徒
资格；学徒期；见习期
15、pedagogical[英][?ped?'ɡ?d??kl][美][?p?d??ɡɑd??kl] adj.教师的，适
宜于教师的，教学（法）的(pedagogical)；
16、recent[英]['ri:snt][美][?ris?nt] adj.最近的；新近的；近代的；[地]全新世的
17、scale[英][ske?l][美][skel] n.规模；比例（尺）；鱼鳞；级别
vt.测量；攀登；刮去…的鳞片
vi.衡量；攀登；（鳞屑）脱落；生水垢
18、authentic[英][?:?θent?k][美][??θ?nt?k] adj.真的，真正的；可信的，可靠的；有根据的；[法]认证了的
19、involve[英][?n'v?lv][美][?n?vɑlv] vt.包含；使参与，牵涉；围绕，缠绕；使
专心于
20、confirming v.批准( confirm的现在分词)；证实；使有效；使巩固
21、occurs[英][?'k?:z][美][?'k?:z] v.发生( occur的第三人称单数)；被想起；
被发现；（尤指基督教节日与别的节日）适逢同日
22、current[英]['k?r?nt][美][?k?r?nt, ?k?r-]adj.现在的；最近的；流行的；流传的
n.趋势；电流；水流；涌流
23、promoter[英][pr?'m??t?(r)][美][pr??mot?]n.助长者；发起人；促进者
复数：promoters
易混淆的单词：Promoter
第一章第一篇sectiong Two variables u(t) and i(t) are the most basic concepts in an electric circuit, they characterize the various relationships in an electric circuitu(t)和i(t)这两个变量是电路中最基本的两个变量，它们刻划了电路的各种关系。 Charge and Current The concept of electric charge is the underlying principle for explaining all electrical phenomena. Also, the most basic quantity in an electric circuit is the electric charge. Charge is an electrical property of the atomic particles of which matter consists, measured in coulombs (C). 电荷和电流电荷的概念是用来解释所有电气现象的基本概念。也即，电路中最基本的量是电荷。电荷是构成物质的原子微粒的电气属性，它是以库仑为单位来度量的。 We know from elementary physics that all matter is made of fundamental building blocks known as atoms and that each atom consists of electrons, protons, and neutrons. We also know that the charge e on an electron is negative and equal in magnitude to 1.60210×10-19C, while a proton carries a positive charge of the same magnitude as the electron. The presence of equal numbers of protons and electrons leaves an atom neutrally charged. 我们从基础物理得知一切物质是由被称为原子的基本构造
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
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
注：电气工程及其自动化专业英语翻译 1~7面 班级：1002班 学号：20 姓名：王定瑞 PART 1 FUNDAMENTALS OF ELECTRIC ENGINEERING Chapter 1 Circuit Fundamentals 第1部分的电气工程基础 第1章电路原理 Electrostatic Charges 静电荷 Protons and electrons are parts of atoms that make up all things in our world. The positive charge of a proton is similar to the negative charge of an electron. However, a positive charge is the opposite of a negative charge. These charges are called electrostatic charges. Each charged particle is surrounded by an electrostatic field. 质子和电子部件的原子构成一切事物在我们的世界。正电荷的质子是类似于负电荷的电子。然而,一个正电荷的反面是一个负电荷。这些指控被称为静电荷。每个带电粒子周围是一个静电场。 The effect that electrostatic charges have on each other is very important. They either repel (move away) or attract (come together) each other. It is said that like charges repel and unlike charges attract. 这个效应,静电指控对方是非常重要的。他们要么排斥(离开)或吸引(一起)每个其他。据说,同种电荷排斥和异种电荷吸引。 The atoms of some materials can be made to gain or lose electrons. The material then becomes charged. One way to do this is to rub a glass rod with a piece of silk cloth. The glass rod loses electrons ( - ) , so it now has a positive ( + ) charge. The silk cloth pulls electrons ( - ) away from the glass. Since the silk cloth gains new electrons, it now has a negative ( - ) charge. Another way to charge a material is to rub a rubber rod with fur. 原子的一些材料可以获得或失去电子。材料然后变成带电。一个办法是摩擦玻璃棒用一块丝绸。玻璃棒失去电子(-),所以它现在有了一个积极的(+)费用。丝绸布拉电子(-)远离玻璃。因为丝绸布获得新电子, 现在有一个负(-)费用。另一种方式收取材料是磨橡胶棒带毛皮。 It is also possible to charge other materials because some materials are charged when they are brought close to another charged object. If a charged rubber rod is touched against another material, the second material may become charged. 2 Remember that materials are charged due to the movement of electrons and protons. Also, remember that when an atom loses electrons ( - ), it becomes positive ( + ). These facts are very important in the study of electronics. 也有可能收取其他材料,因为一些材料费用当他们带来了接近另一个带电物体。如果一个带电橡胶棒是感动与另一个材料,第二材料可能成为带电。2记住材料被指控由于电子和质子的运动。同时,也要记住,当一个原子失去电子(-),它成为积极的(+)。这些事实是非常重要的在学习电子产品。 Charged materials affect each other due to lines of force. These imaginary lines cannot be seen. However, they exert a force in all directions around a charged material. Their force is similar to the force of gravity around the earth. This force is called a gravitational field. 带电材料互相影响由于力线。这些假想的线不能被看到。然而,他们施加一个力向四面八方围绕一个带电材料。他们的力量是类似于重力围绕地球。这个力称为引力场。 Most people have observed the effect of static electricity. Whenever objects become charged, it is due to static electricity. A common example of static electricity is lightning. Lightning is caused by a difference in charge ( + and - ) between the earth's surface and the clouds during a storm. The arc produced by lightning is the movement of charges between the earth and the clouds. Another common
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/491674991.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。
第一章第一篇sectiong Twovariables u(t)and i(t)arethemostbasicconceptsinanelectriccircuit,theych aracterizethevariousrelationshipsinanelectriccircuitu(t)和i(t)这两个变量是电路中最基本的两个变量，它们刻划了电路的各种关系。 ChargeandCurrent ×10 ed. 于1.602100×10-12C，而质子所带的正电量在数值上与电子相等。质子和电子数量相同使得原子呈现电中性。 Weconsidertheflowofelectriccharges.Auniquefeatureofelectricchargeorelect ricityisthefactthatitismobile;thatis,itcanbetransferredfromoneplacetoano ther,whereitcanbeconvertedtoanotherformofenergy让我们来考虑一下电荷的流
动。电荷或电的特性是其运动的特性，也就是，它可以从一个地方被移送到另一个地方，在此它可以被转换成另外一种形式的能量。Whenaconductingwireisconnectedtoabattery(asourceofelectromotiveforce),th echargesarecompelledtomove;positivechargesmoveinonedirectionwhilenegativ echargesmoveintheoppositedirection.Thismotionofchargescreateselectriccur ～ 上时( 于是电流就是电荷的时率，它是以安培为单位来度量的。从数学上来说，电流i、电荷q以及时间t之间的关系是： Thechargetransferredbetweentime t0and t isobtainedbyintegratingbothsidesofE q.(1-1).Weobtain从时间t0到时间t所移送的电荷可由方程（1－1）两边积分求得。我们算得：
(一)大学生网络学习情况调查研究 摘要：本文基于大连市部分高校大学生网络学习情况的问卷调查所得数据,从多层次、多角度分析了大学生的网络学习现状与资源建设应用情况,就存在的一些问题提出了建议。 关键词：大学生网络学习调查 College Students' learning situation investigation and study Key words:College student Network Learning Investigation Abstract:This thesis based on Dalian university students learning situation survey data, from the multi-level, multi-angle analysis of universties students' learning situation and resource construction and application situations, raise some suggestions about existing problems. （二）北京地区小学阶段基于手机的移动教育发展与需求研究 摘要：移动教育将成为教育信息化深化发展的新方向,成为深入推进素质教育与课程改革的新的创新载体,对推进我国基础教育改革发展具有重要作用。本文从学生、教师、家长三个角度对小学阶段基于手机的移动教育进行研究,深入分析了基于手机的移动教育发展的阻碍因素与促进因素,进行移动教育需求研究,在此基础上,提出小学阶段基于手机的移动教育发展策略。 关键词：小学移动教育发展需求 The research about development and demand of education based on mobile phone in primary school of BJ Abstract:Mobile education will become the new direction of educational informatization deepen development, be of promoting quality education and curriculum reform in the new carrier of innovation has an important role in promoting China basic educational reform development. This article have a research based on primary atage mobile phone education from the students, teachers, parents of three angles, analysis the obstacle factors and promoting factors about mobile phone's mobile education development deeply, mobile education demand research,on this foundation,put forward primary school stage education development strategy based on mobile phone . Key words:Primary School Mobile Education Development Demand
The “New Age” of research in Educational Technology: A Focus on Learning Environments The ideas of carefully designing instruction, varying the formats in which information is presented to students, and building interactive simulations lead naturally to the idea of constructing entire “Learning Environments”, in which the student has unprecedented freedom to act. Increasingly today, researchers in educational technology study students working in complete learning environments. Learning Environments can either be entirely natural, or they can be artificial, existing only through the agency of technology. Of course, learning always takes place in an environment. In the eighteenth century, Rousseau (1762) argued that the most effective and socially appropriate education arose from a student’s interaction with Nature------the natural environment. More recently, educators have proposed that a modified natural environment can serve to meet more specific learning objectives, through cognitive (Brown et al. , 1989) or professional and vocational (Lave & Wenger , 1991) apprenticeships. Apprentices work in a natural environment that has either been modified for pedagogical purposes , or within which the apprentice’s freedom to act is limited , so that, in accordance with good instructional design, apprentices’learning can be guided to bring about knowledge construction. Schools are also learning environments. However, they are recent on the scale of human history and quite artificial (Winn & Windschitl , 2001) .More often than not, all that students learn in them is how to be students (Brown , 1997). Many technology------supported learning environments simulate some aspect of the natural environment. This allows learning to be “authentic”, engaging students in projects that have some meaningful connection with problems that exist in the real, nonsimulated world. Because most authentic real --- world activities involve more than one person, it follows that most technology-supported learning environments include people in addition to the student, confirming that learning occurs socially. Current theories of learning and instruction acknowledge the social natural of
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
Homework of Chapter One 1. Chapter 1 Multiple Choice Select the best answer for each question below. When you are finished, check your answers by clicking the 'Check Answers' button at the bottom of the page. 1.People, procedures, software, hardware, and data are the five parts of a(n) competency system computer system information system software system 2.Procedures are typically documented in manuals written by computer specialists end users Microsoft service providers 3.Which of the following is an example of connectivity data hard disk
Internet power cord 4.Windows 7 is an example of a(n) application software browser operating system shareware 5.The most powerful type of computer. mainframe computers microcomputers minicomputers supercomputers 6.The system component that controls and manipulates data in order to produce information is called the keyboard microprocessor monitor mouse
第八章 Section B Systems Theory：the Basics① A 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.
《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、
1 INTRODUCTION TO PROCESS MEASUREMENT AND CONTRL OBJECTIVES When you complete this chapter you will be able to: ·Define process measurement ·Define process control ·Calculate simple return on investment from a process control system ·Sketch a block diagram of a process control loop ·Describe typical industrial processes under process control ·Draw simple Process and Instrumentation Diagrams (P&ID) using ISA symbols ·Describe the measuring sensor block of a control loop ·Describe the controller block of a control loop ·Describe the process adjustment block of a control loop ·Describe the signals circulating around a control loop 1.1 PROCESS MEASUREMENT AND CONTROL DEFINED Processes include anything from the heating of your house to the marketing of baby food. For our purposes, however, we will be concerned on1y with industrial processes such as the distillation of crude oil, or the digestion of wood chips to make pulp, or the conversion of pulp to paper, or the fabrication of plastic products such as 1-liter plastic soft drink bottles. These are overall processes and each of them will usually include many subprocesses. Process measurement is defined as the systematic collection of numeric values of the variables that characterize a process to the extent that the process control criteria of the process user are satisfied. As an example, if you require your house temperature to be maintained between l8o C and 24o C with an accuracy of 0.25o C, then your thermostat must measure the temperature and collect its numeric value for your furnace controller so that it will maintain this accuracy As another example, if the owner of a distillation plant making gasoline requires a certain octane range from the plant, then all the measuring and control instruments on the plant must be chosen to work together accurately to ensure that the plant achieves those criteria. As a final example, if the manufacturer of baby food wishes to make mashed carrots for the market, then he will ask a market analyst to acquire data on the potential customers of mashed carrots for babies. The purpose of process measurement is to assist a human or a machine to monitor the status 1