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教育技术学专业英语复习题一、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.2.AECT2004定义：Educational technology is the study and ethical practice of facilitating learning and improving performance by creating、using、managing appropriate technological processes and resources.教育技术是通过创造，使用，管理适当的技术过程和资源，促进学习和改善绩效的研究与符合道德规范的实践。
3.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 design of instruction.在教学设计中占有重要意义的图式理论，细化，元认知，自动性，专家/新手学习和传递，认知心理学家研究很少。
4.Audiovisual communication is that branch of educational theory and practice concerned primarily with the design and use of message which control the learning process.视听传播是利用信息对学习过程进行控制和设计的教育理论的一个分支。
The term multimedia describes a number of diverse technologies that allow visual and audio media to be combined in new ways for the purpose of communicating . Multimedia often refers to computer technologies.Nearly every PC built today is capable of multimedia because they include a CD-ROM or DVD drive ,and a good sound and video card.Ofen built into the multimedia.But the term multimedia also describes a number of dedicated media appliances ,such as digital videorecorders ,interactive television ,MP3 players , advanced wireless devices and public video displays.The term multimedia ,which was used during the 1970s to describe a particular theater-based film and slide-show collage experience ,has now been shortened to just the word ” multimedia”.From the mid 1980s through the late 1990s，the prevalent meaning of multimedia was a category of “authoring” software that allowed designers to develop interactive computer programs without having to have advanced programming skills.Examples include Apple HyperCard ,Icon Authorware , Asymetrix Toolbox ,and Scala MultiMedia .This category of software still exists , and is sometimes referred to as multimedia , but the term is now used to more generally describle nearly every hardware or software technology that displays images or plays sounds .。
Section C Cognitive Information-Processing Theory第三节认知信息加工理论The informational value of feedback became apparent when researchers and practitioners began to adopt the perspective of information processing theory. This view rose to prominence among psychologists in the 1970s, and variations of it continue to be investigated and articulated today. Like behavioral theory, information processing theory regards the environment as playing an important role in learning. Where information processing theory differs from behavioral theory, however, is in its assumption of internal processes within the learner that explain learning. The birth of computers after World Ⅱprovided a concrete way of thinking about learning and a consistent framework for interpreting early work on memory, perception, and learning. Stimuli became inputs, behavior became outputs. And what happened in between was conceived of as information processing proposed a multistage, multistore theory of memory that is generally regarded as the basis for information-processing theory. Three memory systems in the learner (sensory, short-term, and long-term memory) are assumed to receive information from the environment and transform it for storage and use in memory and performance (Figure 4.3.1). With sensory memory, learners perceive organized patterns in the environment and begin the process of recognizing and coding these patterns. Short-term memory permits the learner to hold information briefly in mind to make further sense of it and to connect it with other information that is already in long-term memory. Finally, long-term memory enables the learner to remember and apply information long after it was originally learned.当研究者和从业者开始采用信息加工理论时，信息反馈的作用就格外显著了。
Chapter Five Learning Theories第五章学习理论Section B Behaviorism B部分行为主义What is Behaviorism? 什么是行为主义？Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.给我一打健康、外形完好的婴儿，把他们放在我设计的特殊的环境里培养，我敢保证，随便挑出一个来，我就能把他训练成为我所选择的任何一类专家---医生、律师、艺术家、商业首领，甚至是乞丐或小偷，而无论他的才能、爱好、倾向、能力或他的先辈的职业和种族是什么。
Behavioral psychology, also known as behaviorism, is a theory of learning 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 no consideration of internal mental states.行为心理学，也称为行为主义，是一种基于所有的行为都是通过条件刺激而产生的学习理论。
《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、翻译及赏析专业英语文献，并能简单地进行写作。
（十）教学基本要求本课程教学环节包括课堂讲授、学生自学、课外练习（阅读、翻译、写作）、教师课外辅导、期中考试和期末考试。
教育技术学&业英语翻译中译英一、信息时代的个人知识管理探微在技术进步日新月异的信息时代，个人知识的系统高效管理己经成为知识经济发展的必需。
本文探讨了个人知识管理的基本概念和上要内容，着重介绍如何利用先进的信息技术工具辅助个人知识管理，最终实现个人知识管理系统的构架。
【关键词】知识管理，个人知识管理，个人知识管理系统The information age of personal knowledge management agentIn the rapid progress in technology of the information era, personal knowledge system of effective management has become necessary in the development of knowledge economy. This paper discusses the basic concept of personal knowledge management and the main content」ocus on how to utilize the advanced info rmation tech no logy tools to support personal knowledge management, finally realizes the personal knowledge management system framework.[key words ] Knowledge management, personal knowledge management, personal knowledge management system二、知识分享与教师专业发展知识分享是知识拥有者通过沟通的方式将知识传播给知识重建者的过程。
学校教师的知识分享成为教师专业发展的重要手段、过程与口的。
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教育传播与技术协会第三章：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短时记忆第六章：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 experienceDoing 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 experience3、Audiovisual communications视听传播Programmed instruction. principles: in a graded sequence of controlled steps and at their own speed, immediately feedback4、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。
缩写：CAI：computer—assisted instruction 计算机辅助教学ISD：instructional systems design 教学系统设计ICT：Information （and) Communication Technology 信息与通信技术EPSS：electronic performance support systems 电子绩效支持系统SME：Subject Matter Expert 学科内容专家LMS：Learning Management Systems 学习管理系统IV：independent variable自变量DV：dependent variable 因变量第一节 20世纪20年代之前支持教育技术学的一个基本原理是基于经验主义原则，这些原则能产生明显有效的教学。
同时许多贡献都能够被列举出来作为重要的流行的教育观念，美国哥伦比亚大学的行为主义心理学家桑代克对教育技术学这一领域可能是最具权威和特别重要的。
做为较早的致力于人类学习研究，特别是为教育技术学建立科学知识体系，桑代克是重要的。
另一个支持教育技术学的观念是进步主义理论。
这个理论是建立在教育哲学的基础之上的并且与这一领域最具相关的。
进步主义认为经验是理解的关键同时“个人拥有的最重要的力量是他可以共享的经验才能，这些经验解决了由先天智力手段引起的无数问题”。
这应该是教育技术学领域所遵循的模式。
在早期，听觉教学和视听教学被看做是传统教学方法过度言语主义的解决方法。
应用在教育中的支持经验主义的新媒体为概念思维提供了有形的基础，使得学习更加持久，促进了思维的连续性，促进了学习的意义，效率，深度和广度的发展。
第二节 20世纪20年代到20世纪40年代视听运动的发起可以追溯到20世纪早期学校和博物馆开始使用视觉符号比如图画，印刷品，幻灯片，电影和模型来支持口语教学。
随着成为正式课程视觉教学运动中在1918年到1928年间得到了巨大的成长，视觉教育领域的专业组织和期刊，研究报告，还有管理单位也逐步形成。
北师大教育学部教育技术学专业英文In the fast-paced and dynamically evolving era of educational technology, the Department of Education Technology at Beijing Normal University (BNU) stands out as a beacon of excellence, fostering a new generation of leaders in the field of educational technology. This esteemed program, with its unique blend of academic rigor and practical applications, is committed to cultivating individuals who are not only well-versed in educational theories but also skilled in harnessing the latest technological advancements to revolutionize education.The Department of Education Technology at BNU offers a comprehensive curriculum that covers a broad range of topics, including educational theory, technology integration, and innovative practices in education. The program emphasizes a hands-on approach, encouraging students to engage actively in projects and collaborations that allow them to apply their knowledge and skills inreal-world settings. This approach not only enhances their understanding of the subject matter but also prepares them for the challenges they will face in their future careers.One of the key features of the program is its emphasis on cross-disciplinary collaboration. Students are encouraged to work closely with peers from diverse backgrounds, including those from the fields of computer science, psychology, and design, to develop innovative solutions to educational challenges. This collaborative approach fosters a culture of creativity and innovation, enabling students to think outside the box and come up with unique ideas that can transform education.Moreover, the Department of Education Technology at BNU boasts a faculty of highly qualified and experienced educators who are leaders in their respective fields. These experts bring a wealth of knowledge and practical experience to the classroom, providing students with insights and guidance that are invaluable in their academic and professional pursuits.The program also places a strong emphasis on international perspectives, with a focus on global issues and trends in educational technology. Students are given opportunities to participate in international conferences, exchange programs, and collaborative projects, which notonly broaden their horizons but also prepare them to work effectively in a global context.Graduates of the Department of Education Technology at BNU are highly sought after by employers in a range of sectors, including educational institutions, technology companies, and government organizations. They are equipped with the skills and knowledge necessary to lead and innovate in the field of educational technology, making significant contributions to improving the quality and effectiveness of education worldwide.In conclusion, the Department of Education Technology at BNU is a premier program that offers students a unique and comprehensive education in educational technology. By combining academic rigor with practical applications and cross-disciplinary collaboration, it prepares students to become leaders in the field, driving innovation and transformation in education.**北师大教育学部教育技术学专业：培养未来教育科技领军人才**在教育技术迅猛发展和不断革新的时代，北京师范大学教育学部教育技术学专业以其卓越的教学质量和实践应用能力脱颖而出，致力于培养教育科技领域的新一代领军人才。
教育技术学专业英语课文翻译第十八章Chapter Eighteen: The Ethics of Teaching Technology第十八章：教学技术的伦理学Good teachers, administrators and educational technologists must be aware of their ethics while they teach and develop the use of technology in the classroom. In the current scene of teacher education, there is an ethical dimension attached to technology or information use that is not completely explored or understood. This chapter provides a basis for understanding the various ethical issues, which had been raised both in connection with technology and information.优秀的教师、行政人员和教育技术学家都必须意识到自己的伦理学在教学和发展课堂上的技术使用时。
在当前的教师教育场景中，与技术或信息使用相关联的伦理层面还未完全探索或理解。
本章给出了一个基础来理解不同的伦理问题，这些问题在技术和信息方面也有所提出。
The ethical dimension of the use of technology or data is complex and has yet to be fully explored. It is important tounderstand the ethical consequences of using technologies and/or requiring students to use technology. One of the main ethical issues raised is privacy. As software, hardware and the Internet are being used more and more frequently, it is important to be aware of the potential risks associated with the use of these technologies.使用技术或数据的伦理维度是复杂的，尚未得到充分的探索。
第八章Section B Systems Theory：the Basics①A 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.• No system exists in isolation.A system interfaces with other systems that may be of a similar or different type.•一个系统包含一个有组织的结构成分的不同类型。
••系统并不孤立地存在的。
一个系统与其他系统的接口,可以是具有相同或不同的类型。
• The functioning of a system affects multiple other systems and is effected by multiple other systems.• With the possible exception of the universe and the smallest component of energy or matter,all systems are components of larger systems and are composed of smaller systems.•的功能系统影响多个其他系统和受多个其他系统。
••除了可能宇宙和最小能量或物质的组成部分,所有系统的部件组成的大型系统,小系统。
•The constant interaction between systems results in a constant state of change.• When a system remains stable while there are changes in other systems,it is in a state of balance.Balance is a fundamental concept in nature.•不断互动系统结果在不断变化的状态。
••当一个系统是稳定而有变化在其他系统中,它是一种平衡状态。
平衡是一个基本概念在自然。
•Time is a significant dimension and different effects occur over time.• A system exerts a feed—forward effect upon a second system. This effect may be stimulatory(positive)or inhibitory(negative).The second system may then exert a feedback effect on the first•yslem, which may be either stimulatory or inhibitory.•时间是一个重要的尺寸和不同的影响随时间发生。
••系统施加一个饲料-前锋第二系统的影响。
这种现象可能一些刺激性(积极的)或抑制(消极的)。
第二个系统可以产生反馈效应在第一•yslem,这可能是一些刺激性或抑制。
•Modulation occurs when the feedback or feed-forward is a complex combination of different positive and negative effects.•调制时,就会发生反馈或前馈是一个复杂的组合不同的正面和负面影响。
Systems have evolved over time.When we look at the structure of a system,it may appear illogical.As we study the history of how systems have evolved,the current and future structure and functioning of systems are better understood.系统随着时间发展的。
当我们看一个系统的结构,会出现不合逻辑的。
因为我们要学习如何系统的历史发展,当前和未来的系统结构及运作方式,更好地理解。
The combination of a systems and evolutionary approach allow us to organize current information in a much more efficient manner.Such an approach is equally effective for astrophysics,biology,psychology,sociology etc.结合系统与进化的方法让我们组织现有的信息以更有效的方式。
这种方法同样有效的天体物理学、生物学、心理学、社会学等To acquire a valid theory of human functioning,we need to understand observations of human functioning in relation to internal and external systems.An understanding of systems theory,history and the specifics of any given system allow us to understand and therefore better predict the outcome of an event. Even with such an approach,there are limits to our ability to understand and predict.获得一个有效的理论,人类的机能,我们需要理解人类的机能的观察与内部和外部的系统。
了解系统理论、历史和细节的任何系统使我们能够了解并因此更好的预测结果的一个事件。
即使使用这种方法,这也限制了我们的能力去理解和预测。
Since systems are very complex and impacted by an infinite number of other systems9we can never attain total predictability of effects.Such a view is an open systems model.In contrast,aclosed system model assumes that a finite number of variables impact an outcome,therefore,outcome is totally predictable.An open system model still affords us some capacity to predict.We can create a Uerarchy of the system variables that appear to have greatest impact upon an event.When we organize dttse variables,it improves our statistical capacity to predict although we are never able to attain total predictability因为系统非常复杂,受无限数量的其他系统9我们永远也不能达到总可预见性的效果。
这样的一种观点是一个开放的系统模型。
相反,一个封闭系统模型假定一个有限的变量数目的影响结果的,因此,结果是完全可预测的。
一个开放的系统模型还提供我们一些能力来预测。
我们能创造一个Uerarchy的系统变量,似乎有最大影响一个事件。
当我们组织dttse变量,它可以改善我们的统计能力来预测虽然我们没能达到总可预见性Every event is caused by a sequence of other events.The last causative event is the proximate cause,however more distant events may be more significant than the final proximate cause.It is helpful to understand the sequence of events since each stage is a potential intervention point.• An event is the result of a sequence of events over time between or within systems and causes multiple events in othersystems.每件事情都是引起一连串的事件。
