教育技術(shù)學(xué)專業(yè)英語

內(nèi)容概要

　　《普通高等教育十一五國家級規(guī)劃教材·教育技術(shù)學(xué)專業(yè)系列教材：教育技術(shù)學(xué)專業(yè)英語》是普通高等教育“十一五”國家級規(guī)劃教材，也是教育部高等學(xué)校教育技術(shù)學(xué)專業(yè)教學(xué)指導(dǎo)委員會組織編寫的教育技術(shù)學(xué)專業(yè)系列教材之一。　　《普通高等教育十一五國家級規(guī)劃教材·教育技術(shù)學(xué)專業(yè)系列教材：教育技術(shù)學(xué)專業(yè)英語》選材涵蓋了教育技術(shù)學(xué)學(xué)科的主要領(lǐng)域，包括教育技術(shù)學(xué)的定義與歷史、理論基礎(chǔ)、教學(xué)設(shè)計、遠程教育、信息技術(shù)教育、教育技術(shù)學(xué)研究等內(nèi)容，反映了教育技術(shù)學(xué)學(xué)科的現(xiàn)狀和發(fā)展趨勢。全書共20章，72篇短文。在每章的結(jié)尾，列出了生詞短語和詞組、專業(yè)術(shù)語、注釋、教學(xué)活動建議與拓展性學(xué)習(xí)資料以及部分短文的參考譯文，以方便教學(xué)使用?！　”緯粌H可供高等學(xué)校教育技術(shù)學(xué)專業(yè)本科生和碩士研究生作為“專業(yè)英語”和“教育技術(shù)學(xué)基礎(chǔ)”雙語課程的教材，同時也可供傳播學(xué)、教育學(xué)以及其他相關(guān)專業(yè)的學(xué)生和教育技術(shù)學(xué)工作者參考。

書籍目錄

The History of Instructional TechnologySection A Pre——]920sSection B 1920s——1940sSection C 1950s——1970sSection D 1980s——PresentNew Words and ExpressionsProfessional VocabularyNotes to the TextSuggested Activities and Extended MaterialsSelected Translation for ReferenceThe Definitions of Instructional TechnologySection A The Early DefinitionsSection B The AECT's Definitions in 1994Section C Assumptions behind the AECT' s Definition in 2005New Words and ExpressionsProfessional VocabularyNotes to the TextSuggested Activities and Extended MaterialsSelected Translation for ReferenceMedia and LearningSection A The Medium is the MessageSection B Media ResearchSection C The Great Media DebateSection D The No Significant Difference PhenomenonNew Words and ExpressionsProfessional VocabularyNotes to the TextSuggested Activities and Extended MaterialsSelected Translation for ReferenceInstructional Technology： New DevelopmentSection A The Positive and Negative Trends of InstructionalTechnology Development Section B Looking Forward： Trends That Could Affect Our Future 1Section C Looking Forward： Trends That Could Affect Our Future 2New Words and ExpressionsProfessional VocabularyNotes to the Text .Suggested Activities and Extended MaterialsSelected Translation for ReferenceLearning TheoriesSection A Why Theories of LearningSection B BehaviorismSection C CognitivismSection D ConstructivismNew Words and ExpressionsProfessional VocabularyNotes to the TextSuggested Activities and Extended MaterialsSelected Translation for ReferenceTeaching TheoriesSection A Gagn6' s Theory of Instruction……Communication TheoriesSystematic TheoryInstructional DesignModels of Instructional DesignLearning Environment DesignInformation and Communication Technology CurriculumIntegration of Technology into the CurriculumApplication of ICT in EducationDefinitions and History of Distance EducationThe Theory of Distance EducationSuccessful Cases of Distance EducationAn Overview of Educational Technology ResearchResearch Methodologies for Instructional TechnologyA Research Report of Research on Educational TechnologyGlossaries on Instructional TechnologyAssociations on Instructional TechnologyJournals on Instructional TechnologyDoctoral Programs in Instructional Technology

章節(jié)摘錄

　?。?） verbal information， that is， knowing "that" or "what"；　?。?） 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；　?。?） motor skills， that is， executing precisely， smoothly and accurately timed movements.　　The reason for defining different categories of learning outcomes stems from the assumption thatthey must all require different conditions for learning. For example， learning to ride a bicycle （ a motorskill） is different in fundamental ways from ，learning the multiplication table （ verbal information ） ，which is different in fundamental ways from learning to solve scientific problems （intellectual skill）.　　In addition to conditions of learning that are unique to each learning outcome， there are conditionsof learning which facilitate the process of learning in general. Gagn6 conceived of the nine events ofinstruction as learning conditions to support internal processes such as attention， encoding， andretrieval. The events of instruction are presented briefly below：　　1. Gaining attention： a stimulus change to alert the learner and focus attention on desiredfeatures. 　　……

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　　《普通高等教育十一五國家級規(guī)劃教材·教育技術(shù)學(xué)專業(yè)系列教材：教育技術(shù)學(xué)專業(yè)英語》共20章，72篇短文，選材涵蓋了教育技術(shù)學(xué)的主要學(xué)科領(lǐng)域，包括了教育技術(shù)學(xué)定義與歷史、理論基礎(chǔ)、教學(xué)設(shè)計、遠程教育、信息技術(shù)教育、教育技術(shù)學(xué)研究等內(nèi)容，反映了教育技術(shù)學(xué)學(xué)科的現(xiàn)狀和發(fā)展趨勢，既可提高學(xué)生英語閱讀水平，又能使學(xué)生了解教育技術(shù)學(xué)專業(yè)知識。在教材內(nèi)容的選取上，考慮到既要對學(xué)生學(xué)過的課程進行必要的覆蓋，又要有所拓寬和延伸；既照顧教育技術(shù)學(xué)專業(yè)教材的特點，同時又符合專業(yè)英語教學(xué)的實際需要。

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