教育技术文献精读术语.doc

1 Anchored Instruction 抛锚式教学or 支架式教学 Anchored instruction theory maintains that real world contexts imbedded in educational media serve as anchors of learning in the sense that the learners construct knowledge while solving the subsequent problems. 抛锚式教学理论认为，现实世界环境中嵌入在教育媒体作为在意义上的学习，学习者建构知识，解决后续问题锚。2 technology-based learning 以技术为基础的学习TheEffectsofTechnologyonLearningEnvironment,StudentSatisfactionandPerformance科技对学习环境的影响，学生的满意度和性能.3 video materials 视频材料 video materials make students understand culture and society intuitively and enable them to improve their listening and speaking ability.Therefore,as a useful supplement of teaching content and teaching methods,it should be introduced into teaching.This paper discusses the advantages and usage of video materials in listening and speaking teaching.影视材料能使学生直观地了解文化与社会,并提高听说能力。因此,作为教学内容和教学手段的有益补充,应将其引入到课堂教学之中。本文分析了影视资料应用于听说教学的优势,并对如何将影视资料运用于听说课进行了探讨。4 cognitive flexibility 认知灵活性Cognitive flexibility has been described as the mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously.认知灵活性已被描述为对两个不同的概念思维之间切换的心智能力，并考虑多个概念.5 elementary reading 国小阅读 The corresponsive research tools include the self-edited reading attitude questionnaires, elementary reading comprehension test ( grades 2-6) , student feedback questionnaires, parental feedback questionnaires,students reading behavioral observation and record, students interviews and related papers& data.其相对应的研究工具包括：自行编制的阅读态度问卷、国民小学（二至六年级）阅读理解筛选测验 学生回馈问卷、家长回馈问卷；另辅以学生阅读行为观察及记录、学生访谈及相关文件资料。6 constructivist theories 建构主义理论In the view of constructivist, learning is a constructive process in which the learner is building an internal illustration of knowledge, a personal interpretation of experience. 在建构主义的观点，学习是一个建设性的过程中，学习者是知识的大厦内的插图，经验的个人解读7 the diffusion of innovations theory 创新扩散理论Diffusion research goes one step further than two-step flow theory. The original diffusion research was done as early as 1903 by the French sociologist Gabriel Tarde who plotted the original S-shaped diffusion curve. Tardes 1903 S-shaped curve is of current importance because most innovations have an S-shaped rate of adoption扩散的研究要比一步两步流动理论。原始的扩散进行了研究，早在1903的法国社会学家加布里埃尔贸易策划人原来的S形扩散曲线。tardes 1903 S形曲线对当前重要的是因为“大多数创新有一个S形的采用率”8 distributed cognition 分布式认知Proponents of embodied cognition argue that we reduce thecognitive load on the brain by outsourcing tasks to other partsof our body, and in the related case of distributed cognition,even to external objects.具身认知理论的支持者辩称，人类正是通过将任务外包给身体的其他部分来减少大脑的认知负担，而在相关的分布式认知（distributed cognition）概念中，外包对象甚至延伸到了外在事物。9 dual-coding theory双重编码理论The dual-coding theory which serves most to learning via multimedia focuses on the processing of information.双重编码理论基于大多数学习多媒体信息处理研究10 elaboration theory 阐述理论Elaboration theory argue that instruction should be organized from simple to increase learning,while proving the learner with a meaningful context in which subsequent ideas can be integrated.阐述理论认为教学应组织从简单的增加学习，同时证明在随后的想法可以集成一个有意义的语境学习。11 experiential learning 实践学习;Carl rogerstheory is roots in humanistic education.尔实践学习是人文教育的根。13 multiple intelligence多元智能The theory of multiple intelligences was developed in 1983 by a psychologist based on testing done regarding the effectiveness of IQ Tests. His research showed that IQ tests are a poor indicator of future success in life. Since IQ testing is primarily concerned with vocabulary, spatial relationships, pattern recognition, and other cognitive tasks, researchers hypothesized on what a complete model of intelligence testing might look like多元智能理论是在1983由心理学家测试的基础上进行了智商测试的有效性。他的研究表明，智商测试是在生活的未来成功的一个贫穷的指标。自从智商测试主要关注的是词汇，空间关系，模式识别，和其他认知任务，研究人员推测是一个完整的智能测试模型可能看起来像14 script theory脚本理论The key element of conceptual dependency theory is the idea that all conceptualizations can be represented in terms of a small number of primative acts performed by an actor on an object. For example, the concept, John read a book could be represented as: John MTRANS (information) to LTM from book, where MTRANS is the primative act of mental transfer. In Schanks theory, all memory is episodic, i.e., organized around personal experiences rather than semantic categories. Generalized episodes are called scripts - specific memories are stored as pointers to scripts plus any unique events for a particular episode. Scripts allow individuals to make inferences needed for understanding by filling in missing information 概念从属理论的关键元素是所有的概念可以在一个小数量的原始行为由一个演员在一个对象表示。例如，概念，”约翰读一本书”可以表示为：约翰mtrans（信息）LTM从书，在mtrans是精神传递的灵长类动物的行为。在Schank的理论，所有的记忆都是偶发性的，即，围绕个人的经验，而不是语义类别。广义的情节被称为脚本具体的记忆存储指向脚本加上特定事件的任何独特的事件。脚本让个人来填写丢失的信息需要理解的推论15 situated cognition情境认知The theory of Situated Cognition (Situated Cognition) is the behaviorism stimulus response learning theory and cognitive psychology information processing learning theory, but also an important research orientation appeared at the same time about constructivism, it attempts to correct the stimulus response and failure of semiotic theory. Situated cognition theory attempts tosymbolic computation method for correcting the cognitive errors,especially depend entirely on the rules and information describes the cognitive, only concerned with reasoning and thinking consciousness and cognition, ignoring the cultural and physical background of cognition.情境认知理论(Situated Cognition)是继行为主义“刺激反应”学习理论与认知心理学的“信息加工”学习理论后，与建构主义大约同时出现的又一个重要的研究取向，它试图纠正刺激反应和符号学说的失误。情境认知理论试图纠正认知的符号运算方法的失误，特别是完全依靠于规则与信息描述的认知，仅仅关注有意识的推理和思考的认知，忽视了文化和物理背景的认知。16 social constructivism社会建构论; Social constructivism holds that, is not an independent of external conditions concept, but culture results, which will be constructed with the times and social change and different. Foucault thinks,what we now call the gay and straight, just the concept in modern times was constructed.社会建构主义认为，性并不是一种独立于外界条件的观念，而是文化建构的结果，而这种建构会随着时代和社会的改变而不同。福柯认为，我们现在所说的同性恋和异性恋，只是在近代才被建构起来的概念。17 symbol systems符号系统The symbol systems theory developed by Salomon is intended to explain the effects of media on learning. Salomon (1977) states: To summarize, the symbol systems of media affect the acquisition of knowledge in a number of ways. First, they highlight different aspects of content. Second, they vary with respect to ease of recoding. Third, specific coding elements can save the learner from difficult mental elaborations by overtly supplanting or short-circuiting specific elaboration. Fourth, symbol systems differ with respect to how much processing they demand or allow. Fifth, symbol systems differ with respect to the kinds of mental processes they call on for recoding and elaboration. Thus, symbol systems partly determine who will acquire how much knowledge from what kinds of messages. 符号系统的理论是由所罗门说明媒体对学习的影响。所罗门（1977）指出：“总结，媒介符号系统的影响在许多方面知识的获取。首先，他们强调不同方面的内容。第二，他们随易记录。第三，具体的编码元素可以节省学习困难的心理阐释公然取代或短路的具体的阐述。第四，符号系统相对于多少处理他们要求或允许不同的。第五，符号系统与尊重的心理过程他们所谓的种类对不同记录和阐述。因此，符号系统是决定谁将从什么样的信息获得多少知识。”18 humanistic learning 人本主义教育Achieving humanistic teaching model is the ultimate goal of military teaching,if teachers can insist on people-oriented teaching philosophy determines the sustainable development of teaching.This paper describes a theory with humanistic learning,a new model to improve the efficiency of English self-study,designed to help students improve their English interest in learning,improve their English communication skills.实现人本主义教学模式是军校教学最终需要实现的目标,教师坚持以人为本的教学理念决定着教学的可持续发展。本文详细阐述了一种借助人本主义学习理论,提高英语自主学习效率的全新模式,旨在帮助学生提高英语学习兴趣,提高英语交际能力。20 computer supported collaborative learning 计算机支持下的合作学习The Computer-Supported Collaborative Learning Book Series is for people working in the CSCL field. The scope of the series extends to collaborative learning in its broadest sense; the term is used for situations ranging from two individuals performing a task together, during a short period of time, to groups of 200 students following the sam