教育技术学专业英语翻译

中译英中译英 一 信息时代的个人知识管理探微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已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主要内容 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 agent In 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 focus on how to utilize the advanced information technology 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 过程与目的 在这一过程中 知识分享的双方都得到专业提升 知识分 享对于教师的专业发展具有重要的作用 本文在界定对教师知识分享内涵基础上 分析了中小学教师 知识分享的困难 机制 类型及其对策 试图回答中小学教师知识分享的可能性与可行性 关键词 知识分享 学校文化 教师专业发展 学校知识管理 Knowledge sharing and teachers professional development Knowledge sharing is knowledge owners through the way of communication to give knowledge reformer process knowledge dissemination School teachers knowledge sharing has become an important means of teachers professional development process and purpose In this process both improved professional knowledge sharing Knowledge sharing plays an important role for the teachers professional development this article on the basis of defining the connotation of teachers knowledge sharing analyses the primary and secondary school teachers in the difficulties of knowledge sharing mechanism types and their countermeasures trying to answer the possibility and feasibility of primary and secondary school teachers knowledge sharing key words Knowledge sharing School culture Teacher professional development The school knowledge management 三 论教师个体知识观及其对教师知识管理的启示论教师个体知识观及其对教师知识管理的启示 教师个人所具有的知识不仅包括显性的理论性知识 也包括隐性的实践性知识 教师知识是个体性 知识 其特点有整体性 实践性 建构性 动态性等 教师知识观的转变 对教师知识管理的目 的 内容 方法等都有诸多启示 关键词 知识管理 教师个体知识 教师个体知识管理 Theory of individual teacher knowledge concept and its revelation for the teachers knowledge management Individuals have the knowledge of teachers include not only explicit theoretical knowledge also includes the tacit knowledge of practicality Teacher knowledge is individuality its characteristics such as integrity practical constructive and dynamic Teacher s knowledge view the purpose of knowledge management of teachers content method etc There are a lot of enlightenment key words Knowledge management Teachers individual knowledge The teacher individual knowledge management 四 基于基于 WIKI 的跨学科知识共享的跨学科知识共享 从社会和技术的角度分析 9 2 的特点 讨论 9 2 适用于跨学科知识共享的原因 介绍应用 9 2 进行跨 学科交流的案例 说明了研究者可以通过 9 2 构建一个围绕跨学科问题的知识体 使得它成为一个跨 学科知识共享的有效工具 关键词 WIKI 跨学科 知识共享 知识体 Interdisciplinary knowledge sharing based on the WIKI Analysis from the perspective of social and technological 9 2 characteristics discuss the 9 2 suitable for the reason of the interdisciplinary knowledge sharing introduce 9 2 interdisciplinary communication application case the researchers can by 9 2 build an interdisciplinary issues around the body of knowledge make it become an effective tool for an interdisciplinary knowledge sharing key words The WIKI interdisciplinary The knowledge sharing Knowledge of body 英译中英译中 一 A Conceptual Framework for Examining Knowledge Management in Higher Education Contexts key words Knowledge Management Higher Education Leadership Organizational Culture Information Technology Measurement Higher Education Abstract Knowledge management is an on going process that involves varied activities diagnosis design and implementation of knowledge creation knowledge transfer and knowledge sharing The primary goal of knowledge management like other management theories or models is to identify and leverage organizational and individual knowledge for the organization and its members to perform better and consequently sustain competitive advantage This literature synthesis provides a conceptual framework for examining knowledge management in USA higher education contexts 一个研究知识管理在高等教育环境中概念性的框架一个研究知识管理在高等教育环境中概念性的框架 关键词 知识管理 高等教育 领导 组织文化 信息技术 测量 高等教育文摘 知 识 管理是一个持续的过程 涉及到多种多样的活动 诊断 设计 和实现知识创造 知识转移 和知识共享 知识管理的主要目标 就像其他管理理论或模型 是识别和利用组织和个人的 知识组织和其成员表现得更好 因此 维持竞争优势 这部文献合成提供了一个概念性的框 架来研究知识管理在美国高等教育环境 二 Cognitive and Social Constructivism Developing Tools for an Effective Classroom Key words Constructivism Learning Language Acquisition Piagetian Theory Teaching Methods Classroom Environment Classroom Communication Social Theories Classroom Techniques Interpersonal Communication Cognitive Processes Abstract An effective classroom where teachers and students are communicating optimally is dependent on using constructivist strategies tools and practices There are two major types of constructivism in the classroom 1 Cognitive or individual constructivism depending on Piaget s theory and 2 Social constructivism depending on Vygotsky s theory Similarities include inquiry teaching methods and students creating concepts built on existing knowledge that are relevant and meaningful Differences include language development theory where thinking precedes language for cognitive constructivism and language precedes thinking for the theory of social constructivism Understanding communicative tools and strategies helps teachers to develop individual learning methods such as discovery learning and social interactive to develop peer collaboration 认知和社会建构主义认知和社会建构主义 开发工具为一个有效的课堂开发工具为一个有效的课堂 关键词 建构主义 学习 语言习得 皮亚杰的理论 教学方法 教学环境 课堂 交流 社会理论 课堂技巧 人际沟通 认知过程 文摘 一个有效的课堂 教师和学生沟通 取决于使用建构主义策略 工具和实践 在教室里主要 有两种类型的建构主义 1 根据皮亚杰的认知和个人建构主义理论 和 2 的社会建构主义根 据维果斯基的理论 相似之处包括调查教学方法和学生创造相关的概念建立在现有的知识 和有意义的 差异包括语言发展理论 思维先于语言认知建构主义和语言先于思考社会建构 论的理论 理解交际工具和战略帮助教师制定个人学习等方法 发现学习和社会互动发展同 行合作 三 The Effects of the Computer Based Instruction on the Achievement and Problem Solving Skills of the Science and Technology Students Key words Experimental Groups Control Groups Problem Solving Computer Uses in Education Academic Achievement Teaching Methods Science Instruction Pretests Posttests Comparative Analysis Science Achievement Instructional Effectiveness Elementary School Students Elementary School Mathematics Foreign Countries Educational Technology Elementary Education This study aims to investigate the effects of the computer based instruction on the achievements and problem solving skills of the science and technology students This is a study based on the pre test post test control group design The participants of the study consist of 52 students 26 in the experimental group 26 in the control group The achievements test on the world the sun and the moon and the Problem Solving Inventory for children were used to collect data The experimental group received the computer based science and technology instruction three hours a week during three weeks In the analyses of data the independent groups t test was used at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their achievements and problem solving skills and the Kolmogorov Smirnov single sample test to find out whether the data follow a normal distribution and finally the covariance analysis ANCOVA to evaluate the efficacy of the experimental process The result of the study reveals that there is a statistically significant increase in the achievements and problem solving skills of the students in the experimental group that received the computer based science and technology instruction Contains 13 figures and 6 tables 计算机指令在科学技术的成就和学生解决问题能力的影响计算机指令在科学技术的成就和学生解决问题能力的影响 关键词 实验组 对照组 解决问题 电脑使用在教育 学术成就 教学方法 科学指导 预备测验后续测试 比较分析 科学成就 教学有效性 小学生 小 学数学 外国国家 教育技术 基础教育 本研究旨在探讨计算机指令的影响在科学和技术的成就和解决问题的能力的学生 这是一 个研究基于预先测试 检测后对照组设计 这项研究的参与者包括 52 名学生 26 在实验组 对照组 26 成就测试 世界 太阳和月亮 和儿童问题解决库存被用来收集数据 实验小组获 得了计算机科学与技术教学期间每周三个小时三个星期 检验分析的数据 独立组织在开始 时使用的研究发现两组的水平是否等价的成就和解决问题的能力和单一样本测试来找出是 否遵循正态分布的数据 最后 协方差分析 ANCOVA 实验过程的有效性进行评估 这项研究 的结果显示 有统计上显著的增加学生的成就和解决问题的能力在实验小组 获得了计算机 科学和技术指导 包含 13 个数字和 6 表 四 四 Three Generations of Distance Education Pedagogy Key words Constructivism Learning Distance Education Learning Experience Educational Theories Learning Theories Models Cognitive Objectives Social Cognition Educational Development Curriculum Design Educational Practices Adult Education Abstract This paper defines and examines three generations of distance education pedagogy Unlike earlier classifications of distance education based on the technology used this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design The three generations of cognitive behaviourist social constructivist