教育技術專業英語（簡體書）

《普通高等教育十一五*規劃教材·教育技術學專業系列教材：教育技術學專業英語》是普通高等教育“十一五”*規劃教材，也是教育部高等學校教育技術學專業教學指導委員會組織編寫的教育技術學專業系列教材之一。
《普通高等教育十一五*規劃教材·教育技術學專業系列教材：教育技術學專業英語》選材涵蓋了教育技術學學科的主要領域，包括教育技術學的定義與歷史、理論基礎、教學設計、遠程教育、信息技術教育、教育技術學研究等內容，反映了教育技術學學科的現狀和發展趨勢。全書共20章，72篇短文。在每章的結尾，列出了生詞短語和詞組、專業術語、註釋、教學活動建議與拓展性學習資料以及部分短文的參考譯文，以方便教學使用。
本書不僅可供高等學校教育技術學專業本科生和碩士研究生作為“專業英語”和“教育技術學基礎”雙語課程的教材，同時也可供傳播學、教育學以及其他相關專業的學生和教育技術學工作者參考。

 

焦建利，葉力漢主編

《普通高等教育十一五國家級規劃教材·教育技術學專業系列教材：教育技術學專業英語》共20章，72篇短文，選材涵蓋了教育技術學的主要學科領域，包括了教育技術學定義與歷史、理論基礎、教學設計、遠程教育、信息技術教育、教育技術學研究等內容，反映了教育技術學學科的現狀和發展趨勢，既可提高學生英語閱讀水平，又能使學生了解教育技術學專業知識。在教材內容的選取上，考慮到既要對學生學過的課程進行必要的覆蓋，又要有所拓寬和延伸；既照顧教育技術學專業教材的特點，同時又符合專業英語教學的實際需要。

The History of Instructional Technology
　Section A Pre——]920s
　Section B 1920s——1940s
　Section C 1950s——1970s
　Section D 1980s——Present
　New Words and Expressions
　Professional Vocabulary
　Notes to the Text
　Suggested Activities and Extended Materials
　Selected Translation for Reference
The Definitions of Instructional Technology
　Section A The Early Definitions
　Section B The AECT's Definitions in 1994
　Section C Assumptions behind the AECT' s Definition in 2005
　New Words and Expressions
　Professional Vocabulary
　Notes to the Text
　Suggested Activities and Extended Materials
　Selected Translation for Reference
Media and Learning
　Section A The Medium is the Message
　Section B Media Research
　Section C The Great Media Debate
　Section D The No Significant Difference Phenomenon
　New Words and Expressions
　Professional Vocabulary
　Notes to the Text
　Suggested Activities and Extended Materials
　Selected Translation for Reference
Instructional Technology： New Development
　Section A The Positive and Negative Trends of Instructional
　Technology Development
　Section B Looking Forward： Trends That Could Affect Our Future1
　Section C Looking Forward： Trends That Could Affect Our Future2
　New Words and Expressions
　Professional Vocabulary
　Notes to the Text .
　Suggested Activities and Extended Materials
　Selected Translation for Reference
Learning Theories
　Section A Why Theories of Learning
　Section B Behaviorism
　Section C Cognitivism
　Section D Constructivism
　New Words and Expressions
　Professional Vocabulary
　Notes to the Text
　Suggested Activities and Extended Materials
　Selected Translation for Reference
Teaching Theories
　Section A Gagn6' s Theory of Instruction
　……
Communication Theories
Systematic Theory
Instructional Design
Models of Instructional Design
Learning Environment Design
Information and Communication Technology Curriculum
Integration of Technology into the Curriculum
Application of ICT in Education
Definitions and History of Distance Education
The Theory of Distance Education
Successful Cases of Distance Education
An Overview of Educational Technology Research
Research Methodologies for Instructional Technology
A Research Report of Research on Educational Technology
Glossaries on Instructional Technology
Associations on Instructional Technology
Journals on Instructional Technology
Doctoral Programs in Instructional Technology

 

（1） verbal information， that is， knowing "that" or "what"；
（2） 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；
（5） 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.
……