【正文】 ionals must be familiar with the theory and research on learning and must be able to apply them to actual practice. 4) Various theories a) Piaget‘s childhood education b) Ausubel and Rothkopf‘s textual materials c) Bandura‘s social learning theory d) Bruner‘s rich philosophical insight into discovery learning and problem solving e) Keller‘s work on motivation f) Knowles‘ emphasis on factors that facilitate adult learning g) Cognitive science of Klatzky, Anderson, Gagne, Wildman and Burton, of how 10 humans perceive, process, store, and retrieve information, and their schema theory, elaboration, metacognition, automaticity, expert/novice studies, and transfer 2. Behaviorism (pp. 3637) 1) John B. Watson (18781958), the first behaviorist (See note) 2) Edward L. Thorndike (18741949) 3) James Hartley 4) The stimulusresponse (SR) model a) Three underlying/basic key assumptions ? Observable behavior as the focus of study and learning manifested by a change in behavior ? Behavior shaped by the environment and learning determined by the elements in the environment, not by the individual learner ? The principles of contiguity and reinforcement central in explaining the learning process b) Four key principles in terms of learning ? Activity ? Repetition, generalization and discrimination (practice) ? Reinforcement ? Clear objectives Reference John (18781958) Watsonian behaviorism 華生（ 1878—1958），美國心理學家，行為主義心理學的創(chuàng)始人。 1919 年進步教育學會成立， 1930 年代達到全盛時期。 20 世紀初杜威（ J. Dewey, 18591952）將其實用主義（ Pragmatism）哲學運用于教育領域，其實驗和理論更壯大了進步主義的聲勢，甚至遠播至中國。動物發(fā)生某種反應時，反應的結果若給動物帶來愉快，則此時的刺激和反應就結合起來，以后在類似的情況下，這個反應就容易發(fā)生。 outline, flowchart or table f) The Conditions of Learning by Gagn233。 2. Practice Audio instructions and audiovisual instructions (p. 13) 5 Section B Between the 1920s and 1940s 1. The audiovisual movement (pp. 1314) Using Visuals and tremendous growth in the visual instructional movement. The formation of professional anizations: 1) The National Academy for Visual Instruction (1919) 2) The American Educational Motion Picture (1919) 3) The Department of Visual Instruction (DVI) (1923) 4) The Visual Instruction Association of America (1922) 2. Major events that influenced the future development of the movement (p. 14) 1) The behavioral objective movement 行為目標運動 a) Early advocates: Bobbitt, Charters, and Burk b) Ralph Tyler (19021994), father of the behavioral objective movement c) His EightYear Study in the Ohio State University (19331941) and its significance 2) The media personnel and psychologist in the military agent during World War II (p. 14) 3) Works written during this period (p. 14) 4) Edgar Dale (19001985) and his Cone of Experience (pp. 1415) Years ago an educator named Edgar Dale, often cited as the father of modern media in education, developed from his experience in teaching and his observations of learners the cone of experience (see Figure 1). The cone39。 ., English amp。 and 2 4) Get ready to say something in English in class. Structure of the Book and Time Allocation 1. Structure of the book 1) Unit 1 An Overview of Instructional Technology 2) Unit 2 The Theoretical Foundation of Educational Technology 3) Unit 3 Media and Learning 4) Unit 4 Instructional Design 5) Unit 5 The Information Technology and Education 6) Unit 6 Distance Education 7) Unit 7 Research Methodologies for Instructional Technology 2. Time allocation: Roughly four hours for each unit Chapter One The Evolution of the Definitions Key Point： The AECT‘s Definitions in 1994 Difficult Point： The AECT‘s Definitions in 1994 1. Early definitions (pp. 35) 1) The 1963 definition (Ely) (p. 3) a) Audiovisual munication (formal denomination/name) b) A major departure from the earlier mediaoriented definition c) Focus on learning rather than teaching 2) The 1970 definition in two ways (Commission on Instructional Technology) (p. a) Instructional technology (formal denomination) b) The first definition: Instructional technology as media, concepts expressed from the audiovisual past c) The second definition: Instructional technology as a process, introducing new concepts such as systematic, objectives and evaluation 3) Another 1970 definition (Silber, AECT) (p. 4): The idea of ―problems‘ is first introduced and at the core of the definition. 4) The 1971 definition (in Ely) (p. 5): The term educational technology is used. 5) The 1972 definition (AECT) (p. 4): as processes, not much difference 6) The 1977 definition (AECT) (p. 4): as process, not much difference 2. Evolution of definition and differences from one definition to another (the whole chapter) 3. AECT‘s definitions in 1994 (pp. 56) 1) Five separate areas of concern: design, development, utilization, management, and evaluation 2) A development from the previous。 1Teaching Plan Lecture Week 1 Objectives and Tasks 1. General introduction 2. Definitions and evolution of Instructional/Educational Technology General Introduction Objectives and Tasks of Professional English for Educational Technology The course of Professional English for Educational Technology is conducted to help build an ability to use English as a tool in the student‘s profession of education. In order to achieve this goal, this course lays the base on listening, speaking and reading and the emphasis on translation and writ