【正文】 后現(xiàn)代主義 instructional technologists are being more eclectic in the philosophies (objectivism, behaviorism,cognitivism,constructivism,postmodernism)from which they base their instructional design and development. 教學(xué)技術(shù)專家越來越注重吸收哲學(xué)主義的思想（客觀主義，行為主義，認(rèn)知主義，建構(gòu)主義，后現(xiàn)代主義），從中形成他們的教學(xué)設(shè)計(jì)與發(fā)展。 significant difference 無顯著差異 Consistently,based on statistical tests,”no significant difference”between the parison groups was found. 通常（一貫地），基于數(shù)據(jù)統(tǒng)計(jì)測(cè)試發(fā)現(xiàn)對(duì)照組有“無顯著差異現(xiàn)象”。the “l(fā)earner strategically manages the available cognitive resources by extracting information from the environment and integrating it with information already stored in menory.” 他提倡交替的學(xué)習(xí)理論，認(rèn)為學(xué)習(xí)者關(guān)鍵在于管理那些可利用的認(rèn)知資源。 media 教學(xué)媒體 Instructional media,he says,”… are mere vehicles that deliver instruction but do not influence student achievement any more than the truch that delivers our groceries and causes changer in our nutrition. 教學(xué)媒體，他說，“ … 都僅僅是傳遞教育而不會(huì)影響學(xué)生完成學(xué)習(xí)活動(dòng)，就此昂卡車運(yùn)輸我們的日常用品，但不會(huì)改變我們的營養(yǎng)一樣”。 News Network 有線新聞網(wǎng)絡(luò) At a time when satellite munication was just being developed,he seemed to foretell the rise of the Cable News Network with its ability to seemingly make us eyewitnesses to history as it’s made on the battlefield or at the barricade. 當(dāng)衛(wèi)星通信仍在研發(fā)之際，他似乎已經(jīng)預(yù)見了有線新聞網(wǎng)絡(luò)的興起，將會(huì)使我們似乎能夠見證如在戰(zhàn)場或者是街壘上演的歷史。 learning 有意義學(xué)習(xí) Meaningful learning was descovered by David P. Ausubel of the city university,New York. 有意義學(xué)習(xí)是有紐約城市大學(xué) David P. Ausubel發(fā)明的。 learning 案例學(xué)習(xí) Models that are based upon discovery learning model include:guided discovery,problembased learning,simulationbased learning,casebased learning,incidental learning,among others. 基于發(fā)現(xiàn)學(xué)習(xí)模式的學(xué)習(xí)模型包括：有指導(dǎo)的發(fā)現(xiàn)、問題導(dǎo)向的學(xué)習(xí)、仿真學(xué)習(xí)、案例學(xué)習(xí)、隨即學(xué)習(xí)。 skills 動(dòng)作技能 Motor skills,that is, execting precisely,smoothly and accurately timed movements. 動(dòng)作技能，也就是能在限制的時(shí)間內(nèi)準(zhǔn)確、熟練、精確地運(yùn)動(dòng)。 and external learning conditions 內(nèi)部和外部學(xué)習(xí)條件理論 Internal and external learning conditions associated with the asquistion of each category of leaning oute. 與所習(xí)得各種類型學(xué)習(xí)結(jié)果相關(guān)的內(nèi)部和外部學(xué)習(xí)條件理論。 structures 認(rèn)知結(jié)構(gòu) However,even while accepting such behavioristic concepts,cognitive theorists view learning as involving the acquisition or reanization of the cognitive structures through which humans process and store informantion. 然而，盡管他們接受行為主義的某些觀點(diǎn)，但是認(rèn)知主義家們認(rèn)為學(xué)習(xí)是認(rèn)知結(jié)構(gòu)的獲得和重組即人們加工的和存儲(chǔ)信息的過程。 learning 觀察 學(xué)習(xí) Designers familiar with social learning theory of Bandura will not ignore environmental factors that significantly affect instructional programs,nor overlook the power of informal learning channels(.,observational learning). 熟悉班杜拉的社會(huì)學(xué)習(xí)理論的設(shè)計(jì)者不會(huì)忽視對(duì)教學(xué)計(jì)劃 有很大影響的環(huán)境因素，也不會(huì)忽略非正式學(xué)習(xí)途徑（如觀察學(xué)習(xí)）的影響力。 theory 精細(xì)化理論 Schema theory,elaboration,metacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for the design of instruction. 圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家 /新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。 27. cooperative and collaboraative learning 協(xié)作學(xué)習(xí) What ideas and innovations are likely to affect the field in the near future?Some,such as distance education and learning,the constructivist movement,the Inter in cooperative and collaborative learning,knowledge management and the performance technology movement,have already had an impact and are likely to affect the field in sifnificant ways. 影響這個(gè)領(lǐng)域的新方法是什么？例如，遠(yuǎn)程教育和學(xué)習(xí)，建構(gòu)主義、基于因特網(wǎng)的協(xié)作學(xué)習(xí)、知識(shí)管理和績效技術(shù)運(yùn)動(dòng)，已經(jīng)有一定的影響很可能會(huì)對(duì)將來有更大的影響。 20. audiovisual instruction 視 聽教學(xué) Based on all the above mentioned,the terminology of the field changed and the field shifted from Audiovisual Instruction to Instructional Technology. 基于上述種種變化，這一領(lǐng)域的術(shù)語發(fā)生了變化，領(lǐng)域的名稱從視聽教學(xué)變成了教學(xué)技術(shù)。 12. programmed instruction 程序教學(xué) Programmed instruction and task analysis appeared and prevailed. 程序教學(xué)和任務(wù)分析的概念出現(xiàn)并被廣泛接受。 4. cone of experience 經(jīng)驗(yàn)之塔 The cone of experience served as a visual analogy for levels of concreteness and abstractness of teaching methods and instructional materials. 經(jīng)驗(yàn)之塔作為一個(gè)視覺類比于具體的水平和教學(xué)方法和教學(xué)物質(zhì)的純理論。 5. Constructivism 建構(gòu)主義 Another factor that affected the field during the 1980spresent was the growing interest in constructivism(Reiser,2020,). 在 20 世紀(jì)八十年代另一個(gè)影響了這個(gè)領(lǐng)域的因素▔人們對(duì)建構(gòu)注意的熱情在迅速增長。 13. progressivism 進(jìn)步主義 The other idea supporting instructional technology is the theory of progressivism. 另一個(gè)支持教學(xué)技術(shù)的觀念是進(jìn)步主義理論。 21. puter assisted instruction(CAI) 計(jì)算機(jī)輔助教學(xué) And the roots of puterassisted instruction(CAI)can be traced back to programmed instruction. 程序教學(xué)也成為計(jì)算機(jī)輔助教學(xué)的源頭。 28. conceptual thinking 概念思維 The new media used in instruction supporting the experience were to supply a concrete basis for conceptual thinking,make learning more permanent,develop continuity of thought,the growth of meaning and efficiency,depth,and variety of learning. 新媒體被應(yīng)用在支持經(jīng)驗(yàn)的教學(xué)上是被支持一個(gè) 實(shí)實(shí)在在的基于概念思維，使學(xué)習(xí)更穩(wěn)定，發(fā)簪連續(xù)性思維，增長有意義的學(xué)習(xí)和有效、加深和多廣度的學(xué)習(xí)。 元認(rèn)知 Schema theory,elaboration,metacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for the design of instruction. 圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家 /新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。 learning 發(fā)現(xiàn)學(xué)習(xí) Bruner’s rich philosophical insight into discovery learning and problem solving,Keller’s work on motivation,Knowles’ emphasis on factors that facilitate adult learning,and the work of others contribute to a designer’s overall understanding of the learning process and skill in designing instructional strategies. 布魯納關(guān)于發(fā)現(xiàn)學(xué)習(xí)和問題求解的哲學(xué)思想、凱勒在學(xué)習(xí)動(dòng)機(jī)方面的工作、諾爾斯對(duì)促進(jìn)成人學(xué)習(xí)因素的強(qiáng)調(diào)，以及他人的工作都有助于設(shè)計(jì)者從大體上理解學(xué)習(xí)的過程和教學(xué)策略設(shè)計(jì)的技巧。 infornation 有意義的學(xué)習(xí) Cognitivists hold that meaningful information is easier to learn and remember than information that is not meaningful to the learner,and that practicing and rehearsing information improves retention(Mergel,1998). 認(rèn)知主義堅(jiān)信，對(duì)于學(xué)習(xí)者而言，學(xué)學(xué)有意義的信息比無意義的信息更容易，并且，練習(xí)和預(yù)演知識(shí)能改善記憶力。 events of instruction 九段教學(xué)法 Inie events of instructi