【文章內(nèi)容簡介】 Pavlov demonstrated that this learning process could be used to make an association between environmental stimulus and anturally occurring stimulus. 巴甫洛夫還證明了這個(gè)學(xué)習(xí)過程可以用于創(chuàng)造環(huán)境與本能刺激間的相關(guān)聯(lián)。 modification 行為修正 Therapeutic techniques such as behavioral modification and token economies are often utilized to help children learn new skills and overe maladaptive behaviors,while conditioning is used in many situations ranging from parenting to education. 治療技術(shù)中的行為分析、行為修正，行為矯正，在大多數(shù)情況下用于從養(yǎng) 育到教育的過程中幫助孩子學(xué)習(xí)新技能、克服不適應(yīng)的行為。 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信息的過程。 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)演知識能改善記憶力。 順應(yīng) Constructivism divides learning into two types:acmodation and assimilation. 建構(gòu)主義將學(xué)習(xí)分為兩種類型：順應(yīng)和同化。 同化 Constructivism divides learning into two types:acmodation and assimilation. 建構(gòu)主義將學(xué)習(xí)分為兩種類型：順應(yīng)和同化。 psychology 認(rèn)知心理學(xué) 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、自動化、專家 /新手的學(xué)習(xí)，以及遷移理論都對教學(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。 objectives 教學(xué)目標(biāo) At the present time it is sufficient to state that instructional objectives are concrete statements the goals toward which instruction is directed. 到今天為止我們能夠理直氣壯地聲稱我們的教學(xué)目標(biāo)比較準(zhǔn)確地描述了教學(xué)所指向的目的。 information processing theory 認(rèn)知信息加工理論 He proposed an integrated and prehensive theory of instruction that is based primarily on two foundations:cognitive infomation processing theory and Gagne’s own observations of effective teaching in the classroom. 他基于認(rèn)知信息加工理論和自己在課堂上對有效教學(xué)的觀察提出一整套綜合性的教學(xué)理論。 of learning oute 學(xué)習(xí)結(jié)果分類理論 A taxonomy of learning oute that defined the types of capabilities humans can learn. 定義人類學(xué)習(xí)能力類型的學(xué)習(xí)結(jié)果分類理論。 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。 events of instruction 九段教學(xué)法 Inie events of instruction that each facilitates a specific cognitive process during learning. 在學(xué)習(xí)中促進(jìn)具體認(rèn)知過程的九段教學(xué)法。 情感 Taxonomies of learning existed before and since Gagne’s formulation of his,but none besides his includes all three domains in which individuals were presumed to learn:cognitive,affective,and psychomotor. 學(xué)習(xí)分類在加涅理論的形成之前就已存在，但是包括加涅學(xué)習(xí)結(jié)果分類理論在內(nèi)，都未完全包含個(gè)體應(yīng)學(xué)內(nèi)容的三個(gè)域：認(rèn)知、情感和精神運(yùn)動。 of learning 學(xué)習(xí)分類 Taxonomies of learning existed before and since Gagne’s formulation of his,but none besides his includes all three domains in which individuals were presumed to learn:cognitive,affective,and psychomotor. 學(xué)習(xí)分類在加涅理論的形成之前就已存在，但是包括加涅學(xué)習(xí)結(jié)果分類理論在內(nèi)，都未完全包含個(gè)體應(yīng)學(xué)內(nèi)容的三個(gè)域：認(rèn)知、情感和精神運(yùn)動。 精神運(yùn)動 Taxonomies of learning existed before and since Gagne’s formulation of his,but none besides his includes all three domains in which individuals were presumed to learn:cognitive,affective,and psychomotor. 學(xué)習(xí)分類在加涅理論的形成之前就已存在，但是包括加涅學(xué)習(xí)結(jié)果分類理論在內(nèi)，都未完全包含個(gè)體應(yīng)學(xué)內(nèi)容的三個(gè)域：認(rèn)知、情感和精神運(yùn)動。 information 言 語信息 Verbal information,that is,knowing “that” or “what”. 言語信息，即知道是“那個(gè)”或“什么”。 skills 智慧技能 Intellectual skills,that is,applying kmowledge. 智慧技能，也就是應(yīng)用知識。 strategies 認(rèn)知策略 Cognitive strategies,that is,employing effective ways of thinking and learning. 認(rèn)知策略，也就是使用有效的思考和學(xué)習(xí)方式。 skills 動作技能 Motor skills,that is, execting precisely,smoothly and accurately timed movements. 動作技能，也就是能在限制的時(shí)間內(nèi)準(zhǔn)確、熟練、精確地運(yùn)動。 table 乘法表 For example,learning to ride a bicycle( a motor skill)is defferent in fundamental ways from learning the multiplication table(verbal information),which is defferent in fundamental ways from learning to solve scientific problems(intellectual skill). 例如，學(xué)習(xí)騎自行車（一種動作技能）與學(xué)習(xí)乘法表（言語信息）在方式上是有本質(zhì)區(qū)別的，與學(xué)習(xí)解決問題（智慧技能）的基本方式也大不相同。 knowledge 先決知識 Stimulating recall of prior learning:a question or activity to remind the learner of prerequisite knowledge. 刺激回憶先前的學(xué)習(xí)：設(shè)計(jì)問題或活動使學(xué)習(xí)者回想以前所學(xué)知識。 learning 發(fā)現(xiàn)學(xué)習(xí) Discovery learning is an inquirybased,constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationship and new truths to be learned. 發(fā)現(xiàn)學(xué)習(xí)是一種以質(zhì)疑為基礎(chǔ)的建構(gòu)主義的學(xué)習(xí)理論，這種學(xué)習(xí)發(fā)生在問題求解的情況中，在這種情況下，學(xué)習(xí)者利用他或她過去的經(jīng)驗(yàn)和現(xiàn)存的 知識去探索將要學(xué)習(xí)的事實(shí)和新真理。 learning theory 建構(gòu)主義學(xué)習(xí)理論 Discovery learning is an inquirybased,constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationship and new truths to be learned. 發(fā)現(xiàn)學(xué)習(xí)是一種以質(zhì)疑為基礎(chǔ)的建構(gòu)主義的學(xué)習(xí)理論，這種學(xué)習(xí)發(fā)生在問題求解的情況中，在這種情況下，學(xué)習(xí)者利用他或她過去的經(jīng)驗(yàn)和現(xiàn)存的知識去探索將要學(xué)習(xí)的事實(shí)和新真理。 model 傳輸模型 As a result,students may be more likely to remenber concepts and knowledge discovered on their own(in contrast to a transmission model). 因此，學(xué)生可能更容易記住他們自己發(fā)現(xiàn)的概念和知識（相對于傳輸模型）。 learning 問題導(dǎo)向的學(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)。 learning 仿真學(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)。 learn