【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學習過程可以用于創(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習新技能、克服不適應的行為。 structures 認知結(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，但是認知主義家們認為學習是認知結(jié)構(gòu)的獲得和重組即人們加工的和存儲信息的過程。 infornation 有意義的學習 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). 認知主義堅信，對于學習者而言，學學有意義的信息比無意義的信息更容易，并且，練習和預演知識能改善記憶力。 順應 Constructivism divides learning into two types:acmodation and assimilation. 建構(gòu)主義將學習分為兩種類型：順應和同化。 同化 Constructivism divides learning into two types:acmodation and assimilation. 建構(gòu)主義將學習分為兩種類型：順應和同化。 psychology 認知心理學 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、精細化、元認知、自動化、專家 /新手的學習，以及遷移理論都對教學設(shè)計有重要啟示，這只是認知心理學家們眾多研究中的一小部分。 objectives 教學目標 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目標比較準確地描述了教學所指向的目的。 information processing theory 認知信息加工理論 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. 他基于認知信息加工理論和自己在課堂上對有效教學的觀察提出一整套綜合性的教學理論。 of learning oute 學習結(jié)果分類理論 A taxonomy of learning oute that defined the types of capabilities humans can learn. 定義人類學習能力類型的學習結(jié)果分類理論。 and external learning conditions 內(nèi)部和外部學習條件理論 Internal and external learning conditions associated with the asquistion of each category of leaning oute. 與所習得各種類型學習結(jié)果相關(guān)的內(nèi)部和外部學習條件理論。 events of instruction 九段教學法 Inie events of instruction that each facilitates a specific cognitive process during learning. 在學習中促進具體認知過程的九段教學法。 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. 學習分類在加涅理論的形成之前就已存在，但是包括加涅學習結(jié)果分類理論在內(nèi)，都未完全包含個體應學內(nèi)容的三個域：認知、情感和精神運動。 of learning 學習分類 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. 學習分類在加涅理論的形成之前就已存在，但是包括加涅學習結(jié)果分類理論在內(nèi)，都未完全包含個體應學內(nèi)容的三個域：認知、情感和精神運動。 精神運動 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. 學習分類在加涅理論的形成之前就已存在，但是包括加涅學習結(jié)果分類理論在內(nèi)，都未完全包含個體應學內(nèi)容的三個域：認知、情感和精神運動。 information 言 語信息 Verbal information,that is,knowing “that” or “what”. 言語信息，即知道是“那個”或“什么”。 skills 智慧技能 Intellectual skills,that is,applying kmowledge. 智慧技能，也就是應用知識。 strategies 認知策略 Cognitive strategies,that is,employing effective ways of thinking and learning. 認知策略，也就是使用有效的思考和學習方式。 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間內(nèi)準確、熟練、精確地運動。 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，學習騎自行車（一種動作技能）與學習乘法表（言語信息）在方式上是有本質(zhì)區(qū)別的，與學習解決問題（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. 刺激回憶先前的學習：設(shè)計問題或活動使學習者回想以前所學知識。 learning 發(fā)現(xiàn)學習 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)學習是一種以質(zhì)疑為基礎(chǔ)的建構(gòu)主義的學習理論，這種學習發(fā)生在問題求解的情況中，在這種情況下，學習者利用他或她過去的經(jīng)驗和現(xiàn)存的 知識去探索將要學習的事實和新真理。 learning theory 建構(gòu)主義學習理論 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)學習是一種以質(zhì)疑為基礎(chǔ)的建構(gòu)主義的學習理論，這種學習發(fā)生在問題求解的情況中，在這種情況下，學習者利用他或她過去的經(jīng)驗和現(xiàn)存的知識去探索將要學習的事實和新真理。 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 問題導向的學習 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)學習模式的學習模型包括：有指導的發(fā)現(xiàn)、問題導向的學習、仿真學習、案例學習、隨即學習。 learning 仿真學習 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)學習模式的學習模型包括：有指導的發(fā)現(xiàn)、問題導向的學習、仿真學習、案例學習、隨即學習。 learn