教育技術(shù)學(xué)專(zhuān)業(yè)英語(yǔ)重點(diǎn)-資料下載頁(yè)
2025-04-04 00:53本頁(yè)面
【正文】 ovation diffusion theory consists of six major ponents: innovation characteristics, individual user characteristics, adopter distribution over time, diffusion network, innovativeness and adopter categories, and the individual adoption process. 創(chuàng)新推廣理論主要包括六個(gè)方面：創(chuàng)新特征，個(gè)人用戶(hù)特征，采用者分布，推廣網(wǎng)絡(luò)，創(chuàng)新性和采用者策略，個(gè)人采納過(guò)程。 Five characteristics of innovations that consistently influence the adoption of new technologies: relative advantage, patibility, plexity, observability trial ability., 持續(xù)影響新技術(shù)使用的五個(gè)創(chuàng)新的特征：相對(duì)優(yōu)越性、兼容性、復(fù)雜性、可觀察性、可試用性。第9章 Instructional science is concerned with the discovery of the natural principles involved in instructional strategies, and instructional design is the use of these scientific principles to invent instructional design procedures and tools. 教育科學(xué)是關(guān)注與教學(xué)策略關(guān)系密切的自然原理的發(fā)現(xiàn)，教學(xué)設(shè)計(jì)是用科學(xué)的原理去創(chuàng)造教學(xué)設(shè)計(jì)程序和工具。 Many current instructional models suggest that the most effective learning environments are those that problembased and involve the students in four distinct phases of learning of prior experience of skills of skills of these skills. 許多流行的教學(xué)模式認(rèn)為，最有效的教學(xué)環(huán)境是那些基于問(wèn)題的教學(xué)。包括學(xué)生學(xué)習(xí)的四個(gè)階段：激發(fā)先前經(jīng)驗(yàn)示范技能應(yīng)用技能在實(shí)際生活中整合技能。 Characteristics of ID: design is design is goaloriented design focuses on realworld performance design focuses on outes that can be measured in a reliable and valid way design is empirical typically is a team effort.. 教學(xué)設(shè)計(jì)的特點(diǎn)：教學(xué)設(shè)計(jì)以學(xué)習(xí)者為中心教學(xué)設(shè)計(jì)需要建立明確的目標(biāo)教學(xué)設(shè)計(jì)側(cè)重于現(xiàn)實(shí)生活中的表現(xiàn)教學(xué)設(shè)計(jì)側(cè)重于可以用一種可靠和有效地方法來(lái)衡量的成果。教學(xué)設(shè)計(jì)是根據(jù)經(jīng)驗(yàn)設(shè)計(jì)的教學(xué)設(shè)計(jì)往往是一個(gè)團(tuán)隊(duì)的共同努力。 Types of automated Instructional design tools: advisory/critiquing ID systems ID systems management ID systems for ID authoring tools 幾種自動(dòng)化教學(xué)設(shè)計(jì)工具：咨詢(xún)/評(píng)價(jià)系統(tǒng)專(zhuān)家系統(tǒng)信息管理系統(tǒng)電子績(jī)效支持系統(tǒng)著作工具 第10章 Today there are many ID models, all of them share some basic features . assessment and objectives identification and setting analysis and delivery development and redesign 當(dāng)前有很多種教學(xué)設(shè)計(jì)的模型，它們具有以下幾個(gè)基本特征：需求評(píng)估目標(biāo)識(shí)別受眾和環(huán)境分析內(nèi)容設(shè)計(jì)與傳遞系統(tǒng)開(kāi)發(fā)評(píng)價(jià)和修正 第12章 To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information. 做到有信息素養(yǎng)，一個(gè)人必須能夠知道什么時(shí)候需要信息，并且有定位、評(píng)價(jià)、和有效地使用所需信息的能力。 Educators need to shift their emphasis from acquisition of a product to execution of a dynamic process. Students need to be transformed from passive information gatherers to active participating knowledge finders. 教育者們應(yīng)該將他們從獲得一個(gè)產(chǎn)品的重點(diǎn)轉(zhuǎn)移到執(zhí)行一個(gè)產(chǎn)品的動(dòng)態(tài)過(guò)程。學(xué)生需要由被動(dòng)的信息收集者轉(zhuǎn)換成積極參與的信息發(fā)現(xiàn)者。
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