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【正文】 播模式。其中每個(gè) W都類同于教學(xué)過程中的一個(gè)相應(yīng)要素，這些要素自然也成為研究教學(xué)過程、教學(xué)資源的教育技術(shù)學(xué)所關(guān)心、考慮的重要因素。這 5w 所指的分別是： Who 誰 教師或其他信息源 Says what 說什么 教學(xué)內(nèi)容 In which channel 通過什么渠道 教學(xué)媒體 To whom 對誰 教學(xué)對象即學(xué)習(xí)者 With what Effect 產(chǎn)生什么效果 教學(xué)效果 13 1. Three dimensions of munication (p. 46) Observation Intention Normative judgment (success or accuracy) 2. Communication theory (pp. 4748) Levels of munication (pp. 4748) a) Interpersonal munication b) Group munication c) Organizational munication d) Mass munication 3. Elements included in core munication theories (p. 48) Development of messages Interpretation and generation of meaning Message structure consisting of the elements of messages in writings, the spoken words, and nonverbal forms Interactional dynamics Institutional and societal dynamics and the interaction among segments of society 4. A basic linear model of human munication (pp. 4849) The sender decides to initiate a message with a specific set of intended meanings The sender encodes the intended meanings by selecting specific words and gestures that the receiver will presumably understand The message is transmitted (spoken or written) so as to cross the space between sender and receiver The receiver attends to and perceives the ining message The receiver decodes the message The receiver is influenced in some way (The munication has some effect) 5. Models of munication (pp. 5052) The ShannonWeaver Model (p. 50) The OsgoodSchramm Circular Model (p. 51) Berlo‘s SMCR Model (p. 52) Reference 關(guān)于學(xué)習(xí)過程的八個(gè)階段是：（ 1）動機(jī)階段（期待）；（ 2）領(lǐng)會階段（注意選擇性知覺）；（ 3）獲得階段（編碼）；（ 4）保持階段（儲存）；（ 5）回憶階段（檢索）；（ 6）概括階段（遷移）；（ 7）動作階段（反應(yīng)）；（ 8）反饋階段（強(qiáng)化）。 現(xiàn)代從國外引進(jìn)的信息加工學(xué)習(xí)理論頗為流行。最概括地說，這種理論把學(xué)習(xí)過程描述為 信息輸入 —編碼 —加工 —貯存 —譯碼 —輸出 的過程。目前，也有一種觀點(diǎn)不贊同這種模擬，認(rèn)為信息概念、信 息過程的應(yīng)用雖然十分廣泛，在某種程度上對機(jī)器適用，對人類也適用，但沒有囊括人類認(rèn)識的特殊性和復(fù)雜性。人的認(rèn)知過程主要是以理性認(rèn)識為主導(dǎo)，以個(gè)體經(jīng)驗(yàn)為基礎(chǔ)，并始終伴隨著情感和意志活動。人類的學(xué)習(xí)是受人的意向調(diào)節(jié)的，而這些只用信息過程是代替不了的。同時(shí)，機(jī)器與人腦不同，人腦的思維是長期社會實(shí)踐的結(jié)果，人的意識是社會的產(chǎn)物，而電子計(jì)算機(jī)是沒有意義的思維。就是當(dāng)前世界上最復(fù)雜的尖端計(jì)算機(jī)，也是人腦制造的。特別是人不但能認(rèn)識世界，而且在認(rèn)識的基礎(chǔ)上，還要改造世界，在改造世界的同時(shí)，也改造自己的主觀世界。這些遠(yuǎn)非電子計(jì) 算機(jī)所能辦到。因此，有人主張應(yīng)研究一種新的學(xué)習(xí)模 14 式來代替信息加工模式。 ― 韋弗（ ShannonWeaver）的傳播模式 它把傳播過程分為七個(gè)基本要素：信息源、編碼、信道、解碼、信息接收者、噪聲和反饋。他們認(rèn)為，傳播的過程是 “ 信息源 ” 即傳者，把要提供的信息經(jīng)過 “ 編碼 ” ，即轉(zhuǎn)變?yōu)槟撤N符號，如聲音、文字 、圖片、圖像等，通過一種或多種媒體傳出。 “ 信息接收者 ” 即受者，對經(jīng)過 “ 編碼 ” 的信息進(jìn)行 “ 解碼 ” ，即解釋符號的意義。 現(xiàn)代教育技術(shù)采用香農(nóng) ― 韋弗的傳播模式，主要在于選擇、制作適合表達(dá)和傳播教育信息的現(xiàn)代教育媒體，及時(shí)分析來自各種渠道的反饋信息，以取得教育的最優(yōu)化。 3. 貝羅的傳播模式 貝羅（ David ）的傳播模式，綜合了哲學(xué)、心理學(xué)、語言學(xué)、人類學(xué)、大眾傳播學(xué)、行為科學(xué)等新理論，來解釋在傳播過程中的各個(gè)不同要素。 這一模式把傳播過程分解為四個(gè)基本要素：信源、信息、通道、和接收者，如圖 27 所示。 圖 27 貝羅模式 Homework 4. Suggested Activities and Extended Materials in these two chapters。 5. Preview Chapters 6 15 Lecture Week 5 Objectives and Tasks 1. Comment on homework 2. Instructional theories Comment on Homework (Tentative) Chapter Six Instructional Theories Key Point： Gagne‘s Theory of Instruction。 Bloom‘s Taxonomy of Educational Objectives Difficult Point： John Dewey‘s Experience and Education 1. Gagn233。‘s theory of instruction (pp. 5859) 1)Three ponents (cognitive, affective, and psychomotor) 三大 部分 a) A taxonomy of learning outes that defines the types of capabilities humans can learn。 b) Internal and external learning conditions associated with the acquisition of each category of learning oute。 and c) Nine events of instruction that each facilitates a specific cognitive process during learning 2). Five major categories of learning 學(xué)習(xí)結(jié)果分類 a) Verbal information (knowing) b) Intellectual skills (applying) c) Cognitive strategies (effective ways of thinking and learning) d) Attitudes (feelings and beliefs that govern choices of personal action) e) Motor skills (executing precisely, smoothly and accurately timed movements 3) Nine events of instruction as learning conditions 九段教學(xué)法 (1) Gaining attention (2) Informing the learner of the objective (3) Stimulating recall of prior learning (4) Presenting the stimulus (5) Providing learning guidance (6) Eliciting performance 16 (7) Providing feedback (8) Assessing performance (9) Enhancing retention and transfer 2. Bloom‘s taxonomy of educational objectives (pp. 5960) 1) Different levels or outes of learning (p. 60) 2) Bloom‘s hierarchical taxonomy of cognitive performance (p. 60) 認(rèn)知目標(biāo)等級分類法 a) Knowledge (Remembering previously learned material) b) Comprehension (Grasping the meaning of material) c) Application (Using information in concrete situations) d) Analysis (Breaking down material into parts) e) Synthesis (Putting parts together into a whole) f) Evaluation (Judging the value of a product for a given purpose, using definite criteria) 3) Twofold value of Bloom‘s taxonomy (p. 60) a) Stimulating teachers to help students acquire skills at all those levels, laying the proper foundation for higher levels by first assuring mastery of lowerlevel objectives b) Providing a basis for developing measurement strategies to assess student performance 3. Programmed Instruction (PI) (pp. 6162) 1) B. F. Skinner, father of Programmed Instruction (p. 61) 2) Skinner‘s arguments for PI (p. 61) Immediate knowledge of results Individualized learning Expert instruction 3) Reasons for PI‘s fading into obscurity in the 1970s (p. 62) Boring PI packages The pace of learning individualized。 the content and the sequence of content not individualized Impossibility to break subject matter down into small digestible bits of information for man