【導讀】傳播學理論、一般系統(tǒng)論和認知心理學等各種理論被引入到這一領域中。經(jīng)驗之塔作為一個視覺類比于具體的水平和教學方法和教學物質(zhì)的純理論。1954年美國哈弗大學行為主義心理學家斯金納又一次引進了程序教學的概念，程序教學和任務分析的概念出現(xiàn)并被廣泛接受。另一個支持教學技術的觀念是進步主義理論。它因使用“斯金納箱”從事操作性條件反射和強化理論研究而聞名。差很遠的是學科內(nèi)容專家。

　　

【正文】 ation already stored in menory.” 他提倡交替的學習理論，認為學習者關鍵在于管理那些可利用的認知資源。這些認知資源主要是在環(huán)境中推斷出來的信息，并把它與記憶中的信息結合的資源。 of media 媒體特性 The benefits of socalled”attributes of media”(telvision’s ability to “zoom in”for example)can easily be replicated in a different way in another medium,with the same beneficial effects. 所謂的“媒體的屬性”的好處（例如電視能力的放大）能夠很容易的用另一種媒體另一種方法代替，并且具有相同的效果。 視盤 For example,students can search for information in a different way with a videodisk than they can with broadcast video. 舉個例子來說，學習可以通過不同的方式來檢索信息，除了視頻廣播，還可以使用光盤。 resource 認知資源 He proposes an alternate theory of learning。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.” 他提倡交替的學習理論，認為學習者關鍵在于管理那些可利用的認知資源。這些認知資源主要是在環(huán)境中推斷出來的信息，并把它與記憶中的信息結合的資源。 cognitive operations 認知操作模型 Media can provide certain represetations or model cognitive operations that are salient to a learning task,often the ones that learners can not or do ot perform for themselves. 媒體可以為哪些不能夠自己解決問題的特殊學習者提供一定的陳述或認知操作模型，這對學習任務更為明顯。 knowledge 認知結構 For others,though,Kozma believes that a careful use of media will enable learners to take advantage of its strengths to construct hnowledge. 但對另一些人來說，如果使用得當，媒體可以幫助學生對完成新認知結構的形成。 video 交互式視頻 Some of the early studies examined correspondence course,but most studies sompared instruction over videotape,interactive video,or satellite with oncampus,inperson courses. 一些早期的研究是考察函授課程，但是大多數(shù)研究將錄像帶、交互式視頻、衛(wèi)星校園、面對面課程進行比較。 course 函授課程 Some of the early studies examined correspondence course,but most studies sompared instruction over videotape,interactive video,or satellite with oncampus,inperson courses. 一些早期的研究是考察函授課程，但是大多數(shù)研究將錄像帶、交互式視頻、衛(wèi)星校園、面對面課程進行比較。 with oncampus 衛(wèi)星校園 Some of the early studies examined correspondence course,but most studies sompared instruction over videotape,interactive video,or satellite with oncampus,inperson courses. 一些早期的研究是考察函授課程，但是大多數(shù)研究將錄像帶、交互式視頻、衛(wèi)星校園、面對面課程進行比較。 course 面對面課程 Some of the early studies examined correspondence course,but most studies sompared instruction over videotape,interactive video,or satellite with oncampus,inperson courses. 一些早期的研究是考察函授課程，但是大多數(shù)研究將錄像帶、交互式視頻、衛(wèi)星校園、面對面課程進行比較。 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)計測試發(fā)現(xiàn)對照組有“無顯著差異現(xiàn)象”。 instruction 計算機指令 However,only 40 of the 355 studies specifically included puterbased instruction,and the pilation was conpleted prior ro the blossoning of courses using the Web. 然而， 355 項研究里僅有 40 項明確包含了計算機指令，并且編譯過程是在網(wǎng)絡課程開設之前。 using the Web 網(wǎng)絡課程 However,only 40 of the 355 studies specifically included puterbased instruction,and the pilation was conpleted prior ro the blossoning of courses using the Web. 然而， 355 項研究里僅有 40 項明確包含了計算機指令，并且編譯過程是在網(wǎng)絡課程開設之前。 in the media 嵌入媒體 In other words,learning is not caused by the technology,but by the instructional method “embedded in the media”. 換句話說，學習不是由技術引起的，而是一種“嵌入媒體”的教育方法。 great media debate 媒體大爭論 行為主義 instructional technologists are being more eclectic in the philosophies (objectivism, behaviorism,cognitivism,constructivism,postmodernism)from which they base their instructional design and development. 教學技術專家越來越注重吸收哲學主義的思想（客觀主義，行為主義，認知 主義，建構主義，后現(xiàn)代主義），從中形成他們的教學設計與發(fā)展。 客觀主義 instructional technologists are being more eclectic in the philosophies (objectivism, behaviorism,cognitivism,constructivism,postmodernism)from which they base their instructional design and development. 教學技術專家越來越注重吸收哲學主義的思想（客觀主義，行為主義，認知主義，建構主義，后現(xiàn)代主義），從中形成他們的教學設計與發(fā)展。 認知主義 instructional technologists are being more eclectic in the philosophies (objectivism, behaviorism,cognitivism,constructivism,postmodernism)from which they base their instructional design and development. 教學技術專家越來越注重吸收哲學主義的思想（客觀主義，行為主義，認知主義，建構主義，后現(xiàn)代主義），從中形成他們的教學設計與發(fā)展。 建構主義 instructional technologists are being more eclectic in the philosophies (objectivism, behaviorism,cognitivism,constructivism,postmodernism)from which they base their instructional design and development. 教學技術專家越來越注重吸收哲學主義的思想（客觀主義，行為主義，認知主義，建構主義，后現(xiàn)代主義），從中形成他們的教學設計與發(fā)展。 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. 教學技術專家越來越注重吸收哲學主義的思想（客觀主義，行為主義，認知主義，建構主義，后現(xiàn)代主義），從中形成他們的教學設計與發(fā)展。 instruction 個別化教學 the benefits of distance education are wellknown:delivery of education/training to large numbers of geographically separated learners,longterm costsaving(economies of scale),reproducible material,better prepared material,use of master teacher,individualized instruction,lean at your pace and justintime training. 遠程教育的優(yōu)勢是眾所周知的：為大量的地理上分散的學習者傳送教育或培訓，成本節(jié)約的長期性（批量效益），教學材料的可復制性，更好的準備材料，導師制，個別化教學，自定步調(diào)和及時訓練。 at your own pace 自定步調(diào) the benefits of distance education are wellknown:delivery of education/training to large numbers of geographically separated learners,longterm costsaving(economies of scale),reproducible material,better prepared material,use of master teacher,individualized instruction,lean at your pace and justintime training. 遠程教育的優(yōu)勢是眾所周知的：為大量的地理上分散的學習者傳送教育或培訓，成本節(jié)約的長期性（批量效益）， 教學材料的可復制性，更好的準備材料，導師制，個別化教學，自定步調(diào)和及時訓練。 training 及時的訓練 the benefits of distance education are wellknown:delivery of education/training to large numbers of geographically separated learners,longterm costsaving(economies of scale),reproducible material,better prepared material,use of master teacher,individualized instruction,lean at your pace and justintime training. 遠程教育的優(yōu)勢是眾所周知的：為大量的地理上分散的學習者傳送教育或培訓，成本節(jié)約的長期性（批量效益），教學材料的可復制性，更好的準備材料，導師制，個別化教學，自定步調(diào)