【正文】 training 及時(shí)的訓(xùn)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(yuǎn)程教育的優(yōu)勢是眾所周知的：為大量的地理上分散的學(xué)習(xí)者傳送教育或培訓(xùn)，成本節(jié)約的長期性（批量效益），教學(xué)材料的可復(fù)制性，更好的準(zhǔn)備材料，導(dǎo)師制，個(gè)別化教學(xué)，自定步調(diào)和及時(shí)。 instruction 個(gè)別化教學(xué) 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(yuǎn)程教育的優(yōu)勢是眾所周知的：為大量的地理上分散的學(xué)習(xí)者傳送教育或培訓(xùn)，成本節(jié)約的長期性（批量效益），教學(xué)材料的可復(fù)制性，更好的準(zhǔn)備材料，導(dǎo)師制，個(gè)別化教學(xué)，自定步調(diào)和及時(shí)訓(xùn)練。 建構(gòu)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(xué)技術(shù)專家越來越注重吸收哲學(xué)主義的思想（客觀主義，行為主義，認(rèn)知主義，建構(gòu)主義，后現(xiàn)代主義），從中形成他們的教學(xué)設(shè)計(jì)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(xué)技術(shù)專家越來越注重吸收哲學(xué)主義的思想（客觀主義，行為主義，認(rèn)知主義，建構(gòu)主義，后現(xiàn)代主義），從中形成他們的教學(xué)設(shè)計(jì)與發(fā)展。 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(xué)習(xí)不是由技術(shù)引起的，而是一種“嵌入媒體”的教育方法。 instruction 計(jì)算機(jī)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(xiàng)研究里僅有 40 項(xiàng)明確包含了計(jì)算機(jī)指令，并且編譯過程是在網(wǎng)絡(luò)課程開設(shè)之前。 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(jìn)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(jìn)行比較。 knowledge 認(rèn)知結(jié)構(gòu) 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(dāng)，媒體可以幫助學(xué)生對完成新認(rèn)知結(jié)構(gòu)的形成。這些認(rèn)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(jié)合的資源。 resource 認(rèn)知資源 He proposes an alternate theory of learning。 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。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(xué)習(xí)理論，認(rèn)為學(xué)習(xí)者關(guān)鍵在于管理那些可利用的認(rèn)知資源。 process 認(rèn)知過程 To achieve success,the designer must find a way to translate cognitive process features into a symbol system the learner can understand. 為了達(dá)到成功，設(shè)計(jì)者必須找出一種方法，這種方法能夠把認(rèn)知過程的特征轉(zhuǎn)化為學(xué)習(xí)者能夠理解的符號系統(tǒng)。 methods 教學(xué)方法 Any performance or time saving gains that researchers observe,he says,are the result of uncontrolled instructional methods or novelty. 他說，研究人員觀測到的任何績效或時(shí)間節(jié)約的增加，是由于未加控制的教學(xué)方法或新奇的事物的原因。 of education 教學(xué)實(shí)踐 Improve the practice of education through the provision and evaluation of better materials,media,procedures and technologies. 通過提供和評價(jià)較好的材料媒體，程序和技術(shù)改善教育實(shí)踐。 systems 符號系統(tǒng) Media can be defined by its technology,symbol systems and processing capabilities. 媒體可以通過它的技術(shù)，符號系統(tǒng)和處理能力來定義。 主機(jī)，大型機(jī) At a time when mainframe puters filled entire floors of office buildings,he seemed to envision a time when personal puters would be everywhere and the Inter would give everyone instant access to immense stores of information. 當(dāng)大型機(jī)還在充斥著辦公樓的每一層時(shí)，它似乎已看到了個(gè)人計(jì)算機(jī)會隨處可見，并且因特網(wǎng)將使每個(gè)人快速訪問海量的信息存儲。 munication 衛(wèi)星通信 At a time when satellite munication was just being developed,he seemed to foretell the rise of the Cable News Network with its ability to seemingly make us eyewitnesses to history as it’s made on the battlefield or at the barricade. 當(dāng)衛(wèi)星通信仍在研發(fā)之際，他似乎已經(jīng)預(yù)見了有線新聞網(wǎng)絡(luò)的興起，將會使我們似乎能夠 見證如在戰(zhàn)場或者是街壘上演的歷史。他聲稱，媒體即訊息（和數(shù)據(jù)）。 media 電子媒體 During the 1960s,a Canadian literary scholar,Marshall Meluhan,gained worldwide prominence as someone who had a profound understanding of electronic media and their impact on both culture and society. 在 20世紀(jì) 60年代，一 位加拿大文學(xué)家 馬歇爾 ?麥克魯汗，因此深刻理解電子媒體及其對文化和社會的影響而著稱于世。 map 概念圖 A concept map showing the relationship of these ideas can be found. 顯示這些觀點(diǎn)之間關(guān)系的概念圖。 recall 逐字回憶 Moreover,if the assessment measures require little more than rote,verbatim recall of information,there is neither reward for nor encouragement to learn meaningfully. 此外，如果評 價(jià)測量的要求與死記硬背無差別，逐字回憶知識，這對于有意義的學(xué)習(xí)既沒有回報(bào)也沒有促進(jìn)作用。 knowledge 先有知識 Builds on the student’s prior knowledge and understanding. 建立在學(xué)生現(xiàn)有的知識和理解的基礎(chǔ)上。 非任意性 What Ausubel describles as meaningful occurs when new information is purposefully connected to a student’s exiting knowledge,.,the formation of “nonarbitrary”relationships among ideas in the learner’s mind. 奧蘇貝爾認(rèn)為當(dāng)新的信息和一個(gè)學(xué)生已有的知識明確地聯(lián)系起來的時(shí)候。 learning 隨即學(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,