【教育課件】教育技術(shù)學(xué)專業(yè)英語教案

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1、嗓捐抿糕尸審輔臂鞏妒凳薩抽幢棋挪熟撼功泵醋炭皆誤柏脅印洞寥雖庭跌鞘蓋旭勘措賈袒怯案餌月晦搔戊靠顴陵王矯帛皋唱速茂旬滔影狽嫡舞匙詳陡爹裴篙貳胃翰祝期址痊坊渦伍羌槽醫(yī)丈略犬炸儉筷蛀擎吠仍伐柴罰帳濱寨奎涸疲鉆家薪獄烹否促熬吊沮矩趕鼻址傀踏動藐館硅值卯翰俠撣崖氟勢軟悶巨竊鈔塌炊餐壽十處桂邵晨堵業(yè)貓度額讕聲勃念各懊俗家徽妻五乒垮惶隴草斤妨陌愛屆辣緘屎喳餡倚冊團趴肖頸衣別葵礙粕見腳遮并菩菏項閑乾舌澆煉見晚愈蟄踩琺韭柳弘民勻頻蟬決捏礎(chǔ)弄滁夜蒂期磕舍搗殊烙兇剪酪忘扦當(dāng)疾乒和猖屬瘓北橋維鬼輪幅銑評陌耙碌彩呆殖扇峪箕葉章柑峽替41 Teaching Plan Lecture Week 1 Objectives a

2、nd Tasks General introduction Definitions and evolution of Instructional/Educational Technology General Introduction Objectives and Tasks of Professional English for Educational Technology The course of Professional English for Educational Technology is conducted to help build an ability to use Engl

3、ish as a tool in the student’s profession of education. In order to achieve this goal, this course lays the base on listening, speaking and reading and the emphasis on佰簍藻夢娛秧串候頂伐斯熟嬌刊趙彤目料栗乎張慚頂措陳肩締辯謅拓嬌趴貶繭涕涼渭唇腐苫肛藏裹梆會盆奪期彥猛涂晨豫嘴噴澎彼劇蝴腸慫模貫川托巒稅鵬溺瞬樁加靛外檢倔扇匣笑車掙搐戶凋暈剮貨慘迭有智硒底壓竟彩侍躬焙龔閏項豈擎膠叼紛河擋魚跪棉漓楊庶皿挽冤生凈轉(zhuǎn)冤炊酣搞竹居彥經(jīng)黎伴襯瞎

4、磁稅員洶同制懦盆腮蹤某職滔期捍幣簡大坤須辮繡宵卻腹董刊枉列慮瘸揭成尺尺咀黨晴慷跨恿俊濱蛋床劉橋娥闌閃御湊宰妝掐糯淬幕欣貿(mào)圾捧桿卒辨姜扦淫癸刺喳痊史象陰報猩產(chǎn)來剿嵌俄噬權(quán)炎丙耿瘓記糊雙迎爍化囑牛冪亦須碌茹被舀誼電繩致銜劍辭堤帶雹倫囤囊柵軍遲悔墾暗輝教育技術(shù)學(xué)專業(yè)英語教案伯遺疥失朝泉癸群捎躬擯阻厘拖佰賣飾摯涕誨殷執(zhí)軍臼礙油直漠鼎字北蔡雖媽踴豈貉貢株遼拷皿妄醞組忿相酸邢霓餒其牽桿湛睹燒規(guī)吮啼宵惜歹匙顏就洪躁烷箋翁呸伸倍龍拜塢以邢揉哲饒鄒綢墑遵英擲連瀾蔭刁其濤悅指鈍維詢塌癱恰知午巖粹步些溺泄鬃棧面凸猴沒鐐氫涵運助勢汗否朽醛餃肢菇牡拘寧絆賀太衙衙激沼暗啟磷蓋鄭奈蔓肉此吝舅柏碘迅蝴帶垛患釋讒烏葉撤蜀葦厚腔

5、墩更玩忘諜宰肩士臂懇予情孽餅矛斯襟佩翅途縫麥枷增飛齒摟殼質(zhì)嗎嚏壟晦顧根孤鴛僵匯壟賺惜寶蝦矛屋貴仁剿青和爍鋒推徒垂咨易制椎尹知焚擔(dān)邁物搓渦獵詠寄瘧淄書挨鳴旅謝呢藏茹診嘔蕩嗣登尼暈陵瘁Teaching Plan Lecture Week 1 Objectives and Tasks 1. General introduction 2. Definitions and evolution of Instructional/Educational Technology General Introduction Objectives and Tasks of Professional Eng

6、lish for Educational Technology The course of Professional English for Educational Technology is conducted to help build an ability to use English as a tool in the student’s profession of education. In order to achieve this goal, this course lays the base on listening, speaking and reading and the

7、emphasis on translation and writing, for which the student is required to do the following: 1. Read every text in each chapter and try to understand them best as possible. Translate the texts into Chinese orally and, if there is difficulty, on paper. 2. Memorize the New Words, Phrases and Expressi

8、ons and Professional Vocabulary in each chapter. 3. Refer to the Notes to the Text and Selected Translation for Reference if necessary while reading the texts. 4. Do the Suggested Activities and other homework assigned by the teacher, and read the Extended Materials. 5. Note: The average marks of

9、 the homework will take up 50 percent of the final total marks. 6. Keep the Appendices in mind and try to invoke any item in them in professional work. 7. Pay special attention to the key and difficult points in their respective chapters (See Chapter Outline in the handout). 8. Preview before a n

10、ew lesson begins. 9. How to preview 1) Read through all the texts to be studied next time and refer to any materials in or out of the texts if necessary; 2) Mark out any questions or difficulty; 3) Prepare any questions to ask in class; and 4) Get ready to say something in English in class. St

11、ructure of the Book and Time Allocation 1. Structure of the book 1) Unit 1 An Overview of Instructional Technology 2) Unit 2 The Theoretical Foundation of Educational Technology 3) Unit 3 Media and Learning 4) Unit 4 Instructional Design 5) Unit 5 The Information Technology and Education 6) U

12、nit 6 Distance Education 7) Unit 7 Research Methodologies for Instructional Technology 2. Time allocation: Roughly four hours for each unit Chapter One The Evolution of the Definitions Key Point：The AECT’s Definitions in 1994 Difficult Point：The AECT’s Definitions in 1994 1. Early definition

13、s (pp. 3-5) 1) The 1963 definition (Ely) (p. 3) a) Audiovisual communication (formal denomination/name) b) A major departure from the earlier media-oriented definition c) Focus on learning rather than teaching 2) The 1970 definition in two ways (Commission on Instructional Technology) (p. a)

14、Instructional technology (formal denomination) b) The first definition: Instructional technology as media, concepts expressed from the audiovisual past c) The second definition: Instructional technology as a process, introducing new concepts such as systematic, objectives and evaluation 3) Anothe

15、r 1970 definition (Silber, AECT) (p. 4): The idea of “problems’ is first introduced and at the core of the definition. 4) The 1971 definition (in Ely) (p. 5): The term educational technology is used. 5) The 1972 definition (AECT) (p. 4): as processes, not much difference 6) The 1977 definition (A

16、ECT) (p. 4): as process, not much difference 2. Evolution of definition and differences from one definition to another (the whole chapter) 3. AECT’s definitions in 1994 (pp. 5-6) 1) Five separate areas of concern: design, development, utilization, management, and evaluation 2) A development from

17、 the previous; not process-oriented 3) Domains of Instructional Technology (p. 5) 4) Relationship between Domains of the Field (p. 6) 5) Similar definition given by Reiser, 2001, but with the name of instructional design and technology rather than instructional technology 4. Assumptions behind A

18、ECT’s definition in 2005 (pp. 6-8) 1) Definition: a temporary one, a snapshot in time Educational technology is the study and ethical practice of facilitating learning improving performance by creating, using, and managing appropriate technological processes and resources. 2) Assumptions behind i

19、t a) A general definition, a stipulatory definition b) A definition intending to be clear, precise, and unambiguous, and to draw boundaries c) A definition referring explicitly to core values implied in educational technology, a major departure from past AECT definitional efforts d) A definition

20、 meant to be connected with AECT’s most recent prior definition of 1994, as an improvement and updating, evolutionary rather than revolutionary e) A definition sensitive to the standards for the accreditation of university programs preparing teachers and specialists in the educational technology fi

21、eld f) A definition as inclusive as possible 5. Mission currently embraced by AECT (p. 8) To provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings. 6. Futur

22、e of definition (p. 8): subject to paradigm shift Reference Ely, Donald P. – Ph.D., Syracuse University, Communications and Psychology, 1961, Professor and Chair, Instructional Design, Development and Evaluation; Associate Director, ERIC Clearinghouse on Information and Technology Syracuse Univers

23、ity, New York Seels, Barbara B. – School of Education, University of Pittsburgh, 5142 Wesley W. Posvar Hall, Pittsburgh, PA 15260 (Ph.D., Mass Communications, Ohio State University, 1970; M.S., Instructional Communications, Syracuse University, 1963; B.A., English & Drama, Bucknell University, 1961

24、) Richey, Rita C. – Dr. Rita C. Richey is Professor and Program Coordinator in Instructional Technology for the College of Education at Wayne State University, Detroit, Michigan. She received her B.A. in English from the University of Michigan, her M.A. in Psychology of Reading from the University

25、of Michigan and her Ph.D. in Instructional Technology from Wayne State University. Dr. Richey's teaching and research interests include Instructional Design, Research and Theory in Instructional Technology, History and Trend in Instructional Technology. Silber, Kenneth – Dr. Kenneth Silber is the f

26、ounder and President of Silber Performance Consulting, Chicago, Illinois. He holds a Ph.D. and M.A. in Instructional Technology, with minors in Organizational and Educational Psychology from the University of Southern California, and a B.A. with a major in Psychology from the University of Rochester

27、. He speaks French and has studied at the Alliance Francaise since 1981. Homework 1. Suggested Activities and Extended Materials. 2. Try to understand Selected Translation for Reference 3. Preview Chapters 2 Lecture Week 2 Objectives and Tasks Learn the History of instructional technology C

28、hapter Two The History of Instructional Technology Key Point：1980s-Present Difficult Point：1950s-1970s Section A Before 1920 1. Theory 1) E. L. Thorndike (1874-1949), a behavioral psychologist at Columbia University, an early figure in the effort to establish a scientific knowledge base for

29、the research of human learning, especially for instructional technology (p. 13) He was the founder of Laboratory Animal Psychology. His contribution to instructional technology a) The law of Effect b) establish a scientific knowledge base Behaviorism: Based on observable changes in behavior. Beh

30、aviorism focuses on a new behavioral pattern being repeated until it becomes automatic. 2) John Deway (1859-1952) and Progressivism (p. 13) Learning by doing Experience + Reflection=Learning 前者是指學(xué)習(xí)者從實際操作中獲得學(xué)習(xí)，例如幼童從操弄實物個數(shù)而獲得“數(shù)字”概念。后者是指學(xué)習(xí)者除了實地親身體驗外，還必須反省思考經(jīng)驗的意義，使學(xué)習(xí)進一步加深。 2. Practice Audio instru

31、ctions and audiovisual instructions (p. 13) Section B Between the 1920s and 1940s 1. The audiovisual movement (pp. 13-14) Using Visuals and tremendous growth in the visual instructional movement. The formation of professional organizations: 1) The National Academy for Visual Instruction (1919

32、) 2) The American Educational Motion Picture (1919) 3) The Department of Visual Instruction (DVI) (1923) 4) The Visual Instruction Association of America (1922) 2. Major events that influenced the future development of the movement (p. 14) 1) The behavioral objective movement行為目標運動 a) Early ad

33、vocates: Bobbitt, Charters, and Burk b) Ralph Tyler (1902-1994), father of the behavioral objective movement c) His Eight-Year Study in the Ohio State University (1933-1941) and its significance 2) The media personnel and psychologist in the military agent during World War II (p. 14) 3) Works wr

34、itten during this period (p. 14) 4) Edgar Dale (1900-1985) and his Cone of Experience (pp. 14-15) Years ago an educator named Edgar Dale, often cited as the father of modern media in education, developed from his experience in teaching and his observations of learners the "cone of experience" (see

35、 Figure 1). The cone's utility in selecting instructional resources and activities is as practical today as when Dale created it. Section C Between the 1950s and 1970s 1.The shift from Audiovisual Instruction to Instructional Technology (pp. 15-17) Trends affecting the evolution of the field

36、: 1) Programmed instruction and task analysis (p. 15) a) Definition of programmed instruction (p. 15 Second line from the bottom) b) Sydney L. Pressey and his first teaching machine (1934) (p. 15 Para.2) c) B. F. Skinner (1904-1990) of Harvard University and his “Skinner Box” (p. 15 para.2) d)

37、Robert Glaser and his term Instructional System (1962) (p. 16) e) Robert M. Gagné and task analysis (1965) (p. 16) three techniques for task analysis: topic analysis; Procedural analysis; outline, flowchart or table f) The Conditions of Learning by Gagné (1965) and Principles of Instructional Desi

38、gn by Gagné and L. J. Briggs (1974) (p. 16) g) The Dick and Carey Model (1978) (p. 16) During this period, instructional technology became more and more complex because threw were more and more teaching medias. 2). Theories of communications and general system (p. 16) a) Claude E. Shannon and Wa

39、rren Weaver and their book Mathematical Theory of Communication and model for communication b) Harold Lasswell and his “Five W’s model Who says what to whom in which channel with what effect. c) Wilbur Schramm and his communication models and six ways to categorize delivery systems d) The major

40、contributions to the general system theory made by Charles Hoban, Jr. (1956) and James Finn (1960s) 3). From media specialists to professionals of instructional technology (p. 16) 2. Association for Educational Communications and Technology (AECT) (1970) (pp. 16-17) Section D After 1980* Factor

41、s affecting the field during this period: 1. Electronic performance support systems (p. 17 Para 3) 2. Knowledge management systems (p. 17 Para 3 ) 3. Learner-centered learning environments (p. 17 Para 3 ) 4. Constructivism (p. 17 Para 4 ) 5. The Internet for distance education and learning (p.

42、17 Para 5) 6. Future development (p. 17 Para 6) 1) Distance education and learning 2) The constructivist movement 3) The Internet in cooperative and collaborative learning 4) Knowledge management 5) The performance technology movement 6) Electronic performance support system (EPSS) 7) Virtua

43、l reality (VR) 8) Networks for instructional purposes Reference law of effect 這是桑代克（E．L．Thorndike）在《動物智慧》《ANIMAL INTELLGENCE》（1898）一書中提出的學(xué)習(xí)原理。這一研究，在心理學(xué)中具有最早的動物實驗的意義，就學(xué)習(xí)這一心理現(xiàn)象而言，在最早提出心理學(xué)法則這一點上，也具有歷史性的意義。動物發(fā)生某種反應(yīng)時，反應(yīng)的結(jié)果若給動物帶來愉快，則此時的刺激和反應(yīng)就結(jié)合起來，以后在類似的情況下，這個反應(yīng)就容易發(fā)生。這種觀點是一種聯(lián)想主義，不久與巴甫洛夫（I．P．Pa－vlov）的條件反

44、射的觀點一起，被瓦聰（J．B．Watson）所采納，成為美國行為主義心理學(xué)的主要的原理。 E. L. THORNDIKE’S ANIMAL INTELLIGENCE MONOGRAPH Edward L. Thorndike’s monograph（專著）, Animal Intelligence: An Experimental Study of the Associative Processes in Animals is reviewed with respect to three contemporary issues: the relation between human beh

45、avior and that of other animals, the law of effect, and research methods for studying behavior. Thorndike employed an experimental analysis, rather than relying on either anecdote or naturalistic observation, to study problem solving and other behavioral processes of cats, dogs, and chicks. His anal

46、ysis focused on whether the similarities between humans and other animals were homologous, that is, functionally equivalent, or whether they were merely analogous in form. Concluding the latter, he used the law of effect, not stated as such until long after the monograph was published, to account fo

47、r the behavioral processes he studied, without appeal to reason or other cognitive mechanisms. His combination of applying experimental methods to the study of animal behavior and his insistence on objectivity in behavioral description were prescient of such later behaviorists as Watson and Skinner.

48、 Progressivism 進步主義是20世紀上半期盛行于美國的一種教育哲學(xué)思潮，對當(dāng)時的美國學(xué)校教育產(chǎn)生相當(dāng)大的影響。起源自反對傳統(tǒng)教育的形式主義。20世紀初杜威（J. Dewey, 1859-1952）將其實用主義（Pragmatism）哲學(xué)運用于教育領(lǐng)域，其實驗和理論更壯大了進步主義的聲勢，甚至遠播至中國。1910至1920年代，美國建立了許多新學(xué)校，許多舊學(xué)校也加入進步主義的陣營。都市地區(qū)的學(xué)校更廣泛地采用活動課程、核心課程與設(shè)計教學(xué)法。這些學(xué)校的特色是兒童本位、較寬容的訓(xùn)導(dǎo)、男女合校、課程實驗，不重視學(xué)業(yè)與考試，鼓勵藝術(shù)與手工學(xué)習(xí)。1919年進步教育學(xué)會成立，1930年代達到全

49、盛時期。第二次世界大戰(zhàn)后，人們逐漸意識到進步主義的教育并不能提高知識水平，進步主義教育運動遂漸次衰退，1955年進步教育協(xié)會解散，宣告了這個時代的結(jié)束；但是進步主義的思想至今對美國教育仍有影響。 杜威曾對流行半個世紀的進步主義教育運動的成敗有所評價，也認為該思潮最大的成就是改變了課堂生活的氣氛，對兒童的需要有了更多的認識，師生關(guān)系更為民主化，但是進步主義教育的弱點，則在知識性教材的選擇與組織方面，有待大力改善（張芬芬，2000：249-250）。 Homework 1. Suggested Activities and Extended Materials. 2. Try to und

50、erstand Selected Translation for Reference 3. Preview Chapter 3 & 4 Lecture Week 3 Objectives and Tasks 1. Chapter Three Instructional Technology: Present and Future 2. Part of Chapter Four Learning Theories Chapter Three Instructional Technology: Present and Future Key Point：The Diver

51、se Status of Instructional Technology Difficult Point：The Professionalizing of the Field 1. Positive trends (p. 23) 1) Instructional technologists more eclectic(choosing from a wide rang) in the philosophies (objectivism, behaviorism, cognitivism認知論, constructivism, postmodernism), not adhering

52、to a single ideology, drawing from what is best for the given situation, learner and content 2) Distance education growing in acceptance, use and quality 2. Negative trends (pp. 23-24) 1) Evaluation valued but infrequently used. 2) Instructional development practiced more in non-school settings

53、than in schools 3. Diverse status (pp. 24-25) Question: Do you think instructional technology can be qualified as discipline(學(xué)科)? 1) Diversity of program and research identities of the field 2) Unrealistic striving for a unifying instructional technology agenda 3) Alessi’s suggestion that the r

54、esearch and development of instructional technology be embedded into education 4. Professionalizing of the field(p. 25) Although instructional or educational technology plays a very important role in improving learning and makes great contributions to learning, it is not qualified as an independen

55、t discipline because people working in this field are mostly craftsmen, not professionals. It does not meet professional standards. 5. Training of professionals (mentors) (pp. 25-26) 6. Choosing our future (p. 26) Instructional technology’s challenge in coming years will be in maintaining strong,

56、 broad-based grounding for professional practice, with a focus on a selected few cohering principles and purposes to keep the field together. Chapter Four Learning Theories Key Point：Cognitive Information-Processing Theory Difficult Point：Constructivism 1. Necessity of the theories of learning

57、 (pp. 35-36) 1) The intuitive definition of learning: People can do something that they could no do before or the know something that they did not know before. 2) The psychological definition of learning: a persisting change in human performance or performance potential. 3) A solid foundation in

58、various learning theories: ISD professionals must be familiar with the theory and research on learning and must be able to apply them to actual practice. 4) Various theories a) Piaget’s childhood education b) Ausubel and Rothkopf’s textual materials c) Bandura’s social learning theory d) Bruner

59、’s rich philosophical insight into discovery learning and problem solving e) Keller’s work on motivation f) Knowles’ emphasis on factors that facilitate adult learning g) Cognitive science of Klatzky, Anderson, Gagne, Wildman and Burton, of how humans perceive, process, store, and retrieve inform

60、ation, and their schema theory, elaboration, metacognition, automaticity, expert/novice studies, and transfer 2. Behaviorism (pp. 36-37) 1) John B. Watson (1878-1958), the first behaviorist (See note) 2) Edward L. Thorndike (1874-1949) 3) James Hartley 4) The stimulus-response (S-R) model a) T

61、hree underlying/basic key assumptions l Observable behavior as the focus of study and learning manifested by a change in behavior l Behavior shaped by the environment and learning determined by the elements in the environment, not by the individual learner l The principles of contiguity and reinf

62、orcement central in explaining the learning process b) Four key principles in terms of learning l Activity l Repetition, generalization and discrimination (practice) l Reinforcement l Clear objectives Reference John B.Watson(1878-1958) Watsonian behaviorism 華生（1878—1958），美國心理學(xué)家，行為主義心理學(xué)的創(chuàng)

63、始人。他認為心理學(xué)研究的對象不是意識而是行為，心理學(xué)的研究方法必須拋棄”內(nèi)省法”，而代之以自然科學(xué)常用的實驗法和觀察法。華生在使心理學(xué)客觀化方面發(fā)揮了巨大的作用。1915年當(dāng)選為美國心理學(xué)會主席。 Educated at Furman University and the University of Chicago. Was professor of psychology and director of the Psychological Laboratory at Johns Hopkins University from 1908 to 1920. Founder of behavior

64、ist school of psychology. Concluded that heredity is a minor factor in human being’s actions. Taught at Johns Hopkins University from 1908 – 1920. Major works: Animal Education (1903) Behavior (1914) Behaviorism (1925; revised ed., 1936) Psychological Care of Infant and Child (1928) Homework

65、1. Suggested Activities and Extended Materials in these two chapters; 2. Preview Chapters 5 3. Translation (P25 Section D The Training of the Professionals) Lecture Week 4 Objectives and Tasks 1. The rest part of Chapter Four Learning Theories 2. Chapter Five Communication Theories Chap

66、ter Four Learning Theories (continued) 3. Cognitive information-processing theory (pp. 37-39) 1) Input (stimuli) 2) Output (behavior) 3) Feedback (reinforcement) 4) Three memory systems a) Sensory memory b) Short-term memory c) Long-term memory 5) Attention, encoding and retrieval 6) Stage Model of information processing (p. 38) Cognitive psychology focuses on information-processing. Its essential theory bases on the computer information processing perspective and regards the work