instructionaldesign教学设计methodologyn.方法学.pptVIP

explicit adj. 明白的，明确的，清楚的, 直接付款的 commonalty n. 平民, 大众, 大众团体 regulate vt. 管制, 控制, 调节, 校准 purveyor n. （粮食，伙食）办理员，筹办员，承办商 novice n. 新手, 初学者 disorient v. 迷失方位，不辨adj. 分不清方向的, 无判断力的 eclecticadj. 折衷的, 折衷学派的n. 折衷主义者, 折衷派的人 epistemology n. [哲]认识论 predisposition n. 倾向,素质，【医】诱因(to), 易患病的体质 stance n. 姿态，站姿，安放的位置 remediationn. 补习, 辅导, 补救, 纠正 divergentadj. 发散的, 扩散的; 分叉的, 岔开 We can found many articles and internet sites that dealt with learning theory and ID, in fact, it was difficult to know when and where to draw the line. ?我们可以发现许多与学习理论和教学设计相关的文章和网址，事实上，很难知道何时何处给它们之间划一条分界岭。 Saettleridentified six areas that demonstrate the impact of behaviorism on Educational Technology in America: the behavioral objectives movement; the teaching machine phase ; the programmed instruction movement; individualized instructional approaches, computer-assisted learning and the systems approach to instruction. 沙特乐（Saettler）确定有六个方面可以证明行为主义对美国教育技术是有影响的，它们是行为目标运动、教学机器状态、程序化教学活动、个别化教学方法、计算机辅助学习以及教学系统方法。 Gagnes Taxonomy of Learning -Robert Gagne developed his taxonomy of learning in 1972. Gagnes taxonomy was comprised of five categories: overbal information ointellectual skill ocognitive strategy oattitude omotor skill 1972年，加涅（Gagne）提出了学习的分类，他认为学习由五个方面组成：言语信息，智力技能，认知策略，态度和运动技能。 There were, of course, people who questioned the breaking down of subject material into small parts, believing that it would lead away from an understanding of the whole ?当然，有人质疑把学科材料分成一个个的小部分，他们认为这种拆分会影响对“整体”的理解。 Early use of programmed instruction tended to concentrate on the development of hardware rather than course content. Concerned developers moved away from hardware development to programs based on analysis of learning and instruction based on learning theory. ?程序化教学的早期应用往往关注硬件开发而不是课程内容。相关（用心的）开发者把关注从硬件开发转移到了基于学习分析的程序和基于学习理论的教学。 The shift of instructional design from behaviorism to cognitivismwas not as dramatic as the move into constructivism appears to be, since behaviorism