教育技術(shù)學(xué)專業(yè)英語詞匯及例句

1、1. behavioral objectives movement 行為目標(biāo)運(yùn)動(dòng)During this period,several major events influenced the future development of audiovisual movement,and one of them is the behavioral objectives movement.在這個(gè)時(shí)期，幾個(gè)主要的項(xiàng)目影響了視聽運(yùn)動(dòng)將來的發(fā)展，并且其中之一就是行為目標(biāo)運(yùn)動(dòng)。2. cognitive psychology 認(rèn)知心理學(xué)The theories of communications,general

2、 system and cognitive psychology were introduced into the field.傳播學(xué)理論、一般系統(tǒng)論和認(rèn)知心理學(xué)等各種理論被引入到這一領(lǐng)域中。3. Communications 傳播，傳播學(xué)The theories of communications,general system and cognitive psychology were introduced into the field.傳播學(xué)理論、一般系統(tǒng)論和認(rèn)知心理學(xué)等各種理論被引入到這一領(lǐng)域中。4. cone of experience 經(jīng)驗(yàn)之塔The cone of experien

3、ce served as a visual analogy for levels of concreteness and abstractness of teaching methods and instructional materials.經(jīng)驗(yàn)之塔作為一個(gè)視覺類比于具體的水平和教學(xué)方法和教學(xué)物質(zhì)的純理論。5. Constructivism 建構(gòu)主義Another factor that affected the field during the 1980s-present was the growing interest in constructivism(Reiser,2001,p.63

4、).在20世紀(jì)八十年代另一個(gè)影響了這個(gè)領(lǐng)域的因素人們對(duì)建構(gòu)注意的熱情在迅速增長。6. electronic performance support system 電子績效支持系統(tǒng)Electronic performance support systems,knowledge management systems,and learner-centered learning environments often serve as alternatives to training or direct instruction.電子績效支持系統(tǒng)、知識(shí)管理系統(tǒng)和以學(xué)習(xí)者為中心的學(xué)習(xí)環(huán)境作為培訓(xùn)或直觀教學(xué)的

5、方法。7. general system 一般系統(tǒng)論The theories of communications,general system and cognitive psychology were introduced into the field.傳播學(xué)理論、一般系統(tǒng)論和認(rèn)知心理學(xué)等各種理論被引入到這一領(lǐng)域中。8. instructional systems design(ISD) 教學(xué)系統(tǒng)設(shè)計(jì)Instructional systems design(ISD)originated. 教學(xué)系統(tǒng)設(shè)計(jì)開始出現(xiàn)。9. knowledge management systems 知識(shí)管理系統(tǒng)Ele

6、ctronic performance support systems,knowledge management systems,and learner-centered learning environments often serve as alternatives to training or direct instruction.電子績效支持系統(tǒng)、知識(shí)管理系統(tǒng)和以學(xué)習(xí)者為中心的學(xué)習(xí)環(huán)境作為培訓(xùn)或直觀教學(xué)的方法。10. learner-centered learning environments 以學(xué)習(xí)者為中心的學(xué)習(xí)環(huán)境Electronic performance support sys

7、tems,knowledge management systems,and learner-centered learning environments often serve as alternatives to training or direct instruction.電子績效支持系統(tǒng)、知識(shí)管理系統(tǒng)和以學(xué)習(xí)者為中心的學(xué)習(xí)環(huán)境作為培訓(xùn)或直觀教學(xué)的方法。11. operant conditioning 操作性條件反射In 1954,programmed instruction was reintroduced by B. F. Skinner,a behaviral psychonogis

8、t of Harvard University,who became famous for his work operant conditioning and reinforcement using his “Skinner Box”.1954年美國哈弗大學(xué)行為主義心理學(xué)家斯金納又一次引進(jìn)了程序教學(xué)的概念，它因使用“斯金納箱”從事操作性條件反射和強(qiáng)化理論研究而聞名。12. programmed instruction 程序教學(xué)Programmed instruction and task analysis appeared and prevailed.程序教學(xué)和任務(wù)分析的概念出現(xiàn)并被廣泛接受。

9、13. progressivism 進(jìn)步主義The other idea supporting instructional technology is the theory of progressivism.另一個(gè)支持教學(xué)技術(shù)的觀念是進(jìn)步主義理論。14. reinforcement 強(qiáng)化In 1954,programmed instruction was reintroduced by B. F. Skinner,a behaviral psychonogist of Harvard University,who became famous for his work operant condi

10、tioning and reinforcement using his “Skinner Box”.1954年美國哈弗大學(xué)行為主義心理學(xué)家斯金納又一次引進(jìn)了程序教學(xué)的概念，它因使用“斯金納箱”從事操作性條件反射和強(qiáng)化理論研究而聞名。15. Subject Matter Expert(SME) 學(xué)科內(nèi)容專家With the development of mediated instruction,another role emerged,that is the instructional technologist,which is distinct from subject matter expe

11、rt.隨著輔助教學(xué)的發(fā)展，另一個(gè)作用的出現(xiàn)，這是一個(gè)教學(xué)技術(shù)專家，而另一個(gè)相差很遠(yuǎn)的是學(xué)科內(nèi)容專家。16. task analysis 任務(wù)分析Programmed instruction and task analysis appeared and prevailed.程序教學(xué)和任務(wù)分析的概念出現(xiàn)并被廣泛接受。17. verbalism 言語主義Polite verbalism is the respect to others.Moreover,it adds your demeanor.禮貌的言語是對(duì)別人的尊重，更增添了自己的風(fēng)度。18. virtual reality 虛擬現(xiàn)實(shí)Other

12、 recent technological advances,such as the use of electronic performance support systems(EPSS)and virtual reality(VR) and the increasing use of network for instructional progress,are also likely to have a major effect on the field.另一個(gè)最先進(jìn)的技術(shù)，例如電子績效系統(tǒng)和虛擬現(xiàn)實(shí)，應(yīng)用網(wǎng)絡(luò)教學(xué)進(jìn)步的增加，還可能有對(duì)這個(gè)領(lǐng)域的主要影響。19. instructional

13、technology 教學(xué)技術(shù)Based on all the above mentioned,the terminology of the field changed and the field shifted from Audiovisual Instruction to Instructional Technology.基于上述種種變化，這一領(lǐng)域的術(shù)語發(fā)生了變化，領(lǐng)域的名稱從視聽教學(xué)變成了教學(xué)技術(shù)。20. audiovisual instruction 視聽教學(xué)Based on all the above mentioned,the terminology of the field ch

14、anged and the field shifted from Audiovisual Instruction to Instructional Technology.基于上述種種變化，這一領(lǐng)域的術(shù)語發(fā)生了變化，領(lǐng)域的名稱從視聽教學(xué)變成了教學(xué)技術(shù)。21. computer assisted instruction(CAI) 計(jì)算機(jī)輔助教學(xué)And the roots of computer-assisted instruction(CAI)can be traced back to programmed instruction.程序教學(xué)也成為計(jì)算機(jī)輔助教學(xué)的源頭。22. instruction

15、al system 教學(xué)系統(tǒng)In 1962,Bobert Glaser employed the term Instructional Systen and discussed its components(Glaser,1962, p.1-30).1962年，羅伯特格拉澤首次使用了教學(xué)系統(tǒng)這一術(shù)語并對(duì)其內(nèi)涵進(jìn)行了探討。23. communication model 傳播模型Almost every communication model which has been used in relation to instructional technology is derived from th

16、is mode.幾乎任何一個(gè)與教學(xué)技術(shù)有關(guān)的被使用的傳播模式都源于“香農(nóng)-韋佛”模型。24. direct instruction 直觀教學(xué)Electronic performance support systems,knowledge management systems,and learner-centered learning environments often serve as alternatives to training or direct instruction.電子績效支持系統(tǒng)、知識(shí)管理系統(tǒng)和以學(xué)習(xí)者為中心的學(xué)習(xí)環(huán)境作為培訓(xùn)或直觀教學(xué)的方法。25. internal kno

17、wledge structure 內(nèi)部認(rèn)知結(jié)構(gòu)In the view of a constructivist,we all construct our own perspective of the world,based on individual experiences and internal knowledge structure,and learning is based on how the individual interprets and creates the meaning of his/her experiences.建構(gòu)主義的觀點(diǎn)是，我們對(duì)于世界的建構(gòu)是基于個(gè)人的經(jīng)驗(yàn)和內(nèi)

18、部認(rèn)知結(jié)構(gòu)。并且學(xué)習(xí)時(shí)基于自己的理解和他人有意義經(jīng)驗(yàn)的創(chuàng)造。26. distance education 遠(yuǎn)程教育Another recent trend that has affected the instructional design professional has been the rapidly increasing intesrest in using the Internet for distance education and learning.最近另一個(gè)趨勢(shì)對(duì)專業(yè)教學(xué)設(shè)計(jì)的快速增長的興趣來自于運(yùn)用互聯(lián)網(wǎng)對(duì)遠(yuǎn)程教育和學(xué)習(xí)。27. cooperative and collabo

19、raative learning 協(xié)作學(xué)習(xí)What ideas and innovations are likely to affect the field in the near future?Some,such as distance education and learning,the constructivist movement,the Internet in cooperative and collaborative learning,knowledge management and the performance technology movement,have already

20、had an impact and are likely to affect the field in sifnificant ways.影響這個(gè)領(lǐng)域的新方法是什么？例如，遠(yuǎn)程教育和學(xué)習(xí)，建構(gòu)主義、基于因特網(wǎng)的協(xié)作學(xué)習(xí)、知識(shí)管理和績效技術(shù)運(yùn)動(dòng)，已經(jīng)有一定的影響很可能會(huì)對(duì)將來有更大的影響。28. conceptual thinking 概念思維The new media used in instruction supporting the experience were to supply a concrete basis for conceptual thinking,make learnin

21、g more permanent,develop continuity of thought,the growth of meaning and efficiency,depth,and variety of learning.新媒體被應(yīng)用在支持經(jīng)驗(yàn)的教學(xué)上是被支持一個(gè)實(shí)實(shí)在在的基于概念思維，使學(xué)習(xí)更穩(wěn)定，發(fā)簪連續(xù)性思維，增長有意義的學(xué)習(xí)和有效、加深和多廣度的學(xué)習(xí)。29. verbal instruction 口頭教學(xué)The audiovisual movement can be traced back to the early 1900s when schools and museums b

22、egan using visuals such as drawings,slides,films objects and models to complement verbal instruction.視聽運(yùn)動(dòng)的發(fā)展能追溯到早期20世紀(jì)那是學(xué)校和博物館開始使用視聽工具例如：素描術(shù)、繪畫、幻聽片、電影和模型去稱贊口頭教學(xué)。30. mediated instruction 輔助教學(xué)With the development of mediated instruction,another role emerged,that is the instructional technologist,which

23、 is distinct from subject matter expert.隨著輔助教學(xué)的發(fā)展，另一個(gè)作用的出現(xiàn)，這是一個(gè)教學(xué)技術(shù)專家，而另一個(gè)相差很遠(yuǎn)的是學(xué)科內(nèi)容專家。31. audiovisual communications 視聽傳播The cone of experience was the first attempt to build a rationale that involved both learning theory and audiovisual communications.經(jīng)驗(yàn)之塔是第一個(gè)嘗試是建一個(gè)基本原理涉及到學(xué)習(xí)理論和視聽傳播。32. Instruction

24、al progress 教學(xué)進(jìn)步Other recent technological advances,such as the use of electronic performance support systems(EPSS)and virtual reality(VR) and the increasing use of network for instructional progress,are also likely to have a major effect on the field.另一個(gè)最先進(jìn)的技術(shù)，例如電子績效系統(tǒng)和虛擬現(xiàn)實(shí)，應(yīng)用網(wǎng)絡(luò)教學(xué)進(jìn)步的增加，還可能有對(duì)這個(gè)領(lǐng)域的主要

25、影響。33. intuitive notion 直觀概念Most people have an intutive notion of what it means to learn:They can do something that they could not do before or they know something that they did not hnow before.大多數(shù)人往往憑直覺認(rèn)為學(xué)習(xí)就是學(xué)會(huì)做一些以前不會(huì)做的事情，或者是知道一些以前不知道的。34. schema theory 圖式理論Schema theory,elaboration,metacognition,

26、automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for the design of instruction.圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。35. elaboration theory 精細(xì)化理論Schema theory,elaboration,m

27、etacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for the design of instruction.圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。36. Metacognition 元認(rèn)知Schema theory,elabora

28、tion,metacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for the design of instruction.圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。37. classical conditioning 經(jīng)典性條件反射Pa

29、vlovs research on the digestive systems of dogs led to his discouvery of the classical conditioning process,which demonstrated that behaviors could be learned via conditioned associations.巴甫洛夫的關(guān)于狗的消化系統(tǒng)的研究也導(dǎo)致了經(jīng)典性條件反射過程的發(fā)現(xiàn)，這個(gè)發(fā)現(xiàn)證明了行為都能通過關(guān)聯(lián)的條件刺激來學(xué)習(xí)。38. verbal behavior 言語行為A teacher classroom behavior in

30、cludes mainly verbal behavior and nonverbal behavior.教師的課堂行為主要包括課堂上的言語行為和非言語行為。39. cognitive science 認(rèn)知科學(xué)Cognitive science(Klatzky,Anderson,Gagne,Wildman & Burton)is making a major contribution to our understanding of how humans perceive,process,process,store,and retrieve information.認(rèn)知科學(xué)（克拉斯基、安德森、加

31、涅、威廉姆和伯頓）在解釋人類如何感知、加工、存儲(chǔ)和重現(xiàn)信息等方面做出了很大的貢獻(xiàn)。40. long-term memory 長時(shí)記憶Some of this information in short-term memory may then go on long-term memory,where it is stored and from which it can be retrieved.一些短時(shí)記憶的信息可能會(huì)被檢索出來以長時(shí)記憶的形式存儲(chǔ)。41. short-term memory 短時(shí)記憶It first enters through the senses,and,if it is

32、important or interesting,it then goes to short-term memory,where it may be kept for 20 seconds of more.首先，通過感知獲得信息，如果它重要或者有趣，就會(huì)進(jìn)行至少保存20秒的短時(shí)記憶。42. observational learning 觀察學(xué)習(xí)Designers familiar with social learning theory of Bandura will not ignore environmental factors that significantly affect instr

33、uctional programs,nor overlook the power of informal learning channels(e.g.,observational learning).熟悉班杜拉的社會(huì)學(xué)習(xí)理論的設(shè)計(jì)者不會(huì)忽視對(duì)教學(xué)計(jì)劃有很大影響的環(huán)境因素，也不會(huì)忽略非正式學(xué)習(xí)途徑（如觀察學(xué)習(xí)）的影響力。43. discovery learning 發(fā)現(xiàn)學(xué)習(xí)Bruners rich philosophical insight into discovery learning and problem solving,Kellers work on motivation,Knowles

34、 emphasis on factors that facilitate adult learning,and the work of others contribute to a designers overall understanding of the learning process and skill in designing instructional strategies.布魯納關(guān)于發(fā)現(xiàn)學(xué)習(xí)和問題求解的哲學(xué)思想、凱勒在學(xué)習(xí)動(dòng)機(jī)方面的工作、諾爾斯對(duì)促進(jìn)成人學(xué)習(xí)因素的強(qiáng)調(diào)，以及他人的工作都有助于設(shè)計(jì)者從大體上理解學(xué)習(xí)的過程和教學(xué)策略設(shè)計(jì)的技巧。44. instructional st

35、rategy 教學(xué)策略Bruners rich philosophical insight into discovery learning and problem solving,Kellers work on motivation,Knowles emphasis on factors that facilitate adult learning,and the work of others contribute to a designers overall understanding of the learning process and skill in designing instru

36、ctional strategies.布魯納關(guān)于發(fā)現(xiàn)學(xué)習(xí)和問題求解的哲學(xué)思想、凱勒在學(xué)習(xí)動(dòng)機(jī)方面的工作、諾爾斯對(duì)促進(jìn)成人學(xué)習(xí)因素的強(qiáng)調(diào)，以及他人的工作都有助于設(shè)計(jì)者從大體上理解學(xué)習(xí)的過程和教學(xué)策略設(shè)計(jì)的技巧。45. transfer theory 遷移理論Schema theory,elaboration,metacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have impor

37、tant implications for the design of instruction.圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。46. Automaticity 自動(dòng)性Schema theory,elaboration,metacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have

38、important implications for the design of instruction.圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小部分。47. systems model 系統(tǒng)模型Without a brosd-based foundation in learning theory,the parctice of ISD becomes narrowly focused on means (the steps in the systems model) rather than on the ri

39、ghtful end(learning)(Sxhiffman,1986,pp.137-138).倘若缺乏廣泛的學(xué)習(xí)理論基礎(chǔ)，教學(xué)系統(tǒng)設(shè)計(jì)時(shí)間的焦點(diǎn)就會(huì)狹隘地集中在方法上（系統(tǒng)模型中的步驟）而不是恰當(dāng)?shù)膶W(xué)習(xí)結(jié)果上。48. environmental stimulus 環(huán)境刺激Pavlov demonstrated that this learning process could be used to make an association between environmental stimulus and anturally occurring stimulus.巴甫洛夫還證明了這個(gè)學(xué)習(xí)過程可

40、以用于創(chuàng)造環(huán)境與本能刺激間的相關(guān)聯(lián)。49. behavioral modification 行為修正Therapeutic techniques such as behavioral modification and token economies are often utilized to help children learn new skills and overcome maladaptive behaviors,while conditioning is used in many situations ranging from parenting to education.治療技術(shù)中

41、的行為分析、行為修正，行為矯正，在大多數(shù)情況下用于從養(yǎng)育到教育的過程中幫助孩子學(xué)習(xí)新技能、克服不適應(yīng)的行為。50. cognitive structures 認(rèn)知結(jié)構(gòu)However,even while accepting such behavioristic concepts,cognitive theorists view learning as involving the acquisition or reorganization of the cognitive structures through which humans process and store informantion

42、.然而，盡管他們接受行為主義的某些觀點(diǎn)，但是認(rèn)知主義家們認(rèn)為學(xué)習(xí)是認(rèn)知結(jié)構(gòu)的獲得和重組即人們加工的和存儲(chǔ)信息的過程。51. meaningful infornation 有意義的學(xué)習(xí)Cognitivists hold that meaningful information is easier to learn and remember than information that is not meaningful to the learner,and that practicing and rehearsing information improves retention(Mergel,199

43、8).認(rèn)知主義堅(jiān)信，對(duì)于學(xué)習(xí)者而言，學(xué)學(xué)有意義的信息比無意義的信息更容易，并且，練習(xí)和預(yù)演知識(shí)能改善記憶力。52. Accommodation 順應(yīng)Constructivism divides learning into two types:accommodation and assimilation.建構(gòu)主義將學(xué)習(xí)分為兩種類型：順應(yīng)和同化。53. assimilation 同化Constructivism divides learning into two types:accommodation and assimilation.建構(gòu)主義將學(xué)習(xí)分為兩種類型：順應(yīng)和同化。54.cognitiv

44、e psychology 認(rèn)知心理學(xué)Schema theory,elaboration,metacognition,automaticity,expert/novices studies,and transfer are only a few of the constructs studied by cognitive psychologists that have important implications for the design of instruction.圖式理論、精細(xì)化、元認(rèn)知、自動(dòng)化、專家/新手的學(xué)習(xí)，以及遷移理論都對(duì)教學(xué)設(shè)計(jì)有重要啟示，這只是認(rèn)知心理學(xué)家們眾多研究中的一小

45、部分。55. instructional objectives 教學(xué)目標(biāo)At the present time it is sufficient to state that instructional objectives are concrete statements the goals toward which instruction is directed.到今天為止我們能夠理直氣壯地聲稱我們的教學(xué)目標(biāo)比較準(zhǔn)確地描述了教學(xué)所指向的目的。56. cognitive information processing theory 認(rèn)知信息加工理論He proposed an integrated

46、 and comprehensive theory of instruction that is based primarily on two foundations:cognitive infomation processing theory and Gagnes own observations of effective teaching in the classroom.他基于認(rèn)知信息加工理論和自己在課堂上對(duì)有效教學(xué)的觀察提出一整套綜合性的教學(xué)理論。57. taxonomy of learning outcome 學(xué)習(xí)結(jié)果分類理論A taxonomy of learning outcom

47、e that defined the types of capabilities humans can learn.定義人類學(xué)習(xí)能力類型的學(xué)習(xí)結(jié)果分類理論。58. internal and external learning conditions 內(nèi)部和外部學(xué)習(xí)條件理論Internal and external learning conditions associated with the asquistion of each category of leaning outcome.與所習(xí)得各種類型學(xué)習(xí)結(jié)果相關(guān)的內(nèi)部和外部學(xué)習(xí)條件理論。59. nine events of instructio

48、n 九段教學(xué)法Inie events of instruction that each facilitates a specific cognitive process during learning.在學(xué)習(xí)中促進(jìn)具體認(rèn)知過程的九段教學(xué)法。60. affective 情感Taxonomies of learning existed before and since Gagnes formulation of his,but none besides his includes all three domains in which individuals were presumed to lear

49、n:cognitive,affective,and psychomotor.學(xué)習(xí)分類在加涅理論的形成之前就已存在，但是包括加涅學(xué)習(xí)結(jié)果分類理論在內(nèi)，都未完全包含個(gè)體應(yīng)學(xué)內(nèi)容的三個(gè)域：認(rèn)知、情感和精神運(yùn)動(dòng)。61. taxonomy of learning 學(xué)習(xí)分類Taxonomies of learning existed before and since Gagnes formulation of his,but none besides his includes all three domains in which individuals were presumed to learn:cog

50、nitive,affective,and psychomotor.學(xué)習(xí)分類在加涅理論的形成之前就已存在，但是包括加涅學(xué)習(xí)結(jié)果分類理論在內(nèi)，都未完全包含個(gè)體應(yīng)學(xué)內(nèi)容的三個(gè)域：認(rèn)知、情感和精神運(yùn)動(dòng)。62. psychomotor 精神運(yùn)動(dòng)Taxonomies of learning existed before and since Gagnes formulation of his,but none besides his includes all three domains in which individuals were presumed to learn:cognitive,affecti

51、ve,and psychomotor.學(xué)習(xí)分類在加涅理論的形成之前就已存在，但是包括加涅學(xué)習(xí)結(jié)果分類理論在內(nèi)，都未完全包含個(gè)體應(yīng)學(xué)內(nèi)容的三個(gè)域：認(rèn)知、情感和精神運(yùn)動(dòng)。63. verbal information 言語信息Verbal information,that is,knowing “that” or “what”.言語信息，即知道是“那個(gè)”或“什么”。64. intellectual skills 智慧技能Intellectual skills,that is,applying kmowledge.智慧技能，也就是應(yīng)用知識(shí)。65. cognitive strategies 認(rèn)知策略Co

52、gnitive strategies,that is,employing effective ways of thinking and learning.認(rèn)知策略，也就是使用有效的思考和學(xué)習(xí)方式。66. motor skills 動(dòng)作技能Motor skills,that is, execting precisely,smoothly and accurately timed movements.動(dòng)作技能，也就是能在限制的時(shí)間內(nèi)準(zhǔn)確、熟練、精確地運(yùn)動(dòng)。67. multiplication table 乘法表For example,learning to ride a bicycle( a mo

53、tor skill)is defferent in fundamental ways from learning the multiplication table(verbal information),which is defferent in fundamental ways from learning to solve scientific problems(intellectual skill).例如，學(xué)習(xí)騎自行車（一種動(dòng)作技能）與學(xué)習(xí)乘法表（言語信息）在方式上是有本質(zhì)區(qū)別的，與學(xué)習(xí)解決問題（智慧技能）的基本方式也大不相同。68. prerequisite knowledge 先決知識(shí)

54、Stimulating recall of prior learning:a question or activity to remind the learner of prerequisite knowledge.刺激回憶先前的學(xué)習(xí)：設(shè)計(jì)問題或活動(dòng)使學(xué)習(xí)者回想以前所學(xué)知識(shí)。69. discovery learning 發(fā)現(xiàn)學(xué)習(xí)Discovery learning is an inquiry-based,constructivist learning theory that takes place in problem solving situations where the learner

55、draws on his or her own past experience and existing knowledge to discover facts and relationship and new truths to be learned.發(fā)現(xiàn)學(xué)習(xí)是一種以質(zhì)疑為基礎(chǔ)的建構(gòu)主義的學(xué)習(xí)理論，這種學(xué)習(xí)發(fā)生在問題求解的情況中，在這種情況下，學(xué)習(xí)者利用他或她過去的經(jīng)驗(yàn)和現(xiàn)存的知識(shí)去探索將要學(xué)習(xí)的事實(shí)和新真理。70. constructivist learning theory 建構(gòu)主義學(xué)習(xí)理論Discovery learning is an inquiry-based,constructi

56、vist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationship and new truths to be learned.發(fā)現(xiàn)學(xué)習(xí)是一種以質(zhì)疑為基礎(chǔ)的建構(gòu)主義的學(xué)習(xí)理論，這種學(xué)習(xí)發(fā)生在問題求解的情況中，在這種情況下，學(xué)習(xí)者利用他或她過去的經(jīng)驗(yàn)和現(xiàn)存的知識(shí)去探索將要學(xué)習(xí)的事實(shí)和新真理。71. tr

57、ansmission model 傳輸模型As a result,students may be more likely to remenber concepts and knowledge discovered on their own(in contrast to a transmission model).因此，學(xué)生可能更容易記住他們自己發(fā)現(xiàn)的概念和知識(shí)（相對(duì)于傳輸模型）。72. problem-based learning 問題導(dǎo)向的學(xué)習(xí)Models that are based upon discovery learning model include:guided discover

58、y,problem-based learning,simulation-based learning,case-based 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)。73. simulation-based learning 仿真學(xué)習(xí)Models that are based upon discovery learning model include:guided discovery,problem-based learning,simulation-based learning,case-based 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)。74. case