教育技術(shù)學(xué)專業(yè)英語(yǔ)翻譯

1、中譯英一、 信息時(shí)代的個(gè)人知識(shí)管理探微在技術(shù)進(jìn)步日新月異的信息時(shí)代，個(gè)人知識(shí)的系統(tǒng)高效管理已經(jīng)成為知識(shí)經(jīng)濟(jì)發(fā)展的必需。本文探討了個(gè)人知識(shí)管理的基本概念和主要內(nèi)容，著重介紹如何利用先進(jìn)的信息技術(shù)工具輔助個(gè)人知識(shí)管理，最終實(shí)現(xiàn)個(gè)人知識(shí)管理系統(tǒng)的構(gòu)架?！娟P(guān)鍵詞】知識(shí)管理，個(gè)人知識(shí)管理，個(gè)人知識(shí)管理系統(tǒng)The information age of personal knowledge management agent In the rapid progress in technology of the information era, personal knowledge system of effe

2、ctive management has become necessary in the development of knowledge economy. This paper discusses the basic concept of personal knowledge management and the main content, focus on how to utilize the advanced information technology tools to support personal knowledge management, finally realizes th

3、e personal knowledge management system framework. 【 key words 】Knowledge management, personal knowledge management, personal knowledge management system 二、 知識(shí)分享與教師專業(yè)發(fā)展知識(shí)分享是知識(shí)擁有者通過(guò)溝通的方式將知識(shí)傳播給知識(shí)重建者的過(guò)程。學(xué)校教師的知識(shí)分享成為教師專業(yè)發(fā)展的重要手段、 過(guò)程與目的。在這一過(guò)程中 ,知識(shí)分享的雙方都得到專業(yè)提升。知識(shí)分享對(duì)于教師的專業(yè)發(fā)展具有重要的作用 ,本文在界定對(duì)教師知識(shí)分享內(nèi)涵基礎(chǔ)上 ,分析了中小學(xué)教

4、師知識(shí)分享的困難、 機(jī)制、 類型及其對(duì)策 ,試圖回答中小學(xué)教師知識(shí)分享的可能性與可行性。【關(guān)鍵詞】知識(shí)分享;學(xué)校文化;教師專業(yè)發(fā)展;學(xué)校知識(shí)管理Knowledge sharing and teachers professional development Knowledge sharing is knowledge owners through the way of communication to give knowledge reformer process knowledge dissemination. School teachers knowledge sharing has bec

5、ome an important means of teachers professional development, process and purpose. In this process, both improved professional knowledge sharing. Knowledge sharing plays an important role for the teachers professional development, this article on the basis of defining the connotation of teachers know

6、ledge sharing, analyses the primary and secondary school teachers in the difficulties of knowledge sharing, mechanism, types and their countermeasures, trying to answer the possibility and feasibility of primary and secondary school teachers knowledge sharing. 【 key words 】Knowledge sharing; School

7、culture; Teacher professional development; The school knowledge management 三、 論教師個(gè)體知識(shí)觀及其對(duì)教師知識(shí)管理的啟示教師個(gè)人所具有的知識(shí)不僅包括顯性的理論性知識(shí), 也包括隱性的實(shí)踐性知識(shí)。教師知識(shí)是個(gè)體性知識(shí), 其特點(diǎn)有整體性、 實(shí)踐性、 建構(gòu)性、 動(dòng)態(tài)性等。教師知識(shí)觀的轉(zhuǎn)變, 對(duì)教師知識(shí)管理的目的、 內(nèi)容、 方法等都有諸多啟示?！娟P(guān)鍵詞】知識(shí)管理; 教師個(gè)體知識(shí); 教師個(gè)體知識(shí)管理Theory of individual teacher knowledge concept and its revelation f

8、or the teachers knowledge management Individuals have the knowledge of teachers include not only explicit theoretical knowledge, also includes the tacit knowledge of practicality. Teacher knowledge is individuality, its characteristics such as integrity, practical, constructive and dynamic. Teachers

9、 knowledge view, the purpose of knowledge management of teachers, content, method, etc. There are a lot of enlightenment【 key words 】Knowledge management; Teachers individual knowledge; The teacher individual knowledge management 四、 基于WIKI的跨學(xué)科知識(shí)共享從社會(huì)和技術(shù)的角度分析9/2/的特點(diǎn) 討論9/2/適用于跨學(xué)科知識(shí)共享的原因 介紹應(yīng)用9/2/進(jìn)行跨學(xué)科交

10、流的案例 說(shuō)明了研究者可以通過(guò)9/2/構(gòu)建一個(gè)圍繞跨學(xué)科問(wèn)題的知識(shí)體 使得它成為一個(gè)跨學(xué)科知識(shí)共享的有效工具?！娟P(guān)鍵詞】WIKI 跨學(xué)科 知識(shí)共享 知識(shí)體Interdisciplinary knowledge sharing based on the WIKI Analysis from the perspective of social and technological 9/2 / characteristics, discuss the 9/2 / suitable for the reason of the interdisciplinary knowledge sharing, in

11、troduce 9/2 / interdisciplinary communication application case, the researchers can by 9/2 / build an interdisciplinary issues around the body of knowledge, make it become an effective tool for an interdisciplinary knowledge sharing. 【 key words 】The WIKI interdisciplinary; The knowledge sharing; Kn

12、owledge of body 英譯中一、A Conceptual Framework for Examining Knowledge Management in Higher Education Contextskey words: Knowledge Management, Higher Education, Leadership, Organizational Culture, Information Technology, Measurement, Higher Education Abstract:Knowledge management is an on-going process

13、 that involves varied activities: diagnosis, design, and implementation of knowledge creation, knowledge transfer, and knowledge sharing. The primary goal of knowledge management, like other management theories or models, is to identify and leverage organizational and individual knowledge for the or

14、ganization and its members to perform better and, consequently, sustain competitive advantage. This literature synthesis provides a conceptual framework for examining knowledge management in USA higher education contexts.一個(gè)研究知識(shí)管理在高等教育環(huán)境中概念性的框架關(guān)鍵詞:知識(shí)管理,高等教育、領(lǐng)導(dǎo)、組織文化、信息技術(shù)、測(cè)量、高等教育文摘:知識(shí)管理是一個(gè)持續(xù)的過(guò)程,涉及到多種多樣

15、的活動(dòng):診斷、設(shè)計(jì)、和實(shí)現(xiàn)知識(shí)創(chuàng)造、知識(shí)轉(zhuǎn)移和知識(shí)共享。知識(shí)管理的主要目標(biāo),就像其他管理理論或模型,是識(shí)別和利用組織和個(gè)人的知識(shí)組織和其成員表現(xiàn)得更好,因此,維持競(jìng)爭(zhēng)優(yōu)勢(shì)。這部文獻(xiàn)合成提供了一個(gè)概念性的框架來(lái)研究知識(shí)管理在美國(guó)高等教育環(huán)境。二、Cognitive and Social Constructivism: Developing Tools for an Effective ClassroomKey words: Constructivism (Learning), Language Acquisition, Piagetian Theory, Teaching Methods, Cl

16、assroom Environment, Classroom Communication, Social Theories, Classroom Techniques, Interpersonal Communication, Cognitive ProcessesAbstract: An effective classroom, where teachers and students are communicating optimally, is dependent on using constructivist strategies, tools and practices. There

17、are two major types of constructivism in the classroom: (1) Cognitive or individual constructivism depending on Piagets theory, and (2) Social constructivism depending on Vygotskys theory. Similarities include inquiry teaching methods and students creating concepts built on existing knowledge that a

18、re relevant and meaningful. Differences include language development theory where thinking precedes language for cognitive constructivism and language precedes thinking for the theory of social constructivism. Understanding communicative tools and strategies helps teachers to develop individual lear

19、ning methods such as, discovery learning, and social interactive to develop peer collaboration. 認(rèn)知和社會(huì)建構(gòu)主義:開(kāi)發(fā)工具為一個(gè)有效的課堂關(guān)鍵詞:建構(gòu)主義(學(xué)習(xí)),語(yǔ)言習(xí)得、皮亞杰的理論、教學(xué)方法、教學(xué)環(huán)境、課堂交流、社會(huì)理論、課堂技巧、人際溝通、認(rèn)知過(guò)程文摘:一個(gè)有效的課堂,教師和學(xué)生溝通,取決于使用建構(gòu)主義策略、工具和實(shí)踐。在教室里主要有兩種類型的建構(gòu)主義:(1)根據(jù)皮亞杰的認(rèn)知和個(gè)人建構(gòu)主義理論,和(2)的社會(huì)建構(gòu)主義根據(jù)維果斯基的理論。相似之處包括調(diào)查教學(xué)方法和學(xué)生創(chuàng)造相關(guān)的概念建立在現(xiàn)有

20、的知識(shí)和有意義的。差異包括語(yǔ)言發(fā)展理論,思維先于語(yǔ)言認(rèn)知建構(gòu)主義和語(yǔ)言先于思考社會(huì)建構(gòu)論的理論。理解交際工具和戰(zhàn)略幫助教師制定個(gè)人學(xué)習(xí)等方法,發(fā)現(xiàn)學(xué)習(xí)和社會(huì)互動(dòng)發(fā)展同行合作。三、The Effects of the Computer-Based Instruction on the Achievement and Problem Solving Skills of the Science and Technology StudentsKey words: Experimental Groups, Control Groups, Problem Solving, Computer Uses in

21、 Education, Academic Achievement, Teaching Methods, Science Instruction, Pretests Posttests, Comparative Analysis, Science Achievement, Instructional Effectiveness, Elementary School Students, Elementary School Mathematics, Foreign Countries, Educational Technology, Elementary EducationThis study ai

22、ms to investigate the effects of the computer-based instruction on the achievements and problem solving skills of the science and technology students. This is a study based on the pre-test/post-test control group design. The participants of the study consist of 52 students; 26 in the experimental gr

23、oup, 26 in the control group. The achievements test on the world, the sun and the moon and the Problem Solving Inventory for children were used to collect data. The experimental group received the computer-based science and technology instruction three hours a week during three weeks. In the analyse

24、s of data, the independent groups t-test was used at the outset of the study to find out the whether the levels of the two groups were equivalent in terms of their achievements and problem solving skills and the Kolmogorov-Smirnov single sample test to find out whether the data follow a normal distr

25、ibution and finally, the covariance analysis (ANCOVA) to evaluate the efficacy of the experimental process. The result of the study reveals that there is a statistically significant increase in the achievements and problem solving skills of the students in the experimental group that received the co

26、mputer-based science and technology instruction. (Contains 13 figures and 6 tables.) 計(jì)算機(jī)指令在科學(xué)技術(shù)的成就和學(xué)生解決問(wèn)題能力的影響關(guān)鍵詞:實(shí)驗(yàn)組、對(duì)照組、解決問(wèn)題、電腦使用在教育、學(xué)術(shù)成就、教學(xué)方法、科學(xué)指導(dǎo)、預(yù)備測(cè)驗(yàn)后續(xù)測(cè)試、比較分析、科學(xué)成就,教學(xué)有效性、小學(xué)生、小學(xué)數(shù)學(xué)、外國(guó)國(guó)家,教育技術(shù)、基礎(chǔ)教育本研究旨在探討計(jì)算機(jī)指令的影響在科學(xué)和技術(shù)的成就和解決問(wèn)題的能力的學(xué)生。這是一個(gè)研究基于預(yù)先測(cè)試/檢測(cè)后對(duì)照組設(shè)計(jì)。這項(xiàng)研究的參與者包括52名學(xué)生;26在實(shí)驗(yàn)組,對(duì)照組26。成就測(cè)試“世界,太陽(yáng)和月亮”和

27、兒童問(wèn)題解決庫(kù)存被用來(lái)收集數(shù)據(jù)。實(shí)驗(yàn)小組獲得了計(jì)算機(jī)科學(xué)與技術(shù)教學(xué)期間每周三個(gè)小時(shí)三個(gè)星期。檢驗(yàn)分析的數(shù)據(jù),獨(dú)立組織在開(kāi)始時(shí)使用的研究發(fā)現(xiàn)兩組的水平是否等價(jià)的成就和解決問(wèn)題的能力和單一樣本測(cè)試來(lái)找出是否遵循正態(tài)分布的數(shù)據(jù),最后,協(xié)方差分析(ANCOVA)實(shí)驗(yàn)過(guò)程的有效性進(jìn)行評(píng)估。這項(xiàng)研究的結(jié)果顯示,有統(tǒng)計(jì)上顯著的增加學(xué)生的成就和解決問(wèn)題的能力在實(shí)驗(yàn)小組,獲得了計(jì)算機(jī)科學(xué)和技術(shù)指導(dǎo)(包含13個(gè)數(shù)字和6表)。四、 Three Generations of Distance Education PedagogyKey words: Constructivism (Learning), Distanc

28、e Education, Learning Experience, Educational Theories, Learning Theories, Models, Cognitive Objectives, Social Cognition, Educational Development, Curriculum Design, Educational Practices, Adult EducationAbstract: This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and co