教育技术学专业英语第五章 学习理论翻译

Chapter Five Learning Theories

第五章学习理论

Section B Behaviorism B部分行为主义

What is Behaviorism? 什么是行为主义？

Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.

给我一打健康、外形完好的婴儿，把他们放在我设计的特殊的环境里培养，我敢保证，随便挑出一个来，我就能把他训练成为我所选择的任何一类专家---医生、律师、艺术家、商业首领，甚至是乞丐或小偷，而无论他的才能、爱好、倾向、能力或他的先辈的职业和种族是什么。

Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning.Conditioning occurs through interaction with the environment.According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.

行为心理学，也称为行为主义，是一种基于所有的行为都是通过

条件刺激而产生的学习理论。条件刺激就是重现与环境的相互作用。根据行为主义的观点，可以通过系统方法和观察的方式来研究人的行为，而不用考虑人的内部心理状态。

The Rise of Behaviorism

Psychology changed dramatically during the early 20th-century as another school of thought known as behaviorism rose to dominance. Behaviorism was a major change from previous theoretical perspectives, rejecting the emphasis on both the conscious and unconscious mind. Instead, behaviorism strove to make psychology a more scientific discipline by focusing purely on observable behavior.

20世纪初，心理学发展成为一个学派被认为是行为主义的崛起。忽略有意识和无意识的想法是行为主义与之前的理论思想的一个重大改变。相反，行为主义完全通过专注于可视的行为来使得心理学变成更科学的学科。

Behaviorism had it's earliest start with the work of a Russian physiologist named Ivan Pavlov. Pavlov's research on the digestive systems of dogs led to his discovery of the classical conditioning process, which demonstrated that behaviors could be learned via conditioned associations. Pavlov demonstrated that this learning process could be used to make an association between environmental stimulus and a naturally occurring stimulus.

最早从事于行为主义研究工作的是俄罗斯的生理学家巴甫洛夫。他的关于狗的消化系统的研究也导致了经典性条件反射过程的发现，这个发现证明了行为都能通过关联的条件刺激来学习。巴甫洛夫还证明了这个学习过程可以用于创造环境刺激与本能刺激间的相关联。

An American psychologist named John B. Watson soon became one of the strongest advocates of behaviorism. Initially outlining the basics principles of this new school of thought in his 1913 paper Psychology as the Behaviorist Views It, Watson later went on to offer a definition in his classic book Behaviorism (1924), writing: “Behaviorism...holds that the subject matter of human psychology is the behavior of the human being. Behaviorism claims that consciousness is neither a definite nor a usable concept. The behaviorist, who has been trained always as an experimentalist, holds, further, that belief in the existence of consciousness goes back to the ancient days of superstition and magic.”The impact of behaviorism was enormous, and this school of thought continued to dominate for the next 50 years. Psychologist B.F. Skinner furthered the behaviorist perspective with his concept of operant conditioning, which demonstrated the effect of punishment and reinforcement on behavior.

一位名叫约翰沃森的美国心理学家很快就成为了行为主义的拥护者之一。1913年，在他的论文《从行为主义者的视角看心理学》中概

括了这个新学派的基本框架与原则。之后与1924年在他的经典著作行为主义中提供了一个定义。他这样写：“行为主义……主张人类心理学的主题是人类的行为。行为主义宣称意识既不是一个明确的,也不是一个有用的概念。行为主义者总是坚持经验主义，而且，意识的存在问题可以追溯到古代的迷信和魔法。”行为主义这个学派在接下来的50年里产生了巨大的影响。心理学家斯金纳的操作性条件反射证明了惩罚与强化对行为的影响，进一步充实了行为主义的观点。

While behaviorism eventually lost its hold on psychology, the basic principles of behavioral psychology are still widely in use today. Therapeutic techniques such as behavior analysis, 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.

尽管行为主义最终失去了它所坚持的心理学，但行为心理学的基本准则在今天仍被广泛使用。治疗技术中的行为分析、行为修正，行为矫正，在多数情况下用于从养育到教育的过程中帮助孩子学习新技能、克服不适应的行为。

Section C Cognitivism C部分认知主义

What is Cognitivism? 什么是认知主义

“Cognitive theorists recognize that much learning involves

associations established through contiguity and repetition. They also acknowledge the importance of reinforcement（强化）, although they stress its role in providing feedback about the correctness of responses over its role as a motivator. 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 information.”

认知主义家指出，大多数的学习都涉及到通过接触与重复建立确切的联系。虽然他们强调它在提供正确性反馈方面的作用胜过它作为动力的作用，但是也承认强化的重要性。然而，尽管他们接受行为主义的某些观点，但是认知主义家们认为学习是认知结构的获得和重组即人们加工的和存储信息的过程。

The Basics of Cognitivism 基本的认知主义

Cognitivists view learning as a reorganization of the cognitive structure in which individuals store information (Good & Brophy, 1990 ).According to cognitivist, knowledge occurs in internal structures called schemas . When new information comes in though the senses , it is compared with the schemas already present , and the schemas may then be combined or changed in light of the new information . Information is processed in three stages. It first enters through the senses , and, if it is important or interesting , it then goes to short-term memory , where it may be kept for 20 seconds or

more . 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.

认知主义者认为学习是个人对存储信息与认知结构的重组。根据认知主义的观点看，知识是重现内在结构的概念。当感知到新信息时，会与先前已存在的概念相比较，然后进行整合或者将信息作出改变。信息的加工分为三个步骤。首先，通过感知觉获得信息，如果它重要或者有趣，就会进行至少保持20秒的短时记忆。一些短时记忆的信息可能会被检索出来以长时记忆的形式存储。

Cognitivists hold that meaningful information is easier to learn and information that is not meaningful to the learner, and that practicing and rehearsing information improves retention (Mergel, 1998) . It follows from this that workers who are learning the elements of a new skill will learn more easily if the new skill is meaningful or relevant to them. It also follows that the more the information about how to perform the new task is repeated , the better the worker will retain it.

认知主义坚信，对于学习者而言，学习有意义的信息比无意义的信息更容易，并且，练习和预演知识能改善记忆力。下面的例子也说明了这一点。一个工人学习要学习一种新技术的基础，如果它有意义或者与他们相关就会相对容易。并且知道如何反复操作的信息越多就能越好的学习它。

Section D Constructivism D部分建构主义Constructivism is a type of learning theory the explain human learning as an active attempt to construct meaning in the world around us . Constructiviets believe that learning is more active and self-directed than either behaviorism or cognitive theory would postulate.

建构主义学习理论是这样一种学习理论，即他认为学习是人们对周围世界的积极的有意义的建构。建构主义认为，与行为主义和认知主义相比，学习应该是更加积极和自主的。

Constructivism divides learning into two types: accommodation and assimilation. The focus is on the individual is desire and ability to learn , and the teacher or therapist is merely there to help guide self-directed learning.

建构主义将学习分为两种类型：顺应和同化。重点在于个人的学习意愿和学习能力，并且老师或者专家仅仅帮助指导自主学习。The basics of constructivism 基本的建构主义Bartlett (1932) pioneered what became the constructivist approach (Good & Brophy, 1990). Constructivists believe that "learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs

that are used to interpret objects and events." "What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind." (Jonasson, 1991).

巴特利特是倡导建构学习方法的先驱者。建构主义认为“学习者建构事实或者至少在解释事实时都是基于他们的感知经验，因此，个人的知识是缘由感知经验，心理结构和揭示事物信心的集合”“有人认为知识是建立在身体感知和社会经验的基础上的”

If each person has their own view about reality, then how can we as a society communicate and/or coexist? Jonassen, addressing this issue in his article Thinking Technology: Toward a Constructivist Design Model, makes the following comments:

如果每个人对现实都有他们自己的看法，那我们怎样开展社交和和平共处呢？乔纳生在他的思维技术：致建构主义设计模型一文中提及这个问题，并引发了以下的思考：

"Perhaps the most common misconception of constructivism is the inference that we each therefore construct a unique reality, that reality is only in the mind of the knower, which will doubtlessly lead to intellectual anarchy."

也许，最常见的对建构主义的误解就是这样一种推论，我们每个人都构建一个只存在我们自己心里的独特的事实，就会导致思维混乱。

"A reasonable response to that criticism is the Gibsonian perspective that contends that there exists a physical world that is subject to physical laws that we all know in pretty much the same way because those physical laws are perceivable by humans in pretty much the same way."

对于这个批判的观点，作出了合理的回应，他认为存在这样一个物理世界，它受物理规则的制约，并且我们几乎都能用相同的方式感知这种规则。

"Constructivism also believes that much of reality is shared through a process of social negotiation......"

建构主义也认为很多现实是通过社会协商的过程达成共享的…..

If one searches through the many philosophical and psychological theories of the past, the threads of constructivism may be found in the writing of such people as Bruner, Ulrick, Neiser, Goodman, Kant, Kuhn, Dewey and Habermas. The most profound influence was Jean Piaget's work which was interpreted and extended by von Glasserfield (Smorgansbord, 1997).

如果一项研究要经历许多过去的哲学和心理学理论，那么，在康德,库恩,杜威等人的书中都曾写到建构主义。影响最长远的还是德国格拉斯菲尔德翻译的的让.皮亚杰的作品。

汽车专业英语翻译综合

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《机械工程专业英语教程》课文翻译

Lesson 1 力学的基本概念 1、词汇： statics [st?tiks] 静力学；dynamics动力学；constraint约束；magnetic [m?ɡ＇netik]有磁性的；external [eks＇t?:nl] 外面的, 外部的；meshing啮合；follower从动件；magnitude [＇m?ɡnitju:d] 大小；intensity强度，应力；non-coincident [k?u＇insid?nt]不重合；parallel [＇p?r?lel]平行；intuitive 直观的；substance物质；proportional [pr?＇p?:??n?l]比例的；resist抵抗，对抗；celestial [si＇lestj?l]天空的；product乘积；particle质点；elastic [i＇l?stik]弹性；deformed变形的；strain拉力；uniform全都相同的；velocity[vi＇l?siti]速度；scalar[＇skeil?]标量；vector[＇vekt?]矢量；displacement代替；momentum [m?u＇ment?m]动量； 2、词组 make up of由……组成；if not要不，不然；even through即使，纵然； Lesson 2 力和力的作用效果 1、词汇： machine 机器；mechanism机构；movable活动的；given 规定的，给定的，已知的；perform执行；application 施用；produce引起，导致；stress压力；applied施加的；individual单独的；muscular [＇m?skjul?]]力臂；gravity[ɡr?vti]重力；stretch伸展，拉紧，延伸；tensile[tensail]拉力；tension张力，拉力；squeeze挤；compressive 有压力的，压缩的；torsional扭转的；torque转矩；twist扭，转动；molecule [m likju:l]分子的；slide滑动; 滑行；slip滑，溜；one another 互相；shear剪切；independently独立地，自立地；beam梁；compress压；revolve (使)旋转；exert [iɡ＇z?:t]用力，尽力，运用，发挥，施加；principle原则, 原理，准则，规范；spin使…旋转；screw螺丝钉；thread螺纹； 2、词组 a number of 许多；deal with 涉及，处理；result from由什么引起；prevent from阻止，防止；tends to 朝某个方向；in combination结合；fly apart飞散； 3、译文： 任何机器或机构的研究表明每一种机构都是由许多可动的零件组成。这些零件从规定的运动转变到期望的运动。另一方面，这些机器完成工作。当由施力引起的运动时，机器就开始工作了。所以，力和机器的研究涉及在一个物体上的力和力的作用效果。 力是推力或者拉力。力的作用效果要么是改变物体的形状或者运动，要么阻止其他的力发生改变。每一种

汽车专业英语翻译

Unit1 发动机是汽车的心脏。汽车引擎的目的是将燃料转化为能量使汽车移动。最简单的方法是在发动机内部燃烧燃料。,因此,汽车发动机是一种内燃机,缸内燃烧燃料和燃烧的扩张力量转换成旋转力用来驱动汽车。 这里有多种类型的内燃机分为往复式和旋转式引擎;火花式点火或压缩式点火发动机;代用燃料发动机。 往复式发动机 最熟悉的组合是往复式,火花点火,四冲程汽油发动机,如图1-1a所示。现代汽车通常是由水冷活塞式内燃机,安装在汽车的前面,它的力量可以被传送到前轮，传到后轮,或所有车轮轮。一些汽车使用风冷式发动机,但这些通常效率不及液冷式。往复式发动机的另一个主要类型是柴油发动机(如图果1-1b所示),这是使用重型车辆，如卡车，公共汽车和少数家庭轿车。柴油和汽油发动机一般采用四冲程循环。 转子式发动机 转子式内发动机,也叫汪克尔发动机,由德国的Felix~Wankel在1954年开发的,可以提供一种低废气排放和大规模生产的可行性的发动机来替代往复式发动机机。在这种发动机中，三面转子在燃烧室的自由空间内旋转使其随着转子转动压缩和膨胀,见图1 - 2。燃料被吸入、压缩和被点火系统的点燃。膨胀的气体带动转子然后废气排出,如图1 - 3所示。旋转式引擎没有气门,活塞,连杆,往复部件,或曲轴。它提高了马力,基本上不会有震动,但它的油耗是高于传统活塞式发动机。 代用燃料汽车 内燃机消耗大量的石油,并造成严重的空气污染,因此,其他类型的燃料和非常规引擎被研究和发展。 可替代燃料汽车(AFV)是一种用常见的油箱的柔性燃料车辆，设计一种在不同混合的无铅汽油与乙醇或双燃料汽车运行，一种可使用替代燃料和传统燃料。一种高科技车辆(A TV)结合了新引擎,动力传动机构,传动系系统显著提高燃油经济性。最理想的替代燃料发动机燃烧燃料比传统汽油内燃机更为简洁,但仍然能够使用现有的加油站。 混合动力电动车 混合动力汽车或者混合电动汽车(HEV)(如图1 - 4所示),是由两个或两个以上的能源,其中之一是电力可以高英里每加仑，低排放。有两种类型的混合动力汽车,串联和并联式。在串联式电动汽车中,车辆动力所有动力来自同一个源头。例如,一个电动马达驱动的汽车电池和内燃机驱动发电机给电池充电。在并联混合动力,电力是通过这两个路径,电动机和内燃机驱动车辆。这一点,可能有助于电力汽车的电动发动机空转和加速度。内燃机巡航时,驱动传动系和给电池充电。 在当前生产混合动力车发动机和电动马达连接,同样的传播协助下电动引擎可以更小。

教育技术学专业英语第六章翻译

第六章 section B 布鲁姆的教育目标分类法 到今天为止，我们可以理直气壮地声称我们的教学目标比较准确地描述了教学所指向的目的。它们在学习和教学中占有重要的作用。 当制定教学目标，提供教学和评价学生成绩时，把存在的不同的标准或学习的结果记在脑中是重要的，把不同标准和结果区分开是重要的，如果教师没有意识到不同的学习的标准，他们很可能专注于一个水平上而忽略其他的。例如，一个教师可能会教大量的事实信息，但从不会抽出时间教学生应用和综合信息，或许一个教师会教更高水平的思考技巧而没有意识到这些技巧必须融入这些更高端技巧的基本技巧的事先学习。 布鲁姆的教育目标分类在认知能力层面上是最著名的，这种分类是等级鲜明的。也就是说，学习者必须先掌握较低层次的目标，在这些目标的基础上通过构建知识达到更高层次的目标，以下是分类的内容： 1、知道（回忆已知的学习知识） 2、领会（把握所学材料的意义） 3、应用（在具体情境中运用知识） 4、分析（把知识分成若干块） 5、综合（把各部分连起来形成整体） 6、评价（按给定的要求通过具体标准评价产品的价值）

知道或知识（回忆信息）代表了布鲁姆分类中的最低层次。它最低是就它最先出现而言的——它为所有高层次的认知活动提供了基础。只有能够对信息进行回忆，学习者才能进入领会这个层次（对信息进行解释）。第三个层次是应用，指的是在新的或者现实情况中运用知识或原理，在这个层次的学习者通过运用前一层次所理解的信息来解决实际问题。第四个层次是分析——将复杂的信息分解成简单的部分，当然，这些简单的部分已经在分类中的前几个层次中得到了解。第五个层次是综合，包括通过整合低层次中的了解到的信息创造出以前不存在的东西。评价是布鲁姆教育目标等级中的最高层次，包括做出一些判断，这些判断基于前几个层次所学习到的根据指定的标准比较某种产品。 这种分类方法的主要价值可以分为两层意思： （1）它可以激发教师帮助学生获得各种不同层次的技能，通过首先确保掌握较低层次的目标来为掌握较高层次的目标铺设适当的基础。 （2）它为发展评价学生各层次学习绩效的测量策略提供了一个基础。 Section C 杰罗姆·布鲁纳的发现学习理论什么是发现学习? 发现学习是一种以质疑为基础的建构主义的学习理论，这种学习发生在问题求解的情况中，在这种情况下，学习者利用他或她过去的经验和现存的知识去探索将要学习的事实和新真理。学生通过探索和

汽车专业英语翻译

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机械工程专业英语 翻译

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机械制造专业英语文章 篇一：机械专业英语文章中英文对照 Types of Materials 材料的类型 Materials may be grouped in several ways. Scientists often classify materials by their state: solid, liquid, or gas. They also separate them into organic (once living) and inorganic (never living) materials. 材料可以按多种方法分类。科学家常根据状态将材料分为：固体、液体或气体。他们也把材料分为有机材料(曾经有生命的)和无机材料(从未有生命的)。 For industrial purposes, materials are divided into engineering materials or nonengineering materials. Engineering materials are those used in manufacture and become parts of products. 就工业效用而言，材料被分为工程材料和非工程材料。那些用于加工制造并成为产品组成部分的就是工程材料。 Nonengineering materials are the chemicals, fuels, lubricants, and other materials used in the manufacturing process, which do not become part of the product. 非工程材料则是化学品、燃料、润滑剂以及其它用于加工制造过程但不成为产品组成部分的材料。 Engineering materials may be further subdivided into: ①Metal ②Ceramics ③Composite ④Polymers, etc. 工程材料还能进一步细分为：①金属材料②陶瓷材料③复合材料④聚合材料，等等。 Metals and Metal Alloys 金属和金属合金 Metals are elements that generally have good electrical and thermal conductivity. Many metals have high strength, high stiffness, and have good ductility. 金属就是通常具有良好导电性和导热性的元素。许多金属具有高强度、高硬度以及良好的延展性。 Some metals, such as iron, cobalt and nickel, are magnetic. At low temperatures, some metals and intermetallic compounds become superconductors. 某些金属能被磁化，例如铁、钴和镍。在极低的温度下，某些金属和金属化合物能转变成超导体。 What is the difference between an alloy and a pure metal? Pure metals are elements which come from a particular area of the periodic table. Examples of pure metals include copper in electrical wires and aluminum in cooking foil and beverage cans. 合金与纯金属的区别是什么？纯金属是在元素周期表中占据特定位置的元素。 例如电线中的铜和制造烹饪箔及饮料罐的铝。 Alloys contain more than one metallic element. Their properties can be changed by changing the elements present in the alloy. Examples of metal alloys include stainless steel which is an alloy of iron, nickel, and chromium; and gold jewelry which usually contains an alloy of gold

汽车专业英语翻译

INTERNAL COMBUSTION ENGINE 引擎燃烧室 1. principle of operation 原理 Engine and power : Engine is used to produce power. The chemical energy in fuel is converted to heat by the burning of the fuel at a controlled rate. This process is called combustion. If engine combustion occurs with the power chamber. ,the engine is called internal combustion engine. If combustion takes place outside the cylinder, the engine is called an external combustion engine. Engine used in automobiles are internal combustion heat engines. Heat energy released in the combustion chamber raises the temperature of the combustion gases with the chamber. The increase in gas temperature causes the pressure of the gases to increase. The pressure developed within the combustion chamber is applied to the head of a piston to produce a usable mechanical force, which is then converted into useful mechanical power. 译: 引擎和能量: 引擎为汽车提供能量，燃料的化学能通过燃烧，转化为热能，这个过程叫燃烧。假如燃烧在燃烧室，这样的发动机叫内燃机。假如燃烧在气缸外，这样的发动机叫外燃机。 用在汽车上的一般是内燃机，热能在燃烧室释放，燃烧室气体温度升高。气体温度的升高使气体的压力曾加，燃烧室内的高压气体作用在活塞头部产生可以利用的化学能，化学能转化为机械能。 Engine T erms : Linking the piston by a connecting rod to a crankshaft causes the gas to rotate the shaft through half a turn. The power stroke “uses up” the gas , so means must be provided to expel the burnt gas and recharge the cylinder with a fresh petrol-air mixture :this control of gas movement is the duty of the valves ;an inlet valve allows the new mixture to enter at the right time and an exhaust valve lets out the burnt gas after the gas has done its job. Engine terms are : TDC(Top Dead Center):the position of the crank and piston when the piston is farther away from the crankshaft. BDC(Bottom Dead Center):the position of the crank and piston when the piston is nearest to the crankshaft. Stroke : the distance between BDC and TDC; stroke is controlled by the crankshaft. Bore : the internal diameter of the cylinder. Swept volume : the volume between TDC and BDC Engine capacity : this is the swept volume of all the cylinder e.g. a four-stroke having a capacity of two liters(2000cm) has a cylinder swept volume of 50cm. Clearance volume: the volume of the space above the piston when it is at TDC. Compression ratio = (swept vol + clearance vol)\(clearance vol) Two-stroke : a power stroke every revolution of the crank.

教育技术学专业英语复习资料全

言语信息(Verbal Information) 智慧技能(Intellectual Skills) 辨别(Discriminations) 具体概念(Concrete Concepts) 定义性概念(Defined Concepts) 规则(Rules) 高级规则 认知策略(Cognitive Strategies) 动作技能(Motor Skills) 态度(Attitudes) ?引起注意（Gain attention） ?告知目标（Inform learner of objectives） ?提示回忆原有知识(Stimulate recall of prior learning) ?呈现教材(Present stimulus material) ?提供学习指导(Provide learner guidance) ?引出作业(Elicit performance) ?提供反馈(Provide feedback) ?评估作业(Assess performance) ?促进保持与迁移(Enhance retention transfer) ?Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing

appropriate technological processes and resources. (Molenda and Robinson , 2004) 教育技术是指通过创建、运用和管理适当的技术过程和资源来促进学习和提升绩效的研究和符合职业道德规范实践。 Nine events of instruction九段教学法: 1.Gaining attention: a stimulus change to alert the learner and focus attention on desired features. –引起注意：改变刺激，将学习者注意力集中在所期望的特征上。 https://www.wendangku.net/doc/e7958102.html,rming the learner of the objective: a statement or demonstration to form an expectancy in the learner as to the goals of instruction. –告知学习者学习目标：通过陈述或示范在学习者中形成对教学目标的期望 3.Stimulating recall of prior learning: a question or activity to remind the learner of prerequisite knowledge. –刺激回忆先前学过的内容：通过问题或活动使学习者回想起先前所学知识 4.Presenting the stimulus: an activity or information that presents the content of what is to be learned. –呈现刺激：用活动或信息来呈现即将学习的内容。 5.Providing learning guidance: a cue or strategy to promote encoding. –提供学习指导：促进编码的线索或策略 6.Eliciting performance: an opportunity to practice or otherwise perform what is being learned. –引出行为：提供实践的机会或执行所学内容 7.Providing feedback: information of a corrective nature that will help learners to improve their performance. –提供反馈：正确的信息反馈有助于学习者提升成绩。 8.Assessing performance: an opportunity to demonstrate what has been learned. –评价行为：提供评价所学知识的机会 9.Enhancing retention and transfer: examples or activities that prompt the learner to go beyond the immediate context of instruction. –保持促进和转移：提供案例或活动，以促进学习者对当前教学情境知识进行迁移 第九章Reclaiming Instructional Design (回归教学设计) 1.Instructional science is concerned with the discovery of the natural principles involved in instructional strategies; and instructional design is the use of these scientific principles to invent instructional design procedures and tools. –教学科学关注的是与教学策略关系密切的自然原理的发现；教学设计是运用科学原理创建教学设计程序和工具。 2.Instructional design is a technology for the development of learning experiences and environments which promote the acquisition of specific knowledge and skill by students. –教学设计是开发能促进学生获得特定知识和技能的学习体验和环境的技术。