教學(xué)技術(shù)與媒體

前言

20世紀(jì)末，以計(jì)算機(jī)和通信技術(shù)為代表的信息科學(xué)和技術(shù)對(duì)世界經(jīng)濟(jì)、科技、軍事、教育和文化等產(chǎn)生了深刻影響。信息科學(xué)技術(shù)的迅速普及和應(yīng)用，帶動(dòng)了世界范圍信息產(chǎn)業(yè)的蓬勃發(fā)展，為許多國(guó)家?guī)?lái)了豐厚的回報(bào)。進(jìn)入21世紀(jì)，尤其隨著我國(guó)加入WTO，信息產(chǎn)業(yè)的國(guó)際競(jìng)爭(zhēng)將更加激烈。我國(guó)信息產(chǎn)業(yè)雖然在20世紀(jì)末取得了迅猛發(fā)展，但與發(fā)達(dá)國(guó)家相比，甚至與印度、愛(ài)爾蘭等國(guó)家相比，還有很大差距。國(guó)家信息化的發(fā)展速度和信息產(chǎn)業(yè)的國(guó)際競(jìng)爭(zhēng)能力，最終都將取決于信息科學(xué)技術(shù)人才的質(zhì)量和數(shù)量。引進(jìn)國(guó)外信息科學(xué)和技術(shù)優(yōu)秀教材，在有條件的學(xué)校推動(dòng)開(kāi)展英語(yǔ)授課或雙語(yǔ)教學(xué)，是教育部為加快培養(yǎng)大批高質(zhì)量的信息技術(shù)人才采取的一項(xiàng)重要舉措。為此，教育部要求由高等教育出版社首先開(kāi)展信息科學(xué)和技術(shù)教材的引進(jìn)試點(diǎn)工作。同時(shí)提出了兩點(diǎn)要求，一是要高水平，二是要低價(jià)格。在高等教育出版社和信息科學(xué)技術(shù)引進(jìn)教材專(zhuān)家組的努力下，經(jīng)過(guò)比較短的時(shí)間，第一批引進(jìn)的20多種教材已經(jīng)陸續(xù)出版。這套教材出版后受到了廣泛的好評(píng)，其中有不少是世界信息科學(xué)技術(shù)領(lǐng)域著名專(zhuān)家、教授的經(jīng)典之作和反映信息科學(xué)技術(shù)最新進(jìn)展的優(yōu)秀作品，代表了目前世界信息科學(xué)技術(shù)教育的一流水平，而且價(jià)格也是最優(yōu)惠的，與國(guó)內(nèi)同類(lèi)自編教材相當(dāng)。這項(xiàng)教材引進(jìn)工作是在教育部高等教育司和高教社的共同組織下，由國(guó)內(nèi)信息科學(xué)技術(shù)領(lǐng)域的專(zhuān)家、教授廣泛參與，在對(duì)大量國(guó)外教材進(jìn)行多次遴選的基礎(chǔ)上，參考了國(guó)內(nèi)和國(guó)外著名大學(xué)相關(guān)專(zhuān)業(yè)的課程設(shè)置進(jìn)行系統(tǒng)引進(jìn)的。

內(nèi)容概要

　　《教學(xué)技術(shù)與媒體（第8版·影印版）》完整地介紹了媒體格式，及其如何被整合到課堂教學(xué)之中。正文展示媒體（傳統(tǒng)媒體和計(jì)算機(jī)）如何應(yīng)用于日常課堂活動(dòng)。為課程計(jì)劃和材料評(píng)價(jià)定義特性化模板，使學(xué)生能夠開(kāi)發(fā)專(zhuān)業(yè)文檔集。文檔集內(nèi)容與ISTE和NETS-T標(biāo)準(zhǔn)關(guān)聯(lián)，有利于讀者更好地理解各章內(nèi)容。《教學(xué)技術(shù)與媒體（第8版·影印版）》適用于將高價(jià)值放在成功學(xué)習(xí)之上的各級(jí)教師，目的是幫助他們把媒體和技術(shù)結(jié)合到教學(xué)工具中并且指引學(xué)生如何利用這些教學(xué)工具學(xué)習(xí)?！督虒W(xué)技術(shù)與媒體（第8版·影印版）》適用于教育技術(shù)專(zhuān)業(yè)中的計(jì)算機(jī)教學(xué)、教學(xué)媒體和技術(shù)課程，書(shū)中內(nèi)容適應(yīng)與計(jì)算機(jī)和計(jì)算機(jī)網(wǎng)絡(luò)有關(guān)的變革。配合《教學(xué)技術(shù)與媒體（第8版·影印版）》有www.prenhall.com/smaldino教學(xué)站點(diǎn)，其內(nèi)容擴(kuò)充了書(shū)中正文并與之共同建立一種完整媒體包。

作者簡(jiǎn)介

作者：（美國(guó)）斯馬德井（Sharon E.Smaldino） （美國(guó)）James D.Russell （美國(guó)）Robert Heinich 等

書(shū)籍目錄

PART 1 Learnir FoundationsThe Pervasiveness of'Instructional TechnologyCHAFFER l Technology,Media，and LearningCHAFFER 2 Instructional SystemsCHAFFER 3 The ASSURE Model：Creating the Learnin ExperienceCHAFFER 4 Visual PrinciplesPART 2 D∞I EnvironmentsCHAFFER S ComputersCHAFFER 6 MultimediaCHAFFER 7 Distance EducationCHAFFER 8 Online LearningPART 3 TraditionaI MediaCHAFFER 9 InstructionaI Materials and DisplaysI-IAPTER 10 VisualsCHAPTER 11 AudioCHAFI'ER 12 VideoPART4 Trends inTechnologyand MediaCHAPTER 13 Lookir~AheadPARTS Claroom ResourcesSE(TIIf)N A Photography and VisualsSECTION B Equipment and SetupsSECTION C How To Step-by-Step GuidesGlf)sRARY

章節(jié)摘錄

插圖：In Chapter 2 we discussed the distinction between gam-ing and simulation. A game activity may or may not en-tail simulation elements. Likewise, a game may or maynot be instructional. It depends on whether the skillpracticed in the game is an academic one——that is, relatedto a specific instructional objective or a workplace skill.  Recreational games can serve a useful purpose inbuilding computer literacy in an enjoyable, nonth reaten-ing manner. But, the ultimate goal of useful learningmust be kept in mind. Instructors experienced in com-puter utilization recommend rationing purely recre-ational game use, using it as a reward for completingother assignments. Games range from those with specificlearning outcomes, such as Logical Journey of the Zoom-binis （see "Media Files: Computer Software 1"）, to thosethat emphasize entertainment while teaching problem-solving strategies, such as King Arthur's Magic Castle.

編輯推薦

《教學(xué)技術(shù)與媒體(第8版·影印版)》是教育部高等教育司推薦國(guó)外優(yōu)秀信息科學(xué)與技術(shù)系列教學(xué)用書(shū)。權(quán)威性——教育部高等教育司推薦、教育部高等學(xué)校信息科學(xué)與技術(shù)引進(jìn)教材專(zhuān)家組遴選系統(tǒng)性——覆蓋計(jì)算機(jī)專(zhuān)業(yè)主干課程和非計(jì)算機(jī)專(zhuān)業(yè)計(jì)算機(jī)基礎(chǔ)課程先進(jìn)性——著名汁算機(jī)專(zhuān)家近兩年的最新著作,內(nèi)容體系先進(jìn)經(jīng)濟(jì)性——價(jià)格與國(guó)內(nèi)自編教材相當(dāng)，是國(guó)內(nèi)引進(jìn)教材價(jià)格最低的Instructional Technology and Media for Learning, Eighth EditionFor courses in Instructional media and Technology.Now even more applied, the eighth edition of Instructional Technology and Media for Learning offers a unique chapter-caseframework grounded in the popular ASSURE model. This new, integrated chapter-case framework teaches readers to applycurrent and future computer, multimedia, Intemet/intranet, learning foundations, and audiovisual technologies to classrootftinstruction. It also assists readers in connecting chapter concepts, Companion Website, and CD-ROM resources to classroomapplication, guides readers through a full case using the ASSURE model, and provides readers with valuable practice in applying the ASSURE model to create lesson plans for their own classrooms.New to This Edition New！ ASSURE Case Chapter Framework - based on the popular ASSURE model readers are stepped through ASSURE  Case Challenge, ASSURE Case Connections. ASSURE Case in Practice, Create Your Own ASSURE Lesson in Chapters 4-12.ASSURE Case Challenge - Engaging case scenarios are introduced at the beginning of Chapters 4-12.ASSURE Case Connections - Provides questions throughout the chapter narrative.ASSURE Case in Practice - An expanded ASSURE Case Challenge at the end of each chapter, modeling how to connect  the ASSURE model with planning.Create Your Own ASSURE Lesson - This end-of-chapter feature is used after experiencing a full ASSURE Case in  Practice.Classroom Link Portfolio CD-ROM - Enhanced functionality and selection rubric tools. Connection to ISTE NETS. Tstandards - Authors provide a chapter-by-chapter connection and tie end-of-chapter  activities to the ISTE NETS. Tstandards.

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