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Chapter Two The History of Instructional Technology
Section A Pre-1920
One of the fundamental ideas supporting instructional technology is the ideas that empirically based principles be applied to generate predictably effective instruction (Anglin, 1995, p.12). While many contributions could be listed here as important in shifting the prevailing concept of instruction, the work of E.L. Thorndike, a behavioral psychologist at Columbia University, was perhaps most influential and particularly salient for the field of instructional technology. Thorndike is important as an early figure in the effort to establish a scientific knowledge base for the research of human learning, especially for instructional technology.
支持教学技术的一个基本观念是基于经验主义原则,这些原则能产生明显有效的教学。美国哥伦比亚大学的行为主义心理学家桑代克对教学技术这一领域可能是最有权威和尤其重要的。作为较早致力于为人类学习研究,特别是教学技术建立科学的知识的人物,桑代克是非常重要的。
The other idea supporting instructional technology is the theory of progressivism. This is a theory that lies within the matrix of teaching philosophies and it is the most relevant to the field. Progressivism proposes that experience is the key to understanding and “the most important power the individual possesses is his capacity to share in experience by attacking the myriad problems that it presents with the instrumentality of his natural intelligence” (Brameld, 1971, p.5).This should be the model that the field of instruction technology follows.
支持教学技术的另外一个观念是进步主义理论。这个理论是建立在教学哲学基础之上的,它是与这个领域最相关的。进步主义认为经验是理解的关键,同时“个人拥有的最重要的力量是他可以共享的经验才能,这些经验解决了由于先天智力手段引起的无数问题”(布拉梅尔德,1971)。这应该是教学技术这一领域应该遵循的模式。
In the early days, the audio instructions and audiovisual instructions were seen as acting as an antidote (解药,矫正法) to the excessive verbalism of traditional teaching methods (Wittich and Schuller,1953). The new media used in instruction supporting the experience were to supply a concrete basis for conceptual thinking, make learning more permanent, develop continuity of thought, the growth of meaning and efficiency, depth, and variety of learni
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