大学专业的英文怎么说
Biological and Chemical Engineering Department 生物与化学工程系
Biological Engineering 化学工程与工艺专业
Food Science and Engineering 食品科学与工程专业
Chemistry Engineering and Technology 生物工程专业
Pharmaceutical Engineering 制药工程专业
Management Engineering Department管理系
Public Management公共事业管理专业
Information Management and information System
信息管理与信息系统专业
Industrial Engineering 工业工程专业
Business Administration 物流管理
Automobile Engineering Department 汽车工程系
Mechanical Engineering and Automation (Automobile Orientation) 车辆工程专业
Management of Traffic and Transportation 交通运输专业
Vehicle Engineering工程力学
Mechanical Engineering Department 机械工程系
Mechanical Engineering and Automation 机械工程及自动化专业
Industrial Design工业设计
Civil Engineering Department 土木建筑工程系
Civil Engineering 土木工程专业 Architecture土建学专业 Engineering Management工程管理专业
Computer Engineering Department 计算机工程系 Computer Science and Technology 计算机科学与技术专业 Communication Engineering 通信工程专业
Electronic Information and Control Engineering Department 电子信息与控制工程系 Observation and control technology and instruments测控技术与仪器专业 Training objectives for Electronic information engineering 电子信息工程专业 Automation 自动化专业
Information and Computer Science Department 信息与计算科学系 Information and computer science 信息与计算科学专业 Electronic information science and technical engineering 电子信息科学与技术专业
Foreign language and literature department 外国语言文学系 Social Science Department/Section 社会科学系 Arts and Design Department/Section 艺术与设计系 Physical Education Section 体育系
“教育技术学”翻译成英文是什么？
Educational technology 。
Instructional Technology 。
Instructional Technology is the theory and practice of design,development,utilization,management and evaluation of processes and resources for learning。
教育技术学是对学习过程和学习资源的设计、开发、运用、管理和评价的理论与实践。
教育技术学专业英语，谁能帮忙翻译一下啊？
翻译：重复，泛化和歧视的重要概念。频繁的实习和实践在不同情况下的-是必要的学习发生。不能获得技能不经常实践。
强化是主要的动机。正面强化，如奖励、成功最好的负面事件，诸如惩罚和失败。
学习是帮助时，目标是明确的。那些谁看行为主义教学一般框架的活动行为目标如到本会议的与会者将能够……”。由于这是一个关注能力和产品导向的课程。
教育技术学用英语该怎样说
教育技术学:Educational Technology
教育技术与传播学院:Institute of Educational Technology and Communication
教育技术学专业英语语句翻译
Performance. In the context of this definition, performance refers to the learner’s ability to use and apply the new capabilities gained. Historically, educational technology has always had a special commitment to results, exemplified by programmed instruction, the first process to be labeled educational technology. Programmed instruction materials were judged by the extent to which users were able to perform the “terminal objective” after instruction. Terminal objectives were stated in terms of the actual conditions for which people were being trained or educated and were assessed according to how well learners functioned under these conditions.
绩效：绩效在这里的定义是指学习者利用新掌握的技能而加以应用的能力。按往常来说，教育技术一直都特别看重绩效，第一个被冠以教学技术的程序化教学就是个例子。对程序化教学材料的评估标准就是以接受指导后，使用者对‘最终目的’的表现程度。最终目的是根据人们受训或受教育的实际条件而定，并以学习者在这种条件下表现的好坏作评价。
The reference to “improving performance” also reinforces the newer connotation of learning: not just inert knowledge but usable capability. The use of “performance” in this definition is not meant to imply that educational technology encompasses all forms of performance improvement. As is advocated in the related field of performance technology, there are many different sorts of interventions that may be used in the workplace to improve performance: tool, incentives, organizational change, cognitive
support, job redesign, in addition to instruction (Stolovitch and Keeps, 1992). Since it encompasses all these sorts of interventions, performance technology is a broader concept than educational technology.
对‘提高绩效’的参照也增强了学习的内涵：不是惰性知识而是可用的能力。使用“绩效”为定义并非暗示教学技术包含所有形式的绩效提升。犹如相关领域的绩效技术所提倡的，要在工作场所提升绩效有各种各样的措施：除了指导，还有工具、激励、改变组织、认知支持、重新设计工作，等等(Stolovitch 与 Keeps, 1992)。既然这些措施都被包括在内，因此，绩效技术比教学技术拥有更广阔的概念。
【英语牛人团荣誉会员】