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 facilitatinglearning and improving performance by creating, using, and managingappropriate 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 attentionon 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。
rming the learner of the objective: a statement or demonstration to forman 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 thelearner 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 thecontent 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 whatis 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 helplearners 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 thelearner 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 naturalprinciples 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 learningexperiences 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。
3.Instructional design is a technology which incorporates known and verifiedlearning strategies into instructional experiences which make the acquisition of knowledge and skill more efficient, effective and appealing.–教学设计是将已知的和已证实的学习策略融入教学体验的技术，使得知识和技能的获取更快、更有效和更有吸引力。
4.While instruction takes place in a larger organization context, thetechnology of instructional design is concerned only with the development of learning experiences and environments, not with the broader concerns of systemic change, organizational behavior, performance support and other human resource problems.–当教学发生在一个较大的组织环境中，教学设计技术仅与学习体验和环境的开发有关，而与系统变化、组织行为、绩效支持和其他人力资源问题无关。
5.Instructional involves directing students to appropriate learningactivities; guiding students to appropriate knowledge; helping students rehearse, encode and process information; monitoring students performance;and providing feedback as to the appropriateness of the student’s learning activities and practice performance. Instructional design is the technology of creating learning experiences and learning environments which promote these instructional activities.–教学包括为学生指明适当的学习活动，引导学生学习适当的知识，帮助学生练习、编码和加工信息；监测学生的行为；提供作为学生学习活动和练习成绩恰当性反馈。
教学设计是创建促进这些教学活动的学习体验和学习环境的技术。
第十二章6.Needs assessment;需求评估7.Goal and objective identification;目标识别8.Audience and setting analysis受众和环境分析9.Content and delivery development内容和传送系统开发10.Evaluation and redesign 评价和修正11.Classroom orientation ID models: classroom ID models are of interestprimarily to professional teachers who accept as a given rule that their role is to teach, and that their students require some form of instruction.Teaching personnel usually views an ID model as a general road map to follow.Typically, a classroom ID model outlines only a few functions, and simply provides a guide for the teacher. The developer who works with teachers would do well to employ any ID model with caution because teachers are not likely to be familiar with the concepts or processes of systematic instructional development.–面向课堂的教学设计模型：对课堂教学设计模型感兴趣的主要是专业教师，他们的既定认识是，教师的角色就是讲授，而学生需要某种形式的教学。