gagne 中文意思是什麼

At the beginning, we introduces the theoretical foundation and designing principles, then, with the discussion of " instructional events " of r - m - gagne, we analyze the feasibility to study it - supported instruction from the " learning facilitating events " perspective

本章先是概略地介紹了信息化教學設計的理論基礎與設計原則，然後通過討論加涅（ r ? m ? gagne ）提出的「教學事件」 ，分析了從「助學事件」的角度討論信息化教學設計問題的可行性。

According to the division of teaching process by gagne, the writer tells how to reflect the teacher ' s leading role and the student ' s main body in chemistry teaching process in experimental classes

根據加涅對學習過程的劃分，提出實驗班化學教學程序及怎樣體現教師的「主導」和突出學生的「主體」 。

The influence and enlightenment of gagne thought on the development of educational technology

加涅思想對教育技術學發展的影響及啟示

Based on gagne ' s study result classification theory, the article makes a task analysis of the " amount of substance " section and points out the problems which should be paid attention to in practice

文章結合「物質的量」一節教學實際，就如何運用加涅的學習結果分類理論指導任務教學任務分析，以及在應用實踐中應注意的問題提出了新的認識和看法。

Then, the author demonstrates how to study on the gagne ' s thoughts in the paper : based on reviewing gagne ' s thoughts on learning theory, instructional theory, principles of instructional design, the author tries to make clear of the relationships among important conceptions, and the inner - framework and connections of his theories, so as to grasp the essentials of his theories. next, the author analyzes gagne ' s thoughts in the course of the development of american educational technology. based on theoretical comparison and analysis, the author discusses the significance of gagne ' s contribution and thoughts to the field of educational technology now and in the future in order to comprehend his thought thoroughly and shape a right attitude on the emerging new technologies and notions for chinese practitioners

接下來，是論文展開加涅思想研究的教育技術學視角：在系統考察加涅的學習觀、教學觀、教學設計觀、教育技術觀的基礎上，以概念結構圖的方式嘗試著揭示出加涅理論體系中重要概念之間、各理論之間的關聯及其內在結構，從而解讀他的核心思想；隨后將其學術思想放在美國教育技術學歷史發展的進程中考察和把握，通過理論的比較與分析，對加涅在推動美國教育技術學發展方面所作出的貢獻予以概括性的評價，並進一步探討加涅思想對本學科發展的現實與未來意義，從而使我國學術界對加涅的評價更趨全面，同時也有利於我們客觀、冷靜地面對當前不斷涌現的新技術、新理念；最後結合本研究所獲得的對加涅思想的理解，就我國學科發展中出現和存在的幾個重大理論問題進行分析和探討，試圖為我國教育技術學的學科發展提出具有建設性的意見。

He concentrated his research on instructional psychology, learning theory, instructional theory, principles of instructional design and the foundation of instructional technology, in which fields he has been an acknowledged giant. this paper first reveals the reasons why american educational technologists study on gagne, and meanwhile points out the domestic deficiency and the needs to study on gagne ' s thoughts from the perspective of educational technology

本研究通過美國和中國學術界研究加涅思想的現狀考察，並對此二者進行比較、分析，揭示了美國教育技術學界掀起研究加涅思想熱潮的動因，闡發我國教育技術學界此方面研究存在的不足和教育技術學視野中加涅思想研究的必要性和價值所在。

Quality education as viewed from gagne ' s idea about learner ' s qualities

從加涅的學生素質觀看素質教育

Part or chapter 1 analyzes and compares the study of american scholars with chinese scholars on gagne

第一部分（第一章）美國和中國學術界研究加涅思想的現狀考察與比較分析。

Fourthly, edified by gagne & merrill, i describe the learning outcomes from two dimensions, one dimension is the content, the other is the performance, and modify the content - performance matrix which be put forward by merrill

第四，中小學課程的學習結果可以按照內容維度和績效維度建立的內容-績效二維矩陣進行歸類。第五，信息技術可以促進多課程間的整合。

Psychologists such as herbert simon, r. m. gagne, d. p. ausubel, and j. bruner have made great efforts to probe the process of human learning from cognitive perspective, and have thrown light on the inner psychological mechanisms of learning

加涅、奧蘇伯爾和布魯納等為代表的心理學家以認知的觀點，對人類知識的獲得過程進行了深入的研究，全面揭示了學習的內部心理機制。

Gagne ' s theory of knowledge classification, this paper also makes an active research into the tactics teaching and regular teaching, which help solve the problems in high school physics, aiming to clarify the importance of seeking the solution of problems from their presentation and offer the " asking & answering teaching mode " to both tactics teaching and regular teaching

）的知識分類理論為依託，根據不同類型的知識學習的過程和條件的差異，對中學物理中問題解決的策略教學和規則的教學進行了積極的探索，力求闡明問題表徵對問題解決的意義，提出策略教學的問答式教學模式，以及規則教學的問答式教學模式。

Learning, conditions of learning, instruction, external events of instruction, etc. ) and the inner - framework of his theories ( e. g. learning theory, instructional theory and principles of instructional design, etc ) so as to thoroughly comprehend gagne ' s essential thoughts. this chapter includes five parts : gagne ' s biography and his works ; gagne ' s views on learning theory and instructional theory, his principles of instructional design, and the theoretical system centered by the theory of conditions for effective learning

第二部分從教育技術學視角對加涅理論體系的總體考察與評價（包括第二章、第三章、第四章）第二章加涅理論體系的總體考察通過對加涅理論體系的總體考察，力圖揭示加涅理論體系中重要概念之間（學摘要習、學習內部條件和外部條件、教學、教學事件等） 、各理論之間（學習理論、教學理論、教學設計理論）的內在聯系，嘗試以概念結構圖的方式展示它的整體結構，從而解讀他的核心思想，並予以評介。

After expounding suhomlicky ideas of main body ' s taking part, gagne divided the whole teaching process into nine stages according to the information processing pattern of study and memory put forward by information processing psychology. he also told us how to design chemistry teaching process in order to give prominence to students. he did so in accordance with his understanding of ausubel ' s theories of structural knowledge and transferring

第一部分：理論分析綜述國內外有關教學過程中突出學生主體性的教育思想和教學模式，通過對蘇霍姆林斯基關于主體參與思想地論述；加涅根據信息加工心理學提出的學習與記憶的信息加工模型，把整個學習過程分成的九個階段；根據對奧蘇貝爾的認知結構理論與遷移理論的理解，提出化學教學中應如何設計教學程序，以突出學生主體性。