英语翻译Developing Multimedia DocumentsA report from the U.S.Dep

英语翻译
Developing Multimedia Documents
A report from the U.S.Department of Education (1999) contains several white papers focussing specifically on multimedia.In general,these papers indicate that the research reports support of the use of multimedia in IT-assisted Project Based Learning (PBL).In such PBL,the content and assessment tend to be authentic,and students learn both the subject area being studied and also how to create multimedia documents.However,the research points out that there tends to be a steep learning curve for teachers,so that professional development is very helpful.Moreover,initial use of multimedia in IT-assisted PBL tends to over emphasize IT and under emphasize the underlying subject areas being studied.This appears to be a standard transition that teachers and their students go through as they learn to use multimedia.
Creating multimedia documents is a rewarding,but complex and challenging task.The Center for Highly Interactive Computing in Education [http://hi-ce.eecs.umich.edu/] provides some excellent examples of interactive,multimedia documents designed to be used by students and teachers.
Giving students an opportunity to produce documents of their own provides several educational advantages.
• Students that experience the technical steps needed to produce effective multimedia documents become better consumers of multimedia documents produced by others.
• Students indicate they learn the material included in their presentation at a much greater depth than in traditional writing projects.
• Students work with the same information from four perspectives:1) as researcher,they must locate and select the information needed to understand the chosen topic; 2) as authors,they must consider their intended audience and decide what amount of information is needed to give their readers an understanding of the topic; 3) as designers,they must select the appropriate media to share the concepts selected; and 4) as writers,they must find a way to fit the information to the container including the manner of linking the information for others to retrieve (Smith,1993).All of these contribute to student learning and help to explain the improved student learning that is often associated with IT-assisted PBL.
There is another aspect to developing multimedia documents that empowers students.Students quickly recognize that their electronic documents can be easily shared.Because of this,students place a greater value on producing a product that is of high standard.An audience of one–the teacher–is less demanding than an audience of many–particularly one’s peers.Students quickly recognize that publishing a multimedia document that communicates effectively requires attention to both the content and the design of the document.
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开发多媒体文件
一份报告,美国教育部（ 1999年）载有若干具体白皮书着重多媒体.总的来说,这些文件表明,该研究报告支持利用多媒体科技援助的项目为基础的学习（ PBL的） .在这种淋巴细胞,内容和评估往往是真实的,与学生学习的主题领域,也正在研究如何建立多媒体文件.然而,研究指出,往往是一个陡峭的学习曲线的教师,因此,专业发展是非常有益的.此外,初次使用的多媒体资讯科技辅助淋巴细胞往往超过强调IT和下强调的基本主题领域正在研究中.这似乎是一个标准的过渡,教师和学生的经历,他们学习使用多媒体.
创建多媒体文件是有益的,但复杂和艰巨的任务.中心的高度互动的计算机教育[ http://hi-ce.eecs.umich.edu/ ]提供了一些很好的例子互动,多媒体文件的目的是学生和教师使用.
让学生有机会制作自己的文件提供了一些教育的优势.
•学生的经验技术的必要步骤来产生有效的多媒体文件成为更好的消费者的多媒体文件制作等.
•学生表明他们学习材料列入其介绍在更大的深度比传统的书面项目.
•学生工作,相同的信息从四个角度：1 ）作为研究者,他们必须找到并选择需要的信息,了解所选择的主题; 2 ）作为作者,他们必须考虑他们的目标受众,并决定什么信息量需要让读者了解这一专题; 3 ）担任设计师,他们必须选择适当的媒体分享的概念选定;和4 ）作为作家,他们必须找到一种方法,以适应信息的容器,包括联系方式其他信息检索（史密斯,1993年） .所有这些有助于学生的学习,并有助于解释改善学生的学习往往是与此相关的辅助淋巴细胞.
还有另外一个方面向发展中国家的多媒体文件,使学生.学生很快认识到,他们的电子文档可以很容易地共享.正因为如此,学生一个更大的价值,生产一种产品,是高标准.观众一教师是要求不高比许多观众,特别是自己的同龄人.学生很快认识到,出版了一个多媒体文件,传达有效,需要注意的内容和设计文件.