Question

请高手翻译一下，必有重谢，谢谢

"Computer-based digital video（基于计算机的数字视频） is finding an increasing role inside the K-12（基础教育） and higher education classroom. But like the videotapes（录像磁带） and filmstrips（宣传片段） preceding（在先的前面的） it, this potentially（潜在的） dynamic（有活力的） medium（媒体） is still used primarily（主要的首要的） in a teacher-centered approach in which video is watched by learners, either in a whole-class model, or by individuals（个人） playing videoclips on particular curriculum（总课程） topics. Yet video can also serve as a powerful medium for capturing records of teaching practices for uses in professional development, for analyzing the interactions involved in learning activities and conversations, and for learners to construct videos as expressive artifacts and to interact with video in ways more productive for active engagement in learning. Although digital video capture, editing, and sharing has now become much more accessible and inexpensive. With developments in consumer electronics and streaming media over the World-Wide Web, it is still unusual for teachers to capture video of their teaching for reflective analysis with mentors and peers, for learning researchers to collaboratively analyze teaching and learning videos to deepen our science of learning, or for K-12 students to capture, edit and use video in their own expressions of learning. Today there are too many technical barriers to having such useful activities become more widespread.
还有一段：Constructivism is a broad vision of learning; it is not just an approach to instruction. It enables us to consider students’ abilities to create new knowledge when they are outside of instruction and we no longer have control over precise instructional variables. By shifting the focus [of constructivism] to assessment, we can ask the question, “What experiences prepare students to construct knowledge in the future and in the world?” This question is important because learning should not end once students leave the classroom and lose a teacher’s direct guidance. By creating constructivist assessments, it will be possible to identify the elements of instruction — constructivist or otherwise — that facilitate the development of continued learning.不要百度中机器翻译

Answer 1

基於计算机的数字视频（基於计算机的数字视频）是找到一个越来越重要的作用内部的K - 12（基础教育）和高等教育课堂。但是就像录像带（录像磁带）和宣传片段（宣传片段）前（在先的前面的）的话，这可能（潜在的）动态（有活力的），中期（媒体）仍是主要用於（主要的首要的）在教师为中心的模式来观看视频是由学习者，无论是在整体级产品，或个人（个人）播放视频片断在特定课程（总课程）的主题。然而，影片还可以作为一种强有力的媒介捕捉记录的教学实践中使用的专业发展，为分析的相互作用参与学习活动和谈话，并为学习者建构影片作为文物，并表达和视频交互的方式更有成效的积极参与学习。虽然数字视频采集，编辑和共享已经变得更加容易和便宜。随著消费类电子产品发展和流媒体在万维网，仍然是不寻常的教师捕获视频自己的教学进行反射分析与导师和同行学习的协作研究人员分析教学视频，深化我们的科学的学习，或对K -12学生捕获，视频编辑和使用自己的学习表现。今天有太多的技术壁垒有这种有益的活动变得更为普遍。
问题补充： 问题补充： 还有一段：Constructivism is a broad vision of learning; it is not just an approach to instruction.还有一段：建构主义是一个广泛的学习视野，它不仅是一种教学方法。 It enables us to consider students' abilities to create new knowledge when they are outside of instruction and we no longer have control over precise instructional variables.它使我们能够考虑学生的能力，创造新的知识，当他们到国外教学和我们不再有控制精确的教学变量。 By shifting the focus [of constructivism] to assessment, we can ask the question, “What experiences prepare students to construct knowledge in the future and in the world?” This question is important because learning should not end once students leave the classroom and lose a teacher's direct guidance.将重点转移到[建构]的评估，我们可以提出问题：“什麼经验，帮助学生建构知识，在未来和世界的？”这个问题很重要，因为学习应该没有结束，当学生离开教室，失去教师的直接指导。 By creating constructivist assessments, it will be possible to identify the elements of instruction — constructivist or otherwise — that facilitate the development of continued learning.通过创建建构的评估，将可能确定教学内容-建构或以其他方式-即促进发展，继续学习。

Answer 2

在百度上打汉译英 就可以了