英文文獻及譯文——教學效率與教學分析的反思，教學設計的理論基礎(chǔ).doc
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英文文獻及譯文——教學效率與教學分析的反思，教學設計的理論基礎(chǔ),1. some questionable points in the research on “effective teaching”since 1960s, more and more western education researchers, especially those who come from amer...
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1. Some questionable points in the research on “effective teaching”
Since 1960s, more and more Western education researchers, especially those who come from America, have been interested in the subject of effective teaching, including rational reflection and theoretical construction, as well as the probe 150 LIU Wanhai into practice mode and strategies. So far, considerable monographs and treatises on the subject have been published, and some scientific research projects at different levels have also been authorized. Without doubt, just judging by the original intention and the enthusiasm during the course, these achievements deserve adequate affirmations. However, considering the actual effect and inner logic of the viewpoints, there still exist some problematic points, or at least not so clear.
1.1 The obscure definition of “effective teaching”
Some researchers in China pointed out that the research on effective teaching during the period from Comenius to Herbart (leaving the property of such historical division aside for the moment) existed in the form of expanding teaching scale (Gao and Liu, 2004). Anyway, one point we can confirm lies that, with the increasing need for education and pressure from schools since modern times, the contradiction between “scale” and “benefit” always acts as the driving force of
1.在“有效教學”問題上的一些關(guān)鍵點
自十九世紀六十年代以來，越來越多的西方教育研究者，尤其是那些來自美國的學者，已經(jīng)對有效教學這門學科感興趣的，包括理性的反思和理論性的建設，以及探查實踐模式和策略。到目前為止，在這門學科上有相當多的專著和條約已經(jīng)被出版，在不同水平上的一些科學研究項目已經(jīng)被授權(quán)。毫無疑問，在學科期間，僅僅被最初的目的和興趣所判斷，這些成功應得到充分的認可。盡管如此，考慮到實際的作用和內(nèi)部邏輯觀點，但仍存在一些疑點，或者至少海不是很清楚。
1．1“有效教學”的模糊定義
一些國內(nèi)的研究者指出在有效教學的研究上從夸美紐斯到赫爾伯特（當時就留下如此歷史性的分歧的財產(chǎn)在一邊）這一期間存在著擴大教師規(guī)模的形式（高和劉，2004）。無論如何，我們有一點可以證實，從新時代以來，隨著教育的需要和來自學校壓力的不斷增加，在“規(guī)?！焙汀袄妗敝g的矛盾經(jīng)常演繹著作為研究的驅(qū)動力。在實踐的經(jīng)驗當中，僅僅只有提高教學的效率才能對充足的教學和更好的教學做出貢獻。
Since 1960s, more and more Western education researchers, especially those who come from America, have been interested in the subject of effective teaching, including rational reflection and theoretical construction, as well as the probe 150 LIU Wanhai into practice mode and strategies. So far, considerable monographs and treatises on the subject have been published, and some scientific research projects at different levels have also been authorized. Without doubt, just judging by the original intention and the enthusiasm during the course, these achievements deserve adequate affirmations. However, considering the actual effect and inner logic of the viewpoints, there still exist some problematic points, or at least not so clear.
1.1 The obscure definition of “effective teaching”
Some researchers in China pointed out that the research on effective teaching during the period from Comenius to Herbart (leaving the property of such historical division aside for the moment) existed in the form of expanding teaching scale (Gao and Liu, 2004). Anyway, one point we can confirm lies that, with the increasing need for education and pressure from schools since modern times, the contradiction between “scale” and “benefit” always acts as the driving force of
1.在“有效教學”問題上的一些關(guān)鍵點
自十九世紀六十年代以來，越來越多的西方教育研究者，尤其是那些來自美國的學者，已經(jīng)對有效教學這門學科感興趣的，包括理性的反思和理論性的建設，以及探查實踐模式和策略。到目前為止，在這門學科上有相當多的專著和條約已經(jīng)被出版，在不同水平上的一些科學研究項目已經(jīng)被授權(quán)。毫無疑問，在學科期間，僅僅被最初的目的和興趣所判斷，這些成功應得到充分的認可。盡管如此，考慮到實際的作用和內(nèi)部邏輯觀點，但仍存在一些疑點，或者至少海不是很清楚。
1．1“有效教學”的模糊定義
一些國內(nèi)的研究者指出在有效教學的研究上從夸美紐斯到赫爾伯特（當時就留下如此歷史性的分歧的財產(chǎn)在一邊）這一期間存在著擴大教師規(guī)模的形式（高和劉，2004）。無論如何，我們有一點可以證實，從新時代以來，隨著教育的需要和來自學校壓力的不斷增加，在“規(guī)?！焙汀袄妗敝g的矛盾經(jīng)常演繹著作為研究的驅(qū)動力。在實踐的經(jīng)驗當中，僅僅只有提高教學的效率才能對充足的教學和更好的教學做出貢獻。
