英文文献及译文——教学效率与教学分析的反思，教学设计的理论基础.doc
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英文文献及译文——教学效率与教学分析的反思，教学设计的理论基础,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“有效教学”问题上的一些关键点
自十九世纪六十年代以来，越来越多的西方教育研究者，尤其是那些来自美国的学者，已经对有效教学这门学科感兴趣的，包括理性的反思和理论性的建设，以及探查实践模式和策略。到目前为止，在这门学科上有相当多的专著和条约已经被出版，在不同水平上的一些科学研究项目已经被授权。毫无疑问，在学科期间，仅仅被最初的目的和兴趣所判断，这些成功应得到充分的认可。尽管如此，考虑到实际的作用和内部逻辑观点，但仍存在一些疑点，或者至少海不是很清楚。
1．1“有效教学”的模糊定义
一些国内的研究者指出在有效教学的研究上从夸美纽斯到赫尔伯特（当时就留下如此历史性的分歧的财产在一边）这一期间存在着扩大教师规模的形式（高和刘，2004）。无论如何，我们有一点可以证实，从新时代以来，随着教育的需要和来自学校压力的不断增加，在“规模”和“利益”之间的矛盾经常演绎着作为研究的驱动力。在实践的经验当中，仅仅只有提高教学的效率才能对充足的教学和更好的教学做出贡献。
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“有效教学”问题上的一些关键点
自十九世纪六十年代以来，越来越多的西方教育研究者，尤其是那些来自美国的学者，已经对有效教学这门学科感兴趣的，包括理性的反思和理论性的建设，以及探查实践模式和策略。到目前为止，在这门学科上有相当多的专著和条约已经被出版，在不同水平上的一些科学研究项目已经被授权。毫无疑问，在学科期间，仅仅被最初的目的和兴趣所判断，这些成功应得到充分的认可。尽管如此，考虑到实际的作用和内部逻辑观点，但仍存在一些疑点，或者至少海不是很清楚。
1．1“有效教学”的模糊定义
一些国内的研究者指出在有效教学的研究上从夸美纽斯到赫尔伯特（当时就留下如此历史性的分歧的财产在一边）这一期间存在着扩大教师规模的形式（高和刘，2004）。无论如何，我们有一点可以证实，从新时代以来，随着教育的需要和来自学校压力的不断增加，在“规模”和“利益”之间的矛盾经常演绎着作为研究的驱动力。在实践的经验当中，仅仅只有提高教学的效率才能对充足的教学和更好的教学做出贡献。
