老劉 asked in 社會與文化語言 · 6 years ago

請高手幫我翻譯這段英文

A potential danger of the correlation approach is the fl ip-side of its greatest

advantage—the assumption that teaching consists of a collection of

interchangeable features and that the effects of individual features can be

measured independently of their interactions with other features in the system.

Although many researchers have been explicit that “any teaching act is

meaningful only in relationship to other instructional behaviors that occur in the

classroom” (Good et al., 1983, p. 20), their warnings have often been overlooked

in summaries and syntheses of research and when research fi ndings are

incorporated into professional development activities for teachers. Without

considering the systems of which features are a part, recommendations from

process-product relationships can be as simple and misguided as “Teachers

should engage in process [X] more often.” Thus, as we noted earlier, when

discussing the challenges faced in developing adequate theories of teaching and

learning relationships, teaching must be conceived as a system of interacting

features and overly simplistic notions of teaching must be avoided.

-------------------------------------------------------------------------------------------------------------

請高手幫我一下,謝謝!

2 Answers

Rating
  • Anonymous
    6 years ago
    Best Answer

    A potential danger of the correlation approach is the flip-side of its greatest

    advantage—

    使用關聯性(correlation vs causation, 不好意思我不知道它的中文)的方式來觀察現象的其中一個危機其實同時是它最大的優點—

    the assumption that teaching consists of a collection of

    interchangeable features and that the effects of individual features can be

    measured independently of their interactions with other features in the system.

    也就是認定教學[他人]是一個獨立就能被測量的現象, 而不是被數多因素給混濁的系統現象

    Although many researchers have been explicit that “any teaching act is

    meaningful only in relationship to other instructional behaviors that occur in the

    classroom” (Good et al., 1983, p. 20),

    雖然許多研究者表明說"任何一個[研究上]有意義的教學過程必須是在真的教室裡所執行的教學" (Good 與同事們的文章, 1983, 第二十頁)

    their warnings have often been overlooked in summaries and syntheses of research and when research findings are incorporated into professional development activities for teachers.

    當一些研究的解果發表後被融入為老師的專業進展會議裡的活動, 他們的/這些警告被忽視了

    Without considering the systems of which features are a part, recommendations from process-product relationships can be as simple and misguided as “Teachers should engage in process [X] more often.”

    如果忽視了教學是被多方面外來因素所影響的系統的話, 由此而出的建議就像是說"每位老師都該多進行x策略"一樣的引入歧途

    Thus, as we noted earlier, when discussing the challenges faced in developing adequate theories of teaching and learning relationships, teaching must be conceived as a system of interacting features and overly simplistic notions of teaching must be avoided.

    因此, 如我們稍前說的, 當在討論教學相關的學說理論當中的困難時, [我們]必須注意到教學是受多方互相影響和作用的系統, 不能被過度簡單化的理論給誤導

    Source(s): the box that is my brain and my Canadian upbringing and education
  • Anonymous
    6 years ago

    參考下面的網址看看

    http://phi008780508.pixnet.net/blog

Still have questions? Get your answers by asking now.