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(xué)”問題上的一些關(guān)鍵點(diǎn)
自十九世紀(jì)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(xué)者，已經(jīng)對(duì)有效教學(xué)這門學(xué)科感興趣的，包括理性的反思和理論性的建設(shè)，以及探查實(shí)踐模式和策略。到目前為止，在這門學(xué)科上有相當(dāng)多的專著和條約已經(jīng)被出版，在不同水平上的一些科學(xué)研究項(xiàng)目已經(jīng)被授權(quán)。毫無疑問，在學(xué)科期間，僅僅被最初的目的和興趣所判斷，這些成功應(yīng)得到充分的認(rèn)可。盡管如此，考慮到實(shí)際的作用和內(nèi)部邏輯觀點(diǎn)，但仍存在一些疑點(diǎn)，或者至少海不是很清楚。
1．1“有效教學(xué)”的模糊定義
一些國內(nèi)的研究者指出在有效教學(xué)的研究上從夸美紐斯到赫爾伯特（當(dāng)時(shí)就留下如此歷史性的分歧的財(cái)產(chǎn)在一邊）這一期間存在著擴(kuò)大教師規(guī)模的形式（高和劉，2004）。無論如何，我們有一點(diǎn)可以證實(shí)，從新時(shí)代以來，隨著教育的需要和來自學(xué)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(dòng)力。在實(shí)踐的經(jīng)驗(yàn)當(dāng)中，僅僅只有提高教學(xué)的效率才能對(duì)充足的教學(xué)和更好的教學(xué)做出貢獻(xiàn)。