中科新闻网童星李依依:急需英文翻译！！高手进！·！！
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Such effects should not simply be taken together. A first problem arises in the interpretation of any meta-analysis in education: methods and circumstances subsumed under a single label may vary considerably. Methods like Problem Based Learning are implemented very differently in different institutions. There is no equivalent of“300 mg. of PBL t.i.d.” (Cotton and Cook, 1982).
Further, translating reviews like this to conclusions about specific educational methods is difficult, since every curriculum level intervention must inevitably have a number of these characteristics (e.g. problem-based, small group, personalized, expert tutor). Even if we could obtain effect size estimates for each factor, it is anything but clear how they should be combined. Perhaps not surprisingly,because of these problems, comparisons of complete medical curricula are similarly inconclusive. International comparisons of medical students with the Maastricht Progress test, measuring curriculum wide objectives at the MD level “do not yield evidence that curricula which are quite different with respect to teaching methodology yield different overall knowledge levels for the final-year students” (Albano et al., 1996). Reviews of the many studies that compare PBLcurricula with other curricula report a similar lack of differential effects (Albaneseand Mitchell, 1993; Vernon and Blake, 1993; Colliver, 2000).
Further, translating reviews like this to conclusions about specific educational methods is difficult, since every curriculum level intervention must inevitably have a number of these characteristics (e.g. problem-based, small group, personalized, expert tutor). Even if we could obtain effect size estimates for each factor, it is anything but clear how they should be combined. Perhaps not surprisingly,because of these problems, comparisons of complete medical curricula are similarly inconclusive. International comparisons of medical students with the Maastricht Progress test, measuring curriculum wide objectives at the MD level “do not yield evidence that curricula which are quite different with respect to teaching methodology yield different overall knowledge levels for the final-year students” (Albano et al., 1996). Reviews of the many studies that compare PBLcurricula with other curricula report a similar lack of differential effects (Albaneseand Mitchell, 1993; Vernon and Blake, 1993; Colliver, 2000).
如此的效果不应该只是被一起轮流。 一个第一个问题在任何 meta 的解释中发生-教育的分析: 在单一标签之下被次总计的方法和环境可能非常地改变。 像被建立学问的问题方法在不同的机构中被非常不同地实现。 没有同等物"300个毫克。 PBL t.i.d。".(棉花和厨子,1982)
促进, 翻译像这对关于特定的教育方法的结论检讨很困难, 因为每个课程水平干涉一定不可避免有若干的这些特性。 (举例来说以问题为基础又小的团体,个人化, 专家指导教师) 即使我们可以对于每个因素获得效果大小估计,他们应该如何被联合是决不清楚。 也许不令人惊讶地，因为这些问题，完全医学的课程比较同样非决定性。和 Maastricht 进步测试的医学学生的国际比较, 测量在 MD 的课程宽的目的消除 " 不产生相当不同的课程有关于教方法学生产量不同的全部知识为结局- 年的学生消除的证据 "(Albano et al。,1996)。 和其他的课程比较 PBLcurricula 报告相似缺乏差别效果的许多研究的检讨 (Albaneseand 米契尔,1993; 弗农和布莱克,1993; Colliver,2000).