吉林省公主岭市:翻译英文，不要在线翻译！！

If we put somuch money, time and energy in such huge curriculum experiments,some day the community might not remain satisfied with the consistent finding of ‘no difference’. We must think of better research designs. The major question not resolved in much educational outcome research is: what happens to the student? We should know how education affects his or her behavior before we decide there is no effect. Is PBL no different than other curricula? Of course we should first state what we mean by PBL and have sound, theory-based hypotheses on the educational effects (Maudsley, 1999). But then we should explore what quality and quantity of study behavior results from this teaching before we consider the achievements.
If we adopt more elaborate designs for educational outcome research, including analyses of the effects on students, we might be able to find effects that otherwise remain hidden. Such a design could be envisioned as some sort of two stage path design, with (A) an independent variable (the experimental teaching condition, with or without student characteristics) affecting (B) an intermediate variable (what happens to the students?), which in turn affects (C) a dependent variable (what are the outcome effects?). The intermediate variable can first be considered a dependent and then an independent variable. Two separate hypotheses can then be tested. The what-happens-to-the-students question requires hypotheses of student behavior. Important will be to predict whether a supposedly ‘better’educational method should lead to more or to less student activity. As long as we have no hypothesis of this intermediate effect, hypothesizing about the outcomeeffect seems premature.
我要的是中文翻译！！！
请高手快金啊！！！