查尔斯达尔文代写:反思性的话语

2018-02-11 21:02

在我看来，我认为可能会有另一个相似之处，因为两者都被认为是不具代表性的。不能推定参加RCT试验的所有受试者代表最终将服用药物或治疗的人，并且不能推定教师从他/她自己的教室条件收集的数据适用于所有人条件。他们都有相同的目标，即丰富知识的语料，并告知教育实践。此外，他们都依靠哲学理由实证主义者和解释主义者（E891教育调查，学习指南，第79页）。另一方面，不能推定参加RCT试验的所有受试者都代表将要服用药物或治疗的人，并且不能推定教师亲自从自己的教室情况收集的数据到所有的条件。尽管如此，在我看来，他们有许多共同之处，比如理论的位置，他们并不质疑，因为他们都倾向于看教学策略，而不是教学的意义，教学的意义。总之，我不会不同意RCT提供了可衡量的结果，反思性的话语强调了实践者的经验，这并不意味着它忽略了所需要的技能和技术，而是试图去看待“更广阔的图景”。 ..所以如果他们的研究和实践的范围是有限的那部分批判理论的研究发挥，因为我认为它是与反思实践相关联。
查尔斯达尔文代写:反思性的话语
In my opinion, I believe that there could be another similarity due to the fact that both are considered to be unrepresentative. It can't be presumed that all subjects taking part in RCT trials are representative of the people who will eventually be taking the drug or treatment and the data that a teacher personally gathers from his/her own classroom conditions cannot be presumed to apply to all conditions. Both of them have the same goals which are to enrich the corpus of knowledgeand to inform educational practice. Also, they both rely on philosophical grounds positivist one and interpretivist (E891 Educational Enquiry, Study Guide, p.79). On the other, it cannot be presumed that all subjects taking part in RCT trials are representative of the people who will eventually be taking the drug or treatment and the data that a teacher personally gathers from his/her own classroom conditions cannot be presumed to apply to all conditions. Nevertheless, it seems to me that they share a lot of points in common, such as theirposition with theory, which they don't question as both tend to look at teaching strategies rather than the sense of teaching and what is taught. To sum up, I would not disagree that RCTs provide measurable outcomes, and the reflective discourse emphasises the practitioners experience, this doesn't mean that it ignores the skills and techniques needed but that it tries to look at the "wider picture".... so if their spectrum of research and practice is limited what part does critical theory of research play as I see it to be connected to reflective practice.

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