迈克尔，一如既往地观察！我当然认为Rleaning是问题。我希望以新的/不同的术语重新定义指导。只要有教室，就会有教学法，即使它将老师描述为促进者而不是讲师。（对于某些技术人员而言，可能是讲座，对于其他技术人员来说，角色可能是纯粹的便利性。）在我们的情况下，大部分教学法都在教学设计的层面上，我们在其中匹配了我们对介质参数的了解。我认为，它在社会环境中也是如此，实践社区是相关的。老师可以促进小组讨论，但没有直接参与其中。如果学习者努力应对新概念，以目标语言练习并实际学习教师干预的东西，是否涉及任何教学法？I think there is.On ChinesePod or SpanishPod, the role of the teacher (or is practitioner’ a better word?) is to design the learnign object, deliver it in a way that is engaging, build context around it (this to me, is as much about context managment as content management)and keep the discussion productive after that. I would say that this is pedagogy and this is where I want to probe. Perhaps the term instruction’ was a bit misleading, though!Ken Carroll
注释：
Gulya：
迈克尔，一如既往地观察！我当然认为Rleaning是问题。我希望以新的/不同的术语重新定义指导。只要有教室，就会有教学法，即使它将老师描述为促进者而不是讲师。（对于某些技术人员而言，可能是讲座，对于其他技术人员来说，角色可能是纯粹的便利性。）在我们的情况下，大部分教学法都在教学设计的层面上，我们在其中匹配了我们对介质参数的了解。我认为，它在社会环境中也是如此，实践社区是相关的。老师可以促进小组讨论，但没有直接参与其中。如果学习者努力应对新概念，以目标语言练习并实际学习教师干预的东西，是否涉及任何教学法？I think there is.On ChinesePod or SpanishPod, the role of the teacher (or is practitioner’ a better word?) is to design the learnign object, deliver it in a way that is engaging, build context around it (this to me, is as much about context managment as content management)and keep the discussion productive after that. I would say that this is pedagogy and this is where I want to probe. Perhaps the term instruction’ was a bit misleading, though!Ken Carroll