人类自懂得钻木取火和使用刀具以来,思想家们就一直对有效的教学所涉及的过程进行不断探索。教学分析产生了各种各样的理论,从认知论到行为主义或听说论,到解释学、语用学和功能主义。近来,研究者的兴趣从比较基于上述各种理论的方法转到了对课堂中实际教学情景的仔细观察,这种研究被称为教学风格研究。 Since human beings have learned that firewood and firewood are used by humans, thinkers have been constantly exploring the processes involved in effective teaching. Teaching analysis has produced a variety of theories, from cognitive theory to behaviorism or listening and speaking theory, to hermeneutics, pragmatics and functionalism. Recently, the interest of researchers has shifted from comparing the above theories to the careful observation of the actual teaching situations in the classroom. Such research is called the study of teaching style.