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  3. Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. (46)Many kind

Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. (46)Many kind

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问题     Do students learn from programmed instruction? The research leaves us in no doubt of this. They do, indeed, learn. (46)Many kinds of students learn—college, high school, secondary, primary, preschool, adult, professional, skilled labor, clerical employees, military, deaf, retarded imprisoned every kind of students that programs have been tried on. Using programs, these students are able to learn mathematics and science at different levels, foreign languages, English language correctness, spelling, electronics, computer science, psychology, statistics, business skills, reading skills, instrument flying rules, and many other subjects; the limits of the topics which can be studied efficiently by means of programs are not yet known.
    For each of the kinds of subject matter and the kinds of student mentioned above, experiments have demonstrated that a considerable amount of learning can be derived from programs; this learning has been measured either by comparing pre-and post-tests or the time and trials needed to reach a set criterion of performance. (47)But the question, how well do students learn from programs as compared to how well they learn from other kinds of instruction, we cannot answer quite confidently.
    Experimental psychologists typically do not take very seriously the evaluative experiments in which learning from programs is compared with learning from conventional teaching. Such experiments are doubtlessly useful, they say, for school administrators or teachers to prove to themselves (or their boards of education) that programs work. (48)But whereas one can describe fairly well the characteristics of a program, can one describe the characteristics of a classroom teaching situation so that the result of the comparison will have any generality? What kind of teacher is being compared to what kind of program? Furthermore, these early evaluative experiments with programs are likely to suffer from the Hawthorne effect; that is to say, students are in the spotlight when testing something new, and are challenged to do well. (49)It is very hard to make allowance for this effect; therefore, the evaluative tests may be useful administratively, say many of the experiments, but do not contribute much to science, and should properly be kept for private use.
    These objections are well taken. And yet, do they justify us in ignoring the evaluative studies? The great strength of a program is that it permits the student to learn efficiently by himself. (50)Is it not therefore important to know how much and what kind of skills, concepts, insights, or attitudes he can learn by himself from a program as compared to what he can learn from a teacher? Admittedly, this is a very difficult and complex research problem, but that should not keep us from trying to solve it.

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答案因此，与学生从一名教师的传授所学的知识相比，难道了解学生通过程序自学能学得多少知识以及能学得什么样的技能、形成什么样的观念、持有什么样的见识或意见不重要吗?
解析 代词的翻译；what引导的宾语从句的翻译。复合句。主干是Is it not important to know...。"it" 作形式主语，真正的主语是后面的to know...不定式短语，翻译时直接代替it作主语；how much and what kind of引导的是宾语从句，其中的"he"指的是前面句子中的"the student"; what引导的是宾语从句，翻译成"所"字结构。
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