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In this lesson, we will talk about the difference between teaching tactics and strategy, pedagogy, or methodology.
本节课我们将讨论教学战术与策略、教学法或方法论之间的区别。

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These are different things.
这些是不同的概念。

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I'll give you a little analogy.
我给大家打个小比方。

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If a general is preparing for battle tomorrow morning, his strategy might be to attack the right flank.
如果一位将军正在准备明天早上的战斗,他的策略可能是进攻右翼。

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This is his strategy. He believes this is the easiest place to attack.
这就是他的策略:他认为这里是最容易进攻的地方。

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That's where he wants to focus his efforts.
这里就是他想集中兵力的地方。

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This is his strategy. This is his basic methodology.
这就是他的策略,也是他的基本方法论。

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But now he has to develop tactics.
但现在他必须制定战术。

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Who is attacking? When do they attack?
谁去进攻?什么时候进攻?

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Will he make a evasive maneuver to the left?
他会向左做规避机动吗?

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What should he do to make this strategy work?
他该怎么做才能让这套策略奏效?

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Here's a football coach deciding, "Hey, to beat this team, we need to play long passes."
再比如一位橄榄球教练在盘算:“嘿,要打赢这支球队,我们得打长传。”

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Okay, great. But how exactly?
好,很不错。但具体该怎么做?

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What combinations will you choose and in what order will you apply them?
你会选择哪些战术组合,又按什么顺序来运用它们?

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So, many people who think they know how to teach confuse the two concepts,
所以,很多自以为懂得教学的人把这两个概念混为一谈,

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and all they have is a set of tactics without any strategy.
结果他们拥有的只是一套没有策略的战术。

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A set of techniques is good.
拥有一套技巧是好事。

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We need an arsenal of tactics, but you must have a strategy.
我们需要一个战术库,但你必须要有策略。

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So let's talk about strategy in the context of teaching or pedagogy.
那我们就从教学或教学法的角度来谈谈策略。

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It should be a learning system built on the principles of how people learn and how they learn best.
它应该是一套学习体系,建立在“人如何学习、如何学得最好”的原理之上。

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This is what we will work on.
这就是我们要研究的内容。

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You can't just say, "Hey, I'll show them this, and then I'll show them that."
你不能只是说:“嘿,我先教他们这个,再教他们那个。”

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There is another analogy that may be interesting.
还有一个类比可能很有意思。

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If Toyota, Ford, Lexus or anyone else decided to assemble an entire car and then test it, how many errors would there be?
如果丰田、福特、雷克萨斯或任何其他厂商决定把整辆车组装完再测试,那会出现多少错误?

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They build the car step by step and check each stage.
他们是一步一步地造车,每个阶段都做检查。

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First, the chassis is assembled, and then all the seams are checked to make sure they are of good quality.
首先组装底盘,然后检查所有接缝,确保质量过关。

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Then install the engine and check the reliability of the fasteners.
接着安装发动机,并检查紧固件的可靠性。

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Then they add the next part, and another, checking each stage of assembly.
然后他们装上下一个部件,再下一个,每一道装配工序都做检查。

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If we taught according to this principle, for example in casting technique, we wouldn't have to rely so much on Bruce Richards' system.
如果我们按这个原则来教学,比如在抛投技术教学中,就不必那么依赖 Bruce Richards 的体系。

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Bruce Richards' system was designed to correct errors after the product is ready.
Bruce Richards 的体系是为产品成型之后纠正错误而设计的。

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So, if you are teaching a new student or client
所以,如果你教的是一位新学员或新客户,

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and they already have a lot of mistakes built into them, you simply have no other choice.
而他们身上已经积攒了很多错误动作,那你就别无选择。

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You should use Bruce Richards' system to figure out what error to try to fix.
你应该用 Bruce Richards 的体系来判断该去纠正哪个错误。

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But even then you can go back to basic exercises.
但即便如此,你仍然可以回到基础练习。

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You can use some of the basic strategies we talk about to make this work.
你可以运用我们讲过的一些基本策略来做到这一点。

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So, we'll talk a little bit about that in this section.
所以本节我们会稍微谈谈这方面。

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There is no need for the Bruce Richards system if you are raising your student yourself.
如果你是亲手从零带学员,那就不需要 Bruce Richards 的体系。

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In other words, if I'm starting from scratch with a student, I don't have to worry about them "crawling"
换句话说,如果我带着一个学员从零开始,我就不必担心他们“爬行”,

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because we'll get rid of that as we learn.
因为我们会在学习过程中把这个毛病改掉。

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This " slippage" will last maybe 10 minutes, 5 minutes, and we'll fix it.
这种“滑坡”也许只会持续 10 分钟、5 分钟,我们就能纠正它。

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It won't last 2 years, and we won't have to fight it
它不会持续两年,我们也不必一直跟它较劲,

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because it's been etched into muscle memory, if you want to call it that.
因为它已经被刻进肌肉记忆里了——如果你愿意这么说的话。

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So, that's what we'll talk about in this section.
所以,这就是本节要谈的内容。

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So we will give you the basic principles of a good lesson plan.
因此我们会给大家讲一份好的课程计划的基本原则。

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Before we continue, let me add one caveat.
在继续之前,请允许我补充一点提醒。

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A good lesson plan is a perfect plan.
一份好的课程计划是一份完美的计划。

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This doesn't mean we can always stick to a good lesson plan.
但这并不意味着我们总能严格照着一份好的课程计划执行。

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When someone comes to my river and I'm going to be their guide,
当有人来到我常去的河段、而我要做他们的向导时,

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last year I had a family of four who had never fly fished before.
去年我接待过一个四口之家,他们以前从未飞钓过。

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Of course, they don't want to spend the first 4 hours of their day
当然,他们不想把一天中最初的 4 个小时花在

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with a guide sitting on the grass in the park learning to cast a fishing rod.
跟着向导坐在公园草地上学怎么抛投钓竿上。

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So I have to take them to the river and make them cast.
所以我必须带他们到河边,让他们抛投。

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And they had to—and each one of them caught a fish.
结果他们每个人都钓到了鱼。

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What did I teach them?
我教了他们什么呢?

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I taught them how to do a roll cast.
我教了他们怎么滚抛。

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That's all I taught them.
我只教了这些。

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They did a ring cast and a water mend.
他们做了一个环形抛投和一次水面修线。

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That's all. And they managed to catch a fish.
就这些。可他们还是钓到了鱼。

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If I gave them this 5-hour casting lesson, they wouldn't have caught any more fish.
就算我给他们上这 5 小时的抛投课,他们也不会多钓到鱼。

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So understand that what I'm talking about—this lesson plan—is an ideal plan,
所以要明白,我所讲的这份课程计划是一个理想的计划,

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assuming we have a student who will be with us for an hour, 2 hours, 4 hours, or however long you want.
前提是学员能跟着我们练 1 小时、2 小时、4 小时,或者你想教多久都行。

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If I have a student who wants to take the MCI or CI exam
如果我有个学员想参加 MCI 或 CI 考试,

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and he says, "Dale, I want you to coach me 2 hours a week for the next 6 months."
他对我说:“Dale,我希望你接下来 6 个月每周辅导我 2 小时。”

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Friend, this is paradise for me.
朋友,这对我来说简直是天堂。

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Now I can do everything absolutely correctly.
现在我可以把每件事都做得绝对正确。

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But if a person says, "Hey, I'm going to the Bahamas next week, and I need to learn how to double cast."
但如果有人对我说:“嘿,我下周要去巴哈马,我得学会双重拉线抛投。”

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Dude, you know what? This is not the best situation.
老兄,你知道吗?这可不是最理想的情况。

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I will do everything I can,
我会尽我所能,

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but I will still try to do everything in order: first after first, second after second, third after third.
但我还是会尽量按顺序来:先做第一步再做第二步,再做第三步。

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So now we'll go through the lesson plan.
那么现在我们就来讲讲这份课程计划。