一些有关整体改革的研究论文中,整体评价部分往往采用单元统计分析方法。例如“注音识字,提前读写”教改实验报告中,为评价教改措施的整体效果,研究者从“识字、阅读、写作”三个方面分别进行统计分析,即先对“识字”作均数差异显著性检验,分析教改措施在“识字”上的效果,再逐一分析在“阅读”、“写作”上的效果,最后合成整体效果,这种分析方法显然有很大的局限性,至少将产生如下两方面的问题: Some research papers on the overall reform, the overall evaluation of the unit often use statistical methods. For example, in “Experimental Teaching of Phonetic Recognition and Literacy, Reading and Writing in Advance”, in order to evaluate the overall effect of education reform measures, the researchers conducted statistical analysis on three aspects of “literacy, reading and writing” respectively, that is, Significance test, analysis of the effect of education reform measures on “literacy”, and then one by one in the “reading”, “writing” on the results, the final synthesis of the overall effect, this analysis is obviously a great limitation, at least will produce The following two issues: