英语翻译Asian teachers also exploit the fact that the same instruction can affect different students in different ways,something that may be overlooked by American teachers.In this sense,Asian teachers subscribe to what would be considered in the

英语翻译Asian teachers also exploit the fact that the same instruction can affect different students in different ways,something that may be overlooked by American teachers.In this sense,Asian teachers subscribe to what would be considered in the
英语翻译
Asian teachers also exploit the fact that the same instruction can affect different students in different ways,something that may be overlooked by American teachers.In this sense,Asian teachers subscribe to what would be considered in the West a constructivist view of learning.According to this view,knowledge is regarded as something that must be constructed by the child rather than as a set of facts and skills that can be imparted by the teacher.Because children are engaged in their own construction of knowledge,some of the major tasks for the teacher are to pose provocative questions,to allow adequate time for reflection,and to vary teaching techniques so that they are responsive to differences in student’s prior experience.Through such practices Asian teachers are able to accommodate individual differences in learning abilities,even though instruction is not tailored to each student.
Few who have visited urban classrooms in Asia would disagree that Chinese and Japanese teachers are highly skilled professionals.What is often not appreciated is how thoughtfully and adroitly they guide children through the vast amount of material they must master during the six years of elementary school.We of course witnessed examples of excellent teaching in American classrooms.But what has impressed us in our personal observations and in our data is how remarkably well most Asian teachers teach.It is the widespread excellence of Asian class lessons that is so stunning.

英语翻译Asian teachers also exploit the fact that the same instruction can affect different students in different ways,something that may be overlooked by American teachers.In this sense,Asian teachers subscribe to what would be considered in the
亚洲的老师也发现了这样的一个事实,即相同的教学方法可以通过不同的方式影响不同的学生,而美国的老师可能忽视此类细微差别.从这种角度出发,亚洲的老师基本同意西方教育中所谓的建构主义的知识观.按照此种观点,知识被定义为必须由孩子自己建构的东西,而不是由老师主动灌输的各种所谓的事实和技能.因为孩子们自己在建构他们自己的知识,对老师而言,其中的一些主要的任务就是通过各种发问,提出问题,然后给孩子们足够的时间进行思考,并按照具体情况改变教学方法,由此老师们针对学生当前的反应与之前的经验的不同做出回应.通过此类实践,即使教学方法不是针对每一个学生而量身定制的,但亚洲的老师仍然能够满足学生个体之间学习能力的差别的要求.
参观过亚洲地区的市区里的教学课堂的人几乎都会同意中国和日本老师都是具有极高职业技能的专家.通常不被欣赏的或不太被接受的,是这些老师指导学生的时候实在是考虑的太周到了,也太熟练了,都成习惯了,在学生的六年小学期间,老师们通过大量的学生们必须掌握的知识材料来教导学生.我们当然见识到了美国教学的成功的教学典范.但就个人观察和我们所掌握的资料而言,令我们印象最为深刻的是大部分亚洲的老师的教学成果实在是太好了.而且亚洲的教学质量几乎都是如此的出色,让人如此的震惊.
供参考