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BOWING TO A DIFFERENT CULTURE

机译：向不同的文化鞠躬

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摘要

IMAGINE THIS: In an elementary school, four first- and second-grade teachers decide to improve the way a subtraction lesson is taught to first-graders. Over a three-week period, and joined by a vice principal, they meet numerous times in working sessions lasting one to two hours. They develop a 12-page lesson plan as well as intensively deliberated handouts and manipulatives, and debate the best arrangement of information on the blackboard. Then they revise all of this into a 13-page version, which is pilot-tested with one participant's first-grade class while the other four observe and take notes. Another revision follows, then a second pilot session with another class-which was observed by every teacher in the school. Final revisions occur, resulting in a 15-page plan. The closing activity is a two-hour all-faculty meeting during which the fine points of this improved lesson are discussed. Does that sound like a realistic American scenario? Of course not. This occurred at Tsu-ta Elementary School, a public school near Hiroshima, Japan. There, lesson-improvement practices such as this are common and are known as Jugyo Kenkyu or Lesson Study. Similar efforts are common throughout Japan; in China and Taiwan, the same process often is referred to as "Research Lesson."
机译：想象一下：在一所小学，四位和二级教师决定改善减法课程向一年级学生提出的方式。在为期三周的时间内，并由副校长加入，他们在工作课程中遇到了许多持续一到两个小时的次数。他们开发了一个12页的课程计划，以及集中审议的讲义和操纵，并辩论了在黑板上的最佳信息安排。然后他们将所有这一切都调整为13页版本，这是一个参与者的一年级课程试验，而另外四个观察和记笔记。遵循另一个版本，然后是另一个类的第二个试点会话 - 由学校的每个老师观察到。发生最终修订，导致15页计划。截止活动是一个两小时的全体教师会议，在此期间讨论了这种改进课程的精细点。这听起来像一个现实的美国情景吗？当然不是。这发生在日本广岛附近的公立学校Tsu-ta小学。在那里，课程改善诸如此是常见的，并且被称为Jugyo Kenkyu或课程研究。在日本普遍普遍的努力;在中国和台湾，同样的过程通常被称为“研究课程”。

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  • 来源
    《USA today》 |2021年第2910期|50-53|共4页
  • 作者

    CORNELIUS N. GROVE;

  • 作者单位

    global business consultancy Grovewell LLC Brooklyn N.Y.;

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