Cultural Support for Schooling: Contrasts Between Japan and the United States
Cultural Support for Schooling: Contrasts Between Japan and the United States
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对学校教育的文化支持：日本与美国的对比
DOI：
10.3102/0013189x020009002
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发表时间：
1991
影响因子：
8.2
通讯作者：
H. Azuma
中科院分区：
文献类型：
--
作者：
R. Hess;H. Azuma
学生在正规学校教育中面临的条件——分组教学、分享老师的注意力、独立工作、处理规范行为的武断规则——都不利于学习。教师通过鼓励学生采取协助性态度或使学习活动更具吸引力来应对这些情况。文化对这两种策略的重视程度有所不同。日本人倾向于强调培养适应能力；美国人试图让学习环境更具吸引力。通过分析学生性格的文化差异，可以更全面地理解教育成绩的国家差异。学生特征和教师策略的相互作用在两国创造了截然不同的课堂氛围。
Conditions that confront students in formal schooling–instruction in groups, sharing teacher’s attention, working independently, dealing with arbitrary rules regulating behavior–are not conducive to learning. Teachers deal with these circumstances by encouraging facilitative dispositions in students or by making learning events more appealing. Cultures differ in the emphasis they place on these two strategies. Japanese tend to stress developing adaptive dispositions; Americans try to make the learning context more attractive. National differences in educational achievement may be more completely understood by analysis of cultural differences in student dispositions. The interaction of student characteristics and teacher strategies creates very different classroom climates in the two countries.
DOI：
10.1037//0003-066x.45.8.913
发表时间：
1990
期刊：
The American psychologist
影响因子：
--
作者：
Sue,S;Okazaki,S
通讯作者：
Okazaki,S