文档介绍：该【儿童教育外文翻译文献 】是由【1781111****】上传分享，文档一共【15】页，该文档可以免费在线阅读，需要了解更多关于【儿童教育外文翻译文献 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。儿童教育外文翻译文献儿童教育外文翻译文献(文档含中英文对照即英文原文和中文翻译)原文:munityintheEducationoftheJapaneseChildHeidiKnipprathAbstractInJapan,munityparticipationinthechild’,,,suchastheperceivedharmfulelementsofsociety’,thefollowingissuesareexamined:(1)educationpolicyandreformmeasureswithregardtomunityinvolvementinthechild’seducation;(2):munity,educationreform,Japan,parents,partnership,schooling,support儿童教育外文翻译文献Introduction:TheDiscourseontheAchievementGapWhenwesternobserversaretemptedtoexplainwhyJapanesestudentsattainhighachievementparativeassessmentstudies,,anddemandinghome-boundtutor,intenselyinvolvedinthechild’,andtheextentbywhichJapanesemothersareabsorbedintheirchildrenisexaggerated(Benjamin,1997,;Cummings,1989,;Stevenson&Stigler,1992,),StevensonandStigler(1992)-nationalresearchproject,’steachingstyle,culturalbeliefs,anizationofschooling,StevensonandStigler(1992)mentionparent’,childrenreceivemorehelpathomewithschoolwork(Chen&Stevenson,1989;Stevenson&Stigler,1992),andtendtoperformlesshouseholdchoresthanchildrenintheUSA(al.,1990;Stevenson&Stigler,1992).MoreJapaneseparentsthanAmericanparentsprovidespaceandapersonaldeskandpurchaseworkbooksfortheirchildrentosupplementtheirregulartext-booksatschool(al.,1990;Stevenson&Stigler,1992).Additionally,StevensonandStigler(1992)observedthatAmericanmothersaremuchmorereadilysatisfiedwiththeirchild’sperformancethanAsianparentsare,havelessrealisticassessmentsoftheirchild’sacademicperformance,intelligence,andotherpersonalitycharacteristics,,ChineseandAmericanparents,childrenandteachers,StevensonandStigler(1992)concludethatAmericanfamiliescanincreasetheacademicachievementoftheirchildrenbystrengtheningthelinkbetweenschoolandhome,creatingaphysicalandpsychologicalenvironmentthatisconducivetostudy,(1997),whoperformed‘day-to-dayethnography’tofindouthowdifferencesinpracticebetweenAmericanandJapaneseschoolses,’sperformanceonentranceexaminations,toassistinhomeworkassignments,tofacilitateandsupporttheirchildren’sparticipationinschoolrequirementsandactivities,andtochecknotebooksofteachersonthechild’sprogressandotherschool-,andwriteabouthomeworkassignmentsofthechild,specialactivitiesandthechild’sbehavior(Benjamin,1997,,–1995).Newsletters,parents’visitstoschool,schoolreports,(1997),(1986),HessandAzuma(1991),Lynn(1988)andWhite(1987),,SupportandSupportEpstein(1995)munityintheschool:(1)parenting:schoolshelpallfamiliesestablishhomeenvironmentstosupportchildrenasstudents;(municating:effectiveformsofschool-to-homeandhome-to-schoolcommunicationsaboutschoolprogramsandchildren’sprogress;(3)volunteering:schoolsrecruitanizeparentshelpandsupport;(4)learningathome:schoolsprovideinformationandideastofamiliesabouthowtohelpstudentsathomewithhomeworkandothercurriculum-relatedactivities,decisionsandplanning;(5)decisionmaking:schoolsincludeparentsinschooldecisions,developparentleadersandrepresentatives;and(6)munity:schoolsmunitytostrengthenschoolprograms,familypractices,’sfirstfourtypesofinvolvement:thecreationofaconducivelearningenvironment(type4),theexpressionofhighexpectations(type4),assistanceinhomework(type4),teachers’notebooks(type2),mother’swillingnesstofacilitateschoolactivities(type3)teachers’adviceaboutthechild’sbehavior(type1),observationdaysbywhichparentsobservetheirchildintheclassroom(type2),andhomevisitsbytheteachers(type1).Thus,whenonecarefullyreadsStevensonandStigler’s,Benjamin’sandother’swritingsaboutJapaneseeducationandJapanesestudents’highachievementlevel,onenoticesthatparents’roleinthechild’sschoollearningisinparticularoneofsupport,(decisionmaking)asmunityinvolvement),theOECD’sCenterforEducationalResearchandInnovationconductedacross-nationalstudytoreporttheactualstateofparentsaspartnersinschoolinginninecountries,,OECDconcludesthattheinvolvementofJapaneseparentsintheirschoolsisstrictlylimited,andthatthebasisonwhichittakesplacetendstobecontrolledbytheteacher(OECD,1997,).AccordingtoOECD(1997),manycountriesarecurrentlyadoptingpoliciestoinvolvefamiliescloselyintheeducationoftheirchildrenbecause(1)governmentsaredecentralizingtheiradministrations;(2)parentswanttobeincreasinglyinvolved;and(3)becauseparentalinvolvementissaidtobeassociatedwithhigherachievementinschool().However,parentsinJapan,wherestudentsalreadyscorehighlyoninternationalachievementtests,arehardlyinvolvedingovernanceatthenationalandlocallevel,municationbetweenschoolandfamilytendstobeone-way(Benjamin,1997;Fujita,1989;OECD,1997).Alsoparent–teacherassociations(PTA,fubotokyoshinokai)areprimarilypresumedtobesupportiveofschoollearningandnottoparticipateinschoolgovernance(,2001,).Onthedirections儿童教育外文翻译文献upyingforcesafterthesecondworldwar,PTAwereestablishedinJapaneseschoolsandmunityanopportunitytoparticipateactivelyinschoollearning(Hiroki,1996,;Nakata,1996,).,,andthereplacementofelectiveeducationboardsbyappointedones,letlocaleducationboardsbelievethatparentsshouldnotgetinvolvedwithschooleducationatall(Hiroki,1996,).Teacherswereregardedtobetheexpertsandtheparentstobethelaymenineducation(Hiroki,1996,).Insum,studiesofJapaneseeducationpointintoonedirection:parentalinvolvementmeansbeingsupportive,?Arethesedescriptionssupportedbyquantitativedata?munityInvolvementTodate,-ever,theschoolquestionnaireoftheTIMSS--,asurveywasheldamongprincipals,,schoolcharacteristics,,paredwiththeresultsofthoseordingtoWorldBank’,,Japaneseprincipalsspendonaveragealmosteighthourspermonthonrepresentingthemunity(TableI).,Japaneseschoolsreportanearlyabsenceofinvolvement(TableII).,,,,,,monincaseofschoolsvolunteeringforschoolprojectsandprograms,,buttheactivitiesofthemostactiveandanizedPTA’sof395elementaryschoolsinvestigatedbySumida(2001)rangefromfacilitatingsportandrecreationforchildren,teachinggreetings,encouragingsafetraffic,patrollingtheneighborhood,publishingthePTAnewspapertocleaningtheschoolgrounds(–350).Surprisingly,lessJapaneseprincipalsexpectfromtheparentstocheckone’schild’,westernobserversreportthatparentsandfamiliesinJapanprovidemoreassistancewiththeirchildren’’,,,Japaneseprincipalsalsoreportverylowdegreesofexpectationstowardparentswithregardtoservingasateacheraidintheclassroom,raisingfundsfortheschool,assistingteachersontrips,,,,whilstJapanesemunity,involvementmunitywithregardtothecurriculumisnearlyabsent,,thereaderneedstoberemindedthatthesedataaremeasuredatthelowersecondaryeducationallevelwhenparticipationbyparentsinschoolingdecreases(Epstein,1995;OECD,1997;OsakafuKyoikuIinkai,unpublishedreport).Additionally,,.(1997).:,P.(2003).EducationalreforminJapaninthe1990s:‘Individuality’,37(2),173–,C.,&Stevenson,.(1