英语翻译Defining the problemThe techniques used by Chinese and J

英语翻译
Defining the problem
The techniques used by Chinese and Japanese teachers are not new to the teaching profession---nor are they foreign or exotic.In fact,they are ones often recommended by American educators.What the Chinese and Japanese examples demonstrate so compellingly is that when widely and consistently implemented,such practices can produce extraordinary outcomes.
Unfortunately,these techniques have not been broadly applied in the United States.Why?The major obstacle to the widespread development and execution of excellent lessons in America is the fact that American teachers are overworked.It would help,too,if American educators shared the belief that the whole-group lesson,if done well,can work for every child.But even if they did,it would be difficult to achieve anything near the broad-based high quality that we observed in Asian classrooms unless teachers were given time to focus on perfecting their lessons.
Lacking the training and time that are necessary to prepare lessons and the opportunities to share experiences with one another,American teachers find it difficult to organize lively,vivid,coherent lessons.Preparing well-crafted lessons takes time.Teaching them effectively requires energy.Both are in short supply for most American teachers.In the face of limitations in time for preparation and consultation and a heavy teaching load,it is surprising that American teachers teach as well as they do.
Surely the most pressing challenge in educating young children is to create new types of school environments,ones where great lessons are a commonplace occurrence.In order to do this,we must ask how we can institute reforms that will make it possible for American teachers to practice their profession under condition more favorable for their own professional development and for the education of children.

问题的确定
中国和日本的教师所用的技术都不是新的---也不是国外的或是异国风情的.事实上,他们往往是由美国教育工作者提出来的.中国和日本的例子充分的说明了当广泛和一贯执行,这种做法可以产生非凡的结果.
不幸的是,在美国,这些技术还没有得到广泛的应用.为什么呢?主要的障碍是广泛开发和执行美国优秀的课程会使教师超负荷工作.它也会有所帮助,如果美国教育工作者有共同的信念,整个团队一起努力教育,如果做得好,这有益于所有的孩子.但即使他们这样做了,我们在亚洲的教室观察过很难达到这样的高品质,除非教师被给定的时间集中在提高和完善自己的课程.
由于缺乏训练和时间,那么备课是必要的准备工作,也应该和其他老师彼此交流经验,美国教师觉得难以组织生动的,形象的,连贯的课程.充分准备好课程是需要时间的.有效的教学需要能量.这两者在大多数美国教师的身上都是供不应求.面对面教育的时间限制为筹备,磋商和沉重的教学呈现了很重的教育压力,令人惊讶的是美国老师教照样可以做的很好.
当然,在教育年轻的孩子最紧迫的挑战是建立学校环境,其中很好的课程是在一个极其普通的地方上课.为了做到这一点,我们要问美国的老师如何改革,或是有可能让美国教师去实践和锻炼自己的专业,这对他们自身的发展和对儿童教育都是有利的.