Science For All American -- Chap. 15 [15-24 .. 30]

Science For All Americans翻訳プロジェクト --Chapter 15: NEXT STEPSを後ろから行きます。今日は[15-24 .. 30]


  • 2008/03/25: [15-30] 最後の一文を黒影さん指摘で追記 「必要とされていることは、共通の目標に向けての国を挙げての取り組み、決断、協力である。我々は、"すべてのアメリカ人のための科学"がそれらのゴールを明確にすると信じている。」


Instructional Materials

For teachers to be able to bring all students to the level of understanding and skill proposed in this report, they will need a new generation of books and other instructional tools. As in other complex undertakings, reaching demanding goals in education requires having access to appropriate technologies. Textbooks and other teaching materials in current use are—to put it starkly—simply not up to the job; and the potential of computers and other modern technologies has yet to be realized. Because this report is intended to add new dimensions to what teaching is supposed to achieve, and therefore to what kinds of materials will be needed, Project 2061 recommends that

教師たちは、このレポートが提案する理解度とスキルをすべての生徒たちに身につけさせるようにするため、新世代の本と教育機器が必要とするだろう。他の複雑な仕事の場合と同じく、教育におけるこの大変な目標を達成するには、適切なテクノロジーの利用が必要となる。現行の教科書やその他の教材は、このままでは、まったく役に立たない。コンピュータやその他の現代テクノロジーの潜在力はまだ現実のものとなっていない。教育において実現すべきこと及びそのために必要となるだろう教材について、このレポートは新たな局面を加えようと意図しているので、Project 2061は以下を推奨する:


  • Textbook publishers convene a national meeting of senior science, mathematics, and technology editors to explore the substance of this report and discuss its implications for the future of the industry; and individually consider the report's recommendations and monitor the developing Phase II curriculum models as they plan future editions of existing books and decide which new ones they should begin to develop.


  • Companies engaged in the production and sale of audiovisual educational materials for school, home, and library use this report as a guide in developing new products.


  • The National Science Foundation again take the lead in supporting research and development on the use of computers and advanced interactive systems for teaching and learning, and significantly increase its budget for that purpose.


  • The National Science Teachers Association, the National Council of Teachers of Mathematics, the National Council for Social Studies, and the International Technology Education Association cooperate in discussing with the developers of computer software what kinds of software teachers will need to teach the ideas and skills recommended in this report.


  • The producers of educational achievement tests review this report with an eye to how the content and style of their instruments would need to be modified so that they could become incentives for purposeful learning of the kind presented here; and invest more heavily than in the past in developing new kinds of tests to provide practical alternatives to tests that reward only the memorization of bits of information.




Finally, it ought to be understood that too little is known about how different kinds of children learn and about how to organize instruction for optimal effectiveness for anyone to be able to prescribe how best to achieve the goals presented in this report. For that reason, it is recommended that



  • Both the Department of Education and the National Science Foundation dramatically increase their support of research related to the learning and teaching of science, mathematics, and technology; increase the proportion of research funding devoted to the support of research teams composed of outstanding natural and social scientists, mathematicians, engineers, cognitive and developmental psychologists, and educators to enable them to pursue productive lines of investigation over an extended period of time; and base their research agendas in part on the vision of scientific literacy presented in this report.


  • The Department of Education make it possible for a few major cities with large populations of disadvantaged youth to redesign and reorganize their school systems radically, completely, and quickly as a large-scale, closely monitored national experiment to determine what is possible when the nation treats school reform with the same intensity, urgency, and application of resources that it applies to other national problems of great consequence



What will this all add up to? Where will the nation be in a few years, as Phase II comes to an end? Certainly none of our major educational problems will have been completely solved. Most students will still not be emerging from our schools well educated in science, mathematics, and technology. The nation's curricula will not be very different from what they are now. Nor will the textbooks, tests, and the rest of the components of education have been radically changed. And yet the need for scientifically literate citizens will surely be greater than ever by then.



But progress will have been made if in a few years,

  • The nation is still paying attention to educational reform in science, mathematics, and technology.

  • Our national leaders are speaking out regularly and forcefully about the need for everyone to continue to pull together in the pursuit of scientific literacy.

  • We have made up our minds about what we want to achieve in science, mathematics, and technology education - an end to which this report is intended to contribute.

  • Educators and education policymakers have begun to develop a strong consensus on what it will take to restructure the school system so that all students -- including especially those it has failed in the past -- will emerge well educated in science, mathematics, and technology.

  • We find that a large number of educators and scientists are actually collaborating in reform activities in school systems across the land and that their numbers are rapidly increasing.

  • Scientists, educators, parents, and citizens have paid enough attention to this report to have identified its shortcomings and have taken the trouble to advise Project 2061 and other users on how to overcome them as we work together to improve the science, mathematics, and technology education of all Americans.
    科学者・教育者・保護者そして市民たちが、このレポートに注意を払い、問題点を認識し、Projec 2061に助言する労をとり、他の人々がともに全米市民の科学・数学・テクノロジー教育の改善のために働けるように助言している。


There are no valid reasons -- intellectual, social, or economic -- why the United States cannot transform its schools to make scientific literacy possible for all students. What is required is national commitment, determination, and a willingness to work together toward common goals. We trust that Science for All Americans clarifies those goals.


posted by Kumicit at 2008/03/12 00:09 | Comment(3) | TrackBack(0) | Public Documents | このブログの読者になる | 更新情報をチェックする
What is required 〜という部分です。
Posted by 黒影 at 2008/03/24 23:22
Posted by 黒影 at 2008/03/25 00:02
Posted by Kumicit 管理者コメント at 2008/03/25 10:36



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