Stigler J W, Lee S Y, Stevenson H W
Committee on Human Development, University of Chicago, IL 60637.
Child Dev. 1987 Oct;58(5):1272-85.
Observations were conducted in Chinese, Japanese, and American classrooms during mathematics classes. Activities in 20 representative classrooms were observed in each of 2 grades (1 and 5) and in each country. Some observations focused on individual children and others on the teachers. Large cross-cultural differences were found in many variables related to classroom structure and management. These differences paralleled differences in achievement in mathematics among the 3 countries. A number of these variables also were significantly related to average level of mathematics achievement within the American classrooms.
研究人员在数学课堂上对中国、日本和美国的教室进行了观察。在每个国家的两个年级（一年级和五年级）中，各观察了20间有代表性教室的活动。有些观察聚焦于个别儿童，有些则聚焦于教师。在与课堂结构和管理相关的许多变量中发现了巨大的跨文化差异。这些差异与这三个国家在数学成绩方面的差异相似。其中一些变量也与美国教室内数学成绩的平均水平显著相关。
