问题描述：
英语翻译
It was at this stage that another important aspect of the partnership emerged.This was
the role of the teachers themselves.Through observing their peers conducting
demonstration lessons and through engaging in reflective discussions about these
lessons and their attempts in general,the teachers were able to provide a great source
of support and inspiration to each other:In the early stages I did not have any ideas for implementing values education in my classes,for example deciding on the content.Now I still have difficulty but the guidelines give me great support.The [curriculum and
subject experts] and my colleagues give me encouragement and support.
In the early stages I found there were some conflicts between the experiment
and the teaching in my school.The professors and my colleague helped
me a lot.In this latter comment,‘colleague’ refers to the teacher’s partner in the programme from the same school.In the early stages of ‘teachers as adopters’ the subject experts asked the teachers to experiment with the use of silent sitting (a technique fundamental to SSEHV,in which students sit silently for a few minutes and tap into their own inner strengths and resources to calm the extraneous chatter in their minds and often to solve problems),since this was something that could be added on as an ‘extra’ at the beginning of the class without taking up too much time and hence give them some confidence that they were moving forward with the initiative.This was one of the first breakthroughs for many of the teachers because they were able to have some successful results with their students (particularly better concentration and better behaviour):Silent sitting is a way of thinking,gives people a sense of quiet,they are very free to think about anything and escape temporarily from reality – therefore it decreases the pressure of work.I use it personally to have a
break mentally or physically.The silent sitting is very good to nurture their study habits.It encourages the students to think,try new things and change their attitudes towards their studies.They are now beginning to see that they are studying for
themselves,not for their parents.Stage 3 Teachers as co-learners.As the teachers moved into the phase of co-learners,the subject and curriculum reform experts and the education department officials discovered that we were able to take a big step back.As the teachers themselves began to exercise their growing confidence and ability to verbalise about the new paradigm in order to deepen their understanding of the concept and how to apply it (Barr and Tagg,1995) they turned more to their own peers for support.The teachers who gave demonstration lessons at this stage showed evidence of a considerable increase in their incidental modelling of values that had not been there previously.For example in one Mathematics lesson,on the topic of percentage
It was at this stage that another important aspect of the partnership emerged.This was
the role of the teachers themselves.Through observing their peers conducting
demonstration lessons and through engaging in reflective discussions about these
lessons and their attempts in general,the teachers were able to provide a great source
of support and inspiration to each other:In the early stages I did not have any ideas for implementing values education in my classes,for example deciding on the content.Now I still have difficulty but the guidelines give me great support.The [curriculum and
subject experts] and my colleagues give me encouragement and support.
In the early stages I found there were some conflicts between the experiment
and the teaching in my school.The professors and my colleague helped
me a lot.In this latter comment,‘colleague’ refers to the teacher’s partner in the programme from the same school.In the early stages of ‘teachers as adopters’ the subject experts asked the teachers to experiment with the use of silent sitting (a technique fundamental to SSEHV,in which students sit silently for a few minutes and tap into their own inner strengths and resources to calm the extraneous chatter in their minds and often to solve problems),since this was something that could be added on as an ‘extra’ at the beginning of the class without taking up too much time and hence give them some confidence that they were moving forward with the initiative.This was one of the first breakthroughs for many of the teachers because they were able to have some successful results with their students (particularly better concentration and better behaviour):Silent sitting is a way of thinking,gives people a sense of quiet,they are very free to think about anything and escape temporarily from reality – therefore it decreases the pressure of work.I use it personally to have a
break mentally or physically.The silent sitting is very good to nurture their study habits.It encourages the students to think,try new things and change their attitudes towards their studies.They are now beginning to see that they are studying for
themselves,not for their parents.Stage 3 Teachers as co-learners.As the teachers moved into the phase of co-learners,the subject and curriculum reform experts and the education department officials discovered that we were able to take a big step back.As the teachers themselves began to exercise their growing confidence and ability to verbalise about the new paradigm in order to deepen their understanding of the concept and how to apply it (Barr and Tagg,1995) they turned more to their own peers for support.The teachers who gave demonstration lessons at this stage showed evidence of a considerable increase in their incidental modelling of values that had not been there previously.For example in one Mathematics lesson,on the topic of percentage
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