新西兰大学抄袭：美国和日本的基本教育模式
日本的公立学校教育是由教育部,文化,体育,科学和技术(Monkashō)。Monkashō使所有的决定选择课本,类和方法的教学管理。教师必须遵循的研究已由Monkashō。
日本小学的主要价值观是共情(omoiyari)、相互理解、善良(yasashisa)和情感敏感度。从他们身上了解他人的感受是非常重要的(Tsuneyoshi, 2013)。其他的一些值,描述了日本文化的习语(kyōryoku)合作,自愿(jihatsuteki),基本上是基于移情,自治(有望)和谐(wa),责任(sekinin)和群体团结——一种归属感类,gakkyūōkoku(教室王国)。价值观还强调群体责任和相互依存(Tsuneyoshi, 2013)。作为孩子和他人的内在自我，自我反思对他们来说也很重要。他们也强调尽力而为(ganbaru) (Tsuneyoshi, 2013)。
日本学校采用的教学方法是创造小组活动，创造对共同目标和角色的理解，创造亲密感。学生监控器(nitchoku)是旋转的，学生被赋予其他面向任务的角色，以更好地培训他们。的一些角色包括Kyūshoku——tōban(负责午餐)和hoken-gakari(负责健康检查)。每个角色都是根据过程、角色轮换和任务定义的。所有的活动都是重复的，并强调学习正确的形式(形)。孩子们也鼓励开发基本“生活习惯”(条令shūkan)。在教师的监督下鼓励志愿活动。所有的形法都是系统化的，任务都是程序化的(Tsuneyoshi, 2013)。同龄人鼓励孩子参加志愿活动。孩子们倾向于“希望”参加活动。
在学校，午餐时间对教育非常重要。午餐被认为是日本学校的教育活动。学校的午餐不仅仅是食物。一些学校甚至邀请家长品尝他们的食物。学生们自己要上菜，还要打扫房间。学生们被赋予带食物和在课堂上分发食物的职责。这有助于孩子们参与学校的活动，打扫教室，并通过这种方式培养他们的生活习惯(Tsuneyoshi, 2013)。通过这样的环境，孩子们的身心得到了平衡的发展。
日本小学的基本假设是培养儿童的社会平等能力。他们相信每个孩子都有进步，因此每个学生都被分配了一个班级任务。每个孩子都感到有责任，并会尽最大的努力去完成自己的任务。有时孩子们也允许参与相同的任务，这样他们就可以学会相互依赖。这些活动的结果体现在努力、环境和取得的独特性上(Tsuneyoshi, 2013)。
新西兰大学抄袭 ：美国和日本的基本教育模式
The public school education in Japan is regulated by Ministry of Education, Culture, Sports, Science and Technology (Monkashō). Monkashō makes all the decision in selecting the text books, management of class and method of teaching. The teachers have to follow the Course of Study which has been created by Monkashō.
The major values that are used in the Japanese elementary schools are empathy (omoiyari), mutual understanding, kindness (yasashisa), and emotional sensitivity. It is very important from them to understand the feelings of others (Tsuneyoshi, 2013). Some of the other values that describes the Japanese cultural idioms are cooperation (kyōryoku), Voluntary (jihatsuteki), which is basically based on empathy, Autonomy (jichi), Harmony (wa), Responsibility (sekinin) and Group solidarity – a sense of belonging to class, gakkyū ōkoku (classroom kingdom). The values also stress upon group responsibility and mutual interdependence (Tsuneyoshi, 2013). The self reflection is also important for them as the inner self of child and that of others. They also stress on do one’s best (ganbaru) (Tsuneyoshi, 2013).
The teaching methods that are used in Japanese schools are creating small group activities, creating understanding towards common goals and roles and creating intimacy. The student monitors (nitchoku) are rotated and students are given other task oriented roles to groom them in a better way. Some of the roles include Kyūshoku- tōban (in charge of lunch) and hoken-gakari (in charge of health inspection). Each role is defined in terms of procedure, role rotation and task. All the activities are repeated and stress is given on learning proper forms (kata). Children are also encouraged to develop basic “living habits” (seikatsu shūkan). Voluntary activities are encouraged under the supervision of teachers. All the kata methods are systemized and tasks are routinized (Tsuneyoshi, 2013). Voluntary activities are encouraged by peers for whom children are encouraged to take part. Children are leaning to ‘wish’ to take part in activities.
There is a great educational importance of lunch time in schools. Lunch is considered as the educational activity in the schools of Japan. The lunch in schools is more than just food. Some of the schools even invite parents to taste their food. The students themselves have to serve the food and have to clean the place. The students are given the duties of bringing the food and distributing in the class. This helps children to participate in the school activity, cleaning classroom and through this they develop living habits (Tsuneyoshi, 2013). Through such environment, children are gaining balanced development of body and mind.
The basic assumption behind the elementary schools of Japan is that they develop ability of social equality in children. They believe in progress of every child and thus every student is assigned with a class task. Every child feels the responsibility and would try to do his task with utmost dedication. Sometimes the children also allowed participating in same task, so that they may learn interdependence. The results of such activities are seen in the efforts, environment and achieved distinctiveness (Tsuneyoshi, 2013).
