Exam 12: School As a Context for Development

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In the United States, classroom instruction often emphasizes critical thinking, creativity, and individual expression. Students are encouraged to participate in class discussions and express their opinions freely. In Japan, classroom instruction tends to be more teacher-centered, with an emphasis on rote memorization and respect for authority. In Taiwan, classroom instruction is a mix of both approaches, with an emphasis on group work and collaboration.

These differences in classroom instruction have affected the performance of students in various ways. In the United States, students may excel in critical thinking and creativity but may struggle with memorization and rote learning. In Japan, students may perform well in exams and tests due to their strong memorization skills, but they may lack critical thinking and creativity. In Taiwan, students may benefit from a balance of both approaches, but they may also face challenges in finding their own voice and expressing their individuality.

Overall, the differences in classroom instruction have shaped the strengths and weaknesses of students in each country, influencing their academic performance and their ability to adapt to different learning environments.

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Instructional discourse is a specific type of communication that is used to convey information, explain concepts, and guide learning. It is characterized by its structured and organized nature, as well as its focus on providing clear and concise instructions.

One of the key characteristics of instructional discourse is its use of specialized vocabulary and terminology. In instructional discourse, speakers often use technical language and jargon that is specific to the topic being discussed. For example, in a science class, a teacher might use terms like "photosynthesis" and "mitosis" when explaining biological processes to students.

Another characteristic of instructional discourse is its emphasis on clarity and precision. In instructional settings, speakers often use explicit language and provide detailed explanations to ensure that their audience understands the information being presented. For instance, a cooking instructor might provide step-by-step instructions for a recipe, using precise measurements and cooking techniques to guide their students.

Instructional discourse also differs from ordinary discourse in its use of visual aids and other instructional materials. In instructional settings, speakers often use tools such as diagrams, charts, and multimedia presentations to enhance their communication and help learners better understand the information being presented. For example, a history teacher might use maps and timelines to illustrate historical events and their significance to their students.

Overall, instructional discourse is characterized by its structured and organized nature, its use of specialized vocabulary, its emphasis on clarity and precision, and its use of visual aids and instructional materials. These characteristics set instructional discourse apart from ordinary discourse and make it an effective tool for conveying information and guiding learning.