重建的五個關鍵議題(Five key issues in restructuring)~文淵負責翻譯部分

MOVING TO OUTCOME轉移到對成果的重視(文淵)

There is a movement at the federal, state, and district levels to focus on educational outcomes, on what students can do, not merely what they have been taught. Numerous states including Oregon, Vermont, California, and Connecticut are developing learner outcomes and assessment strategies that require students to apply their learning to a task or to create a product.

在聯邦、州和地區層級有一個注重「學生會做甚麼，而不是僅僅被教了甚麼」的教育成果運動已經儼然形成。許多州包括奧瑞岡州、佛蒙特州、加州、康乃狄克州目前都正在發展需要學生應用所學到某件任務或創造某件成品的學習成果（學習者）和評量策略。

The process of identifying the outcomes that will be assessed is perhaps the most important 'next step' in restructuring nationally and at the state and local level. These outcomes will drive curriculum and instructional methods, and will establish de facto the purposes of schooling. When schools focus solely on new projects and structural modifications, they overlook this critical dimension.

在全國性、州以及地方層級的重建上，需要被評量的辨識成果過程或許是最重要的”下一步”。這些成果將會推動課程和教育方法，以及實際上設立學校教育的目的。當學校只關心新方案和結構性的修正上，他們將會忽略這個關鍵面向。

The effects will be profound. Curriculum battles will be fought over what content all students should know. The emergence of "applied academic" courses will strain traditional distinctions between "vocational" and "academic" dimensions of the curriculum. Attempts to define which combinations of behaviors students should master will lead to intensified debate over the degree to which schools function to prepare students for the world of work, for college, as citizens in a democracy, or to develop each student's potential abilities.

效果會很深遠。課程戰爭將蔓延至所有學生應該知道的是甚麼樣的內容。”實用學術”的課程急迫性在”職業”和”學術”課程面向之間的傳統分界將受限。界定學生應該精熟哪種行為組合的意圖將導致學校為學生未來職場準備、上大學、民主政治的公民、或發展每一位學生能力的運作上，將引發更激烈的戰爭。

An emphasis on outcomes desired by employers, such as teamwork, problem-solving, communication and interpersonal skills, will lead to more focus on the process of learning, not just the content being taught. Instructional techniques where students are passive learners will be replaced by ones where students are more actively involved in constructing meaning out of information (Brooks 1990). This represents a marked departure from behaviorist philosophies, where teachers define and control learning.

雇主對成果的期望的注重，如團隊合作、問題解決、溝通和人際關係技巧等，將導致更加注重學習的過程，而非僅止於被教導的內容。以學生為被動學習者的教學技巧將被包含在學生更主動學習以資訊建構出的意義所取代（Brooks,1990）。

這代表著從教師定義和控制學習的行為主義者哲學的一個顯著的分離。