English experts help me translate a paragraph from Chinese to English! Just come out with the meanin

Identification of the problem.

Neither the techniques used by teachers in China nor Japan are new--- foreign or exotic. In fact, they are often raised by American educators. The examples of China and Japan illustrate how this approach can produce extraordinary results when implemented widely and consistently.

Unfortunately, in the United States, these technologies are not yet widely available. Why? The main obstacle is that the widespread development and implementation of excellent American curricula overburdens teachers.

It can also help if American educators share the belief that the whole team works together to educate, and if done well, it benefits all children. But even if they do, we've observed in classrooms in Asia that it's hard to achieve such high quality unless teachers are given time focused on improving and refining their own curriculum.

Due to the lack of training and time, it is necessary to prepare for the lesson, and it is also necessary to exchange experiences with other teachers, and American teachers find it difficult to organize vivid, visual, and coherent lessons. It takes time to be fully prepared for the course. Effective teaching requires energy.

Both are in short supply for most American teachers. The time constraints of face-to-face education present a lot of educational pressure due to preparation, consultation, and heavy teaching, and it is surprising that American teachers can still do a good job.

Of course, the most pressing challenge in educating young children is to establish a school environment in which a good curriculum is taught in an extremely ordinary place. In order to do this, we need to ask American teachers how to reform, or maybe let American teachers practice and practice their profession, which is good for their own development and for children's education.

Educational reform issues. American teachers are not familiar with the high-quality education models of China and Japan, and believe that it is difficult to organize vivid teaching classrooms, and the United States needs to carry out educational reforms to protect itself and the development of children in educational practice.

Neither the technology used by the Chinese nor the Japanese teachers are new to the field of teaching, they are foreign or emotional. In fact, they are often recommended by educators in the United States. Examples from China and Japan have proven that when implemented extensively and consistently, this approach can produce extraordinary results.

Unfortunately, these technologies are not yet widely available in the United States. Why? The main obstacle to the development and implementation of the lessons in the United States is the fact that teachers in the United States are overworked.

It will help themselves, if American educators share a belief in whole-group curriculum, if done well, so that every child can do the work. Even if they do, it's hard to accomplish anything in the wide range of quality we observe in Asian classrooms unless the teachers concentrate their time perfecting their homework.

Lacking training and time, which is a necessary way to prepare for class and share experiences with business opportunities, American teachers find it difficult to organize lively, lively, and coherent lessons. It takes time to prepare for an elaborate lesson. Teach them that they need energy effectively.

Both are in short supply of most American teachers. Faced with the constraints of time preparation and counseling and a heavy teaching task, I was amazed because of the American teacher training and what they do.

Of course, the most pressing challenge in educating children to create a new type of school environment where great homework is a mundane occurrence. In order to do this, we must ask how we can make it possible for the Academy to make reforms in practice, for the American teaching profession under more favorable conditions for their own professional development, children's education.

Identify the problem.

The teaching methods of Chinese and Japanese teachers are not new to the teaching profession, and not only that, but these teaching methods are not strange foreign ideas. In fact, American educators recommend these educational techniques as well. The examples of China and Japan are so convincing because of the astonishing results that can be achieved when these educational methods are widely promoted.

Unfortunately, these educational methods are not widely promoted in the United States. Why? The biggest obstacle to the widespread promotion of high-quality courses in the United States is that teachers in the United States are too tired.

Of course, if American educators also believe that the big class can be effective for every child if it is taught well, it will also help American education somewhat. But even if they do, it's hard to get close to the breadth, quality of the programs you can see in Asia. Unless, teachers are given time to perfect their lessons.

Without time to train, prepare, and share and exchange teaching skills with other classrooms, it can be difficult for teachers in the U.S. to organize a vivid, visual, and consistent curriculum. It takes time to prepare a good lesson, and it takes energy to educate a child effectively. Time and effort are scarce for teachers in the United States.

Faced with limited lesson preparation time and a heavy teaching load, the extent to which American teachers can teach is already astonishing. Of course, the most pressing challenge in educating children is to create a new school environment, one that can often help create a good curriculum. In order to do that, we must ask how we can create a reform, a reform that allows American teachers to do so in an environment that is conducive to the professional development of teachers and the education of their children.

313251436 use translation software, just so you know ;

Define the question.

The teaching techniques used by Chinese and Japanese teachers are not new in the field of teaching and are not foreign. In fact, they are often revered by the United States. The examples of China and Japan are strong evidence of the unexpected benefits that can be achieved when practiced widely and consistently.

Unfortunately, these technologies have not yet been widely adopted in the United States. Why? The main obstacle to the widespread promotion and implementation of these courses in the United States is the overwork of American teachers.

This also has a positive effect, if American educators share the New Year of whole-group education, if done well, life is effective for every child. But even if they did, they wouldn't be able to achieve the infinitely high quality that we accept in Asia, unless teachers have ample time to perfect their curriculum.

Lacking exercise and time to prepare for the lesson, and lacking the opportunity to share teaching experiences with each other, American teachers find it difficult to deliver a lively, lively, and coherent lesson. It takes time to prepare for a good lesson. It takes effort to teach them how to achieve results.

And these are what American teachers lack. Faced with time constraints and a heavy teaching load, it's amazing how many teachers in the U.S. can do the same.

Of course, the biggest challenge in education is to create a new school environment for children, in which good lessons are often present. In order to do this, we must ask ourselves how we can implement reforms that will allow American teachers to prepare their own curriculum and create better conditions for their own professional development and children's education.