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Lesson 8 Specialization and Division of LaborSpecialization and Division of Labor: Making Production More Efficient Teaching
第8课专业化和劳动分工
使得生产更高效的教学：劳动的专业化与分工
Efficient Teaching Objectives:1. To teach that specialization and division of labor increase productivity, resulting in higher incomes.
2. To teach some of the disadvantages of specialization and division of labor.
高效的教学目标：1。教劳动生产率的提高那专业化和分裂，从而获得更高的收入。
2.要传授一些专业化和劳动分工的缺点。
Economic Content/Vocabulary:
Specialization, Productivity, Division of Labor, Efficiency, Productive Resources, Output,Input
经济内容/词汇：
专业化，生产力，分工协作，高效，生产资源，输出，输入
Discussion of Economic Concepts:Probably thz most important way to alleviate the problem of scarcity is to increase productivity. Productivity measures the amount of goods and services produced from a given amount of productive resources. Economists refer to the goods and services as output. The productive resources used in production are inputs. Productivity can be defined as the ratio of output per unit of input.
讨论经济概念：大概THZ来缓解匮乏的问题是提高生产力最重要的途径。生产率测量从生产性资源给定量生产的商品和服务的数量。经济学家指的货物和服务的输出。在生产中使用的生产资源是投入。生产率可以被定义为输出的每单位输入的比率。
To increase productivity a business must produce more output per unit of input, or mustproduce the same amount of output using less inputs. By increasing productivity businessesare using their productive resources more efficiently. More efficient production results inhigher wages and salaries. One of the most fundamental ways to increase productivity isthrough specialization. One way to specialize is to divide the labor in specific productionprocesses. An excellent example of this is an assembly line. Assembly line production ismuch more efficient than having individual workers making complete products.
以提高生产率的公司必须产生更多的输出的每单位输入的，或者必须使用更少的输入产生相同的输出量。通过提高生产率的企业更有效地利用自己的生产资源。更高效的生产导致更高的工资和薪金。一个最根本的方法来提高生产率是
通过专业化。专门的方法之一是分在具体的生产过程中的劳动。这方面的一个很好的例子是装配线。流水线生产比拥有完整的制造产品的个体劳动者更有效率。
Specialization and division of labor have some disadvantages however. In highly specializedproduction situations, a worker who is absent or inefficient can slow the whole production process. Also, for many people, producing one type of good or service, or doing only onespecific task in the production process can be monotonous. Creativity can be stifled.Workers and businesses must decide if increases in productivity through specialization anddivision of labor (and the probable increases in profits, wages and salaries) are worth themonotony and reduced creativity.
专业化和分工有一些缺点但是。在高度专业化的生产情况，工人谁缺席或低效可以减缓整个生产过程。此外，对于许多人来说，生产一种类型的商品或服务，或做只有一个特定的任务，在生产过程中可以是单调。创意可以被扼杀。工人和企业必须决定是否提高生产力，通过专业化和劳动分工（和可能增加利润，工资，薪金所得）是值得的单调和降低创造力。
loathing Tips:
1. Make sure that you do not assign a large percentage of the students who are more
skilled and faster in malting hamburgers to the non-assembly line group. Otherwise,more output may be produced by that group and less by the assembly line group - justthe opposite result that you want!
2.It is very important to plan carefully how you want the assembly line group to be or-
ganized. If necessary make a simple sketch. The attached Assembly Line Pattern shouldbe helpful.
3. To introduce the concept of productivity, show intermediate students theTrade-Offsfilm, "Less and More," before you begin this activity.
厌恶温馨提示：
1.确保你没有分配谁更对学生的很大比例
熟练和更快的麦芽汉堡包到非流水线基。否则，更多的产出可以通过该组少的组装线组生产 - 只是你想要的相反的结果！
2.您希望如何被组织装配生产线组是精打细算非常重要的。如果有必要做一个简单的草图。所附的装配生产线模式应该是有帮助的。
3.要引进生产力的理念，展现学生中间的权衡电影，“越来越多”，你开始这个活动之前。
Teaching Procedure:
1. Ask the students if they have ever been to a McDonald's, Wendy's, or Hardee's hamburger restaurant. Discuss how the food is prepared and why it is necessary to produce the food quickly. Ask them if they would like to make hamburgers with their play dough.
2. Form two groups of workers. Give each group three rulers, one pencil, plus all five
colors of play dough. Students in the non-assembly line group may not divide the playdough by passing some of each color to each student.
3. Show exactly how you want the hamburgers made. There must be two buns 2" in
diameter and one piece of meat 11/2" in diameter made from white and brown playdough, respectively. (Most of the play dough will be used for meat and buns.) On each hamburger must be three dabs of ketchup (red), three dabs of mustard (yellow), and two pickles (green). There must also be 16 sesame seeds on the top of each bun (use pencils to make tiny "sesame seed" holes).
教学过程：
1.让学生，如果他们曾经去过麦当劳，温迪的，或哈迪斯的汉堡餐厅。讨论如何在食物制备和为什么是必要的快速生产的食品。问他们是否愿意让汉堡与自己玩面团。
2.形成两个工人群体。给每个三人小组的统治者，一是铅笔，再加上所有五个
玩面团的颜色。非组装线组的学生通过传递某些每种颜色的每个学生可不分橡皮泥。
3.告诉你到底想如何做的汉堡包。必须有两个馒头2“
直径和直径一块肉11/2“从白色和棕色橡皮泥，分别制成（大多数播放面团将用于肉类和馒头。）在每个汉堡包必须是番茄酱（红色），三三的dAb芥末（黄）的dAb的，和两个咸菜（绿色）。此外，还必须对每个包子的前16名芝麻（用铅笔做微小的“芝麻”孔）。
4. Tell one group that each worker must make complete hamburgers. While this group
gets organized, (you can let them soften the play dough) quickly explain the assemblyline procedure to the other group. The specific tasks for 14 students might be:
2 students- play dough into balls for buns
2 students - flatten balls into buns
1 student - play dough into ball for meat
1 student- flatten balls into meat
3 students- use rulers to make sure meat patties are 1 1/2" and buns are 2";make corrections if necessary.)
1 student - assemble bottom bun and meat
1 student- put on three dabs of ketchup
1 student- put on three dabs of mustard
1 student - put on two green pickles
1 student- put sixteen sesame seed holes in bun and assemble burgers
Use the attached Assembly Line Pattern to get students stationed in the proper produc-tion sequence. The pattern offers suggestions for groups of less than 14
students.
4.告诉一组每个工人必须完成汉堡包。虽然这组
获取组织，（你可以让他们软化发挥面团）迅速解释组装流水线程序另一组。对于14名学生的具体任务可能是：
2学生 - 玩面团成丸子的包子
2名学生 - 展平球放入包子
1学生 - 橡皮泥球进肉
1以学生展平球放入肉
3学生 - 使用标尺，以确保肉馅饼是11/2“和包子2”;如果有必要进行更正）。
1学生 - 组装底部馍和肉
1学生为穿上番茄酱三的dAb
1学生为穿上芥末三的dAb
1学生 - 换上两个绿色泡菜
1学生为把16烧饼孔髻，汉堡组装
使用附带的流水线模式让学生驻扎在适当的全国生产-化序列。该模式提供建议小于14组
5. Tell both groups that they will have about 7 minutes to produce as many high quality hamburgers as possible. When you stop the production, only completed hamburgers will count. Hamburgers that are not made properly will be rejected.
5.给两个组，它们将具有约7分钟，以产生尽可能多的高质量汉堡包越好。当你停止生产，只完成了汉堡包将计数。未正确做汉堡将被拒绝。
6. After the activity count the number of complete hamburgers produced by each group. Discuss the following questions:
a. What productive resources were used in your production? (labor - our work effor t;capital- pencil and ruler; land our workspace, the play dough)
b. Which group made the most hamburgers, i.e. was the most productive? (Assemblyline group)
c. Why did the assembly line group make more hamburgers? Was it because they
worked harder? (No, they specialized by dividing the labor. The non-assembly line group wasted time waiting to use the capital and play dough. The assembly line students only had to learn one task, etc.)
d. What are some other examples of people specializing in their work? (People learn-ing one job: teaching, carpentry, plumbing, etc.)
e. What are some examples of division of labor in your house? (Parents and children
doing specific jobs around the house). Why do families divide the labor? (More work gets done that way since people don't have to learn as many different tasks and can concentrate on the tasks they do well. This makes families more productive.)
f. What are some disadvantages of specializing and dividing the labor? (Jobs can become more boring and less creative. If one member of the team does poorly or is ab-sent it slows down the whole production process.)
How does specializing and dividing the labor help workers? (As workers become more productive they usually become more valuable to employers, and earn higher wages and salaries.)
6.活动结束后计数每个组产生完整汉堡包的数量。讨论以下问题：
A。在生产中使用了什么生产资源？ （劳动 - 我们的工作避免费劲吨;资本铅笔和直尺;土地我们的工作区，发挥面团）
B。这组所取得的最汉堡包，即是最有成效的？ （组装流水线组）
C。组装线组为什么赚更多的汉堡包？是不是因为他们
更努力？ （不，他们专门除以劳动。非流水线组浪费时间等待使用的资本和玩面团。装配线学生只需要学习一个任务，等等）
D。什么是专业人士在工作中的一些其他的例子吗？ （人民学习，荷兰国际集团一个作业：教学，木工，水管等）
即什么是劳动分工在你的房子的一些例子吗？ （父母和子女
做房子周围的具体工作）。为什么家庭划分的劳动？ （更多完成工作的方式，因为人们不必学习许多不同的任务，可以专注于他们做好工作。这使得家庭更加富有成效。）
F。什么是专业除以劳动力的一些缺点？ （乔布斯会变得更加沉闷和缺乏创造力。如果团队中的一员确实不佳或AB-把它减慢了整个生产过程。）
如何专业除以劳动力帮助工人？ （当工作人员变得更有效率，他们通常变得更有价值的雇主，并获得更高的工资和薪水。）
Follow-up and Extension Activities:
1. To extend the activity, create two identical "Order Cards," one for each group. On each card have specialized orders that the groups must fill (e.g., 4 hamburgers with ketchup and pickle only, 6 with mustard only, etc.)
2. Arrange a field trip to a local factory where an assembly line is used. Or, visit a local restaurant. Inform the manager beforehand that your class is interested in how the factory or restaurant increases productivity.
3. Ask students to identify other products made on an assembly line (car, computer,
television, etc.) Let them draw what they think the production process looks like. Re-quire them to identify and label the various productive resources, including the types of jobs on the assembly line. Have students write a short paragraph describing a day's work on this assembly line.
4. Pose this question for discussion: "You have the chanceto make $8.00 an hour working on an assembly line in a factory that makes chairs. You can work in a small carpentry shop and custom design and make complete chairs, but will earn only $6.00 an hour. Which would you choose? Why?"
跟进和推广活动：
1.要扩展活动，创建两个相同的“订购卡”，为每个组。每个卡都有专门的订单，该组必须填写（如，4汉堡包用番茄酱和咸菜只，6只榨菜等）
2.安排实地考察当地的工厂，其中一个采用装配线。或者，参观当地的餐厅。通知管理员事先你的类是感兴趣的工厂或餐馆如何提高工作效率。
3.要求学生作出鉴定装配线上的其他产品（汽车，电脑，
电视等），让他们画出他们认为什么生产过程中的样子。重新唱诗班他们识别和标签的各种生产资源，包括流水线上作业的类型。让学生写一个短款描述在这个流水线一天的工作。
4.提出这个问题来讨论：“你有个机会做一个小时的工作在一个工厂，使座椅装配线8.00美元您可以在一个小木工店和定制设计工作，使完整的椅子，但只有6.00美元会赚。一个小时。你会选择哪个？为什么？“
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