ISSUE5 [Victors]加强小组第四次作业 by jennetrj

jennetrjUID: 2275453

5."A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer."
一个国家应该要求所有的学生在上大学前都学习相同的课程，而不应该允许不同地区的学校擅自决定自己的教学领域。

1.大学以前的课程，基础知识，教会学生思考方法，扩展知识面，全国统一利于管理、公平选拔；树立爱国、共同价值观
2.并非所有地区有条件、必要学习所有相同的课程
1）  地理、经济发展不均，hinterland未必有budget 提供必要的教具、教师力量
2）  多民族、语言，风俗习惯不同，有些课程不一定合适
3）  强制性实现课程，有文化侵入之嫌，可能激发民族矛盾，社会矛盾
4）  但不同地区自己定课程，造成大学选拔缺少可比性，国家教育检查困难
3.基础课程统一之下，地区自定部分特色课程适应需要，即利用共同价值观的建立又有利于民族多元化


766 words

Should a nation to standardize the curriculum for students under the college level or could local schools determine which courses to offer before the students enter college? The speaker prefers to choose the earlier one. I concede the merit to have the same national curriculum in primary and high schools to ensure the efficiency of education, however, offering some free space for local schools in different parts of the nation could be a complimentary method and would be helpful to retain the cultural variability of a nation.

On the social level, establishing the same national curriculum before college is the optimal choice for the educational administrations. Any nation would like to maximize the efficiency of education. With the help of same curriculum all over the country, administration officials could have first- hand data to assess local educational system and determines whether there's the need for national government to modify the surveillance. For instance, until China accomplished the nationwide nine-year gratuitous educational system and same basic curriculum in elementary and high schools twenty years ago, government had no aware of the chasm of the educational level between west part hinterland and the coast regions, although considerable part of educational budget went there. By using national evaluation tests among students, the statistical branch of the Ministry of Education was able to have the objective information which guided further modification of educational strategy to balance the provincial difference in education system and offered equality for any child in the country to receive education.

On personal level, any students would like to have the opportunity to go to college, but how could the universities pick up the prospective students from the large pool of applicants? There's no better choice of comparing the students' academic performance in same curriculum to evaluate the students' capability. In the United States, although teen-agers could choose to take part in different academic courses and social clubs to develop their interests and social compatibility, there are several requisite courses, like History, Literature, Art and Science for graduation and getting the offer from the universities. Although it might be partial to determine the eligibility of the students to be matriculated, no other criteria could surpass the effectiveness of GPA of the same curriculum nationwide and the authority of SAT scores. Moreover, same nation curriculum also serves as the promise of varieties of students to develop similar social values thus minimizes the potential ideological conflicts among different ethnical groups.

Nevertheless, it is noxious to the culture variability for a nation to form a rigid curriculum system. Different faces appear on the streets, in community and at school halls, new generation with variable ethnic background study and work together. If elementary and high schools only teach students Christian beliefs, would Muslim parents still be willing to send their children to school or would they rather have their kids study at home? Or let alone the sensitive ethnical or religious problems, we might just focus on language learning. Many Indian languages died out in the new generation of the aboriginals since more and more teenagers head for modern communities and get their education in schools which provide no traditional language courses. Or millions of American born Chinese would lose their access to understand the pith of traditional Chinese culture if standardized curriculum involves no other language course.

Even people have no comments on what to be taught at school, district economical imbalance could also be another factor to impede the implementation of same national curriculum. Take back the example of Chinese education system, obviously it is not feasible for the hinterland to keep pace with the developed east coast to provide updated courses such as computer-learning. Why don't just let local educational departments to fulfill their imperative needs within limited budgets? Or shall we exacerbate the burden of local government which has already be tired out of catching up with other developed regions just for the dogmatic purpose?

In sum, education is the far-reaching supra-structure of the society. For individuals, education might be the training for living skill. While concerning its social effect, any decision on educational prospect would have impacts on the future of a country or even the human race. Simply setting up the same national curriculum might be easy for administration, but to a wider perspective, more pliable curriculum package which is composed of those basic courses for establishing constant moral values, pragmatic programs for diminishing regional difference and specific classes for maintaining cultural variability could be a effective way to carry out the essential purpose of education, developing our world and, more importantly, nurturing human mind.

[ 本帖最后由 jennetrj 于 2007-5-11 19:40 编辑 ]

coraoneUID: 2233021

这几天学校事情有点多，手下了先，抓紧时间改完我就发上来