issue5 十二月高强组第二次作业

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TOPIC: ISSUE5 - "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."
WORDS: 501         TIME: 1:30:00          DATE: 2006-11-27



提纲：1 设置相同的课程有一定的益处
      2 完全忽视地区，民族间的差异，要求全国都上一样的课程是不实际的
      3 全国都上一样的课程会抹杀不同民族之间的多样性，有害与特色文化的保存
Should a nation 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? As for me, while there is good reason for a required national curriculum, the cultural differences of ethical groups in a nation should not be ignored.

The requirement of the same national curriculum would beneficial to a nation in many aspects. On the one hand, the same national curriculum can contribute to the preserving of a united national culture and national cohesion. For instance, by learning basic geographic and historic knowledge, students can comprehend the origins of diversified conventions and values between different groups. Then, the tolerance and understanding of culture differences could be improved. Students can thus get along better with people of different groups. On the other hand, fundamental knowledge such as mathematics, social skills and moral education which sever as inalienable foundation of student's further education should be taught as compulsory courses. It is regretful that a student who knows nothing about mathematics can not even calculate simple numbers in his daily life. Similarly, without basic interpersonal skills, how can a student to get along with his peers? Furthermore, students are hard to be the qualified citizens lacking of virtues of honesty, loyalty and values of democracy.

However, it is impractical and presumptuous to impose the same requirement on all curriculums in different parts of the nation. Considering the diverse educational backgrounds, habits and economic levels in different regions, especially in a large nation, such assumption is inappropriate. For example, there are two cities of different economic level-Shanghai and Jiujiang in China. Of these cities, Shanghai has been the most international and developed city in China. Therefore, it is reasonable and practical to require all its high school students to take part in computer class. On the contrary, Jiujiang, as the less developed city in China, is too poor to support its residents not to mention to provide computer classes to its students.

Furthermore, in a multi-cultural society, the obligatory adoption of uniform curriculum would highly probably arouse resentment in some ethnic groups. Different ethnic communities have their own languages and traditions. So, they should not be deprived the opportunity to preserve and promote their traditional cultures. For instance, a famous minority group in China is known for their virtuosity of a special instrument-Hulusi. In order to preserve the precious traditions, local government has always designed the performance of Hulusi as a compulsory course in its curriculum. If the national government arbitrarily asks local government to take the same curriculum as other regions or otherwise, requires students of other regions all to the performance, there will be unavoidable discontents in all regions.

In sum, to obtain the cohesion and understanding of different cultures and meanwhile to refrain from eliminating the culture diversities, an appropriate method is to combine a required national core curriculum with additional special courses depending on the necessities of different regions.

这篇文章写的我快吐血了，实在不知道怎么论述，请多指点。

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Issue5

"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."

According to this assertion, a nation should establish a kind of authoritative curriculum system and carry it out in every school under college. I strongly agree with the speaker's opinion, for the following reasons:

In the first place, there is no denying the fact that the ultimate objective of the education, no matter by what measures, is to enhance the populace education level and sequentially promote social development. The nation can always stand on a higher stature, setting different policies and methods according to different situations to help accomplish this objective. Evidently, a national curriculum, the fruit of numerous elites’ wisdom, is also a sensible strategy, which possesses absolute authority and scientific quality. However, the right given to a school, is likely to bring about negative effects, even calamities. Abundant enrollments and finance are local school’s uppermost objectives. In order to succeed from the fierce competition, they have to put their eyes onto the result of examinations, while ignoring or even canceling some useful subjects such as drawing, gymnasium and music intendedly. Sadly, this concept has been generally accepted from school committee to teachers。As a teacher once say :" We must confront the reality-entering college is the most important task."
In addition, the students, study in elementary and high school, are undergoing fast physical and psychological development. They need being taught all-round, absorbing all kinds of knowledge from science to art and developing their characters and hobbies with which only a national lesson system could provide.
In the second place, a national curricular system means a standard, college admission committee can depend on to examine students' ability and  take into account whether they should be admitted in. While for those local schools, there are many different kinds of educational plans and estimable standards. Taking teaching materials as an example, different school will make different choices in this term, corresponding to the specific situation: Some may take an easy material system, while others may think that a difficult one would help. How should colleges establish a reasonable standard in such a complex circumstance?
Certainly, just as every medal has its reverse, limits, without a doubt, exist in this national curricular system. For instance, it can not insure that a national curriculum will include all aspects of knowledge, such as local history and culture. Without proper recognition, they may not be acquainted with until graduation by the students, who have been learning under the national curriculum system. Consequently, the establishment of some extra curriculum-local history and culture-will enrich students’ knowledge and make them know of the place where they grew up better. And this should be advocated by the educational bureau.   
From what has been discussed above, we may safely draw the conclusion that a uniform national curriculum enjoys obvious advantages and can produce many positive effects to the educational development. Therefore, we should attach importance to this strategy more than ever, and take appropriate measures to put it into practice.

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