ISSUE5美月

jessicamarineUID: 2595044

、"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.

教育的目的：开发潜能，培养不同人才

优点：一定程度上公平，大学入学差距少，同一起跑，

缺点：如何选择课程，重此轻彼，手心手背都是肉，选课就难以保证公平

教授过程：不同地区教学水平不同，依旧不公平，条件差的地方不如不交

学生反响：异地异课
对应当地条件
学生喜好，异地同课学生完全有可能反感

造成结果：异地同课
太过类似，大学不够多元，难以产生火花

1 简述争论历史

2 明确教育目的为前提

3 异地异课确实造成许多问题：考核难，大学入学差距，一定程度的不公平

4 但是，异地同课问题更多：A各地条件
学生爱好不同，统筹兼顾？必将故此失彼
且对于相当一部分不上大学的同学来说更不公平不对口 B 为大学所作准备？反而造成学科背景的单调，大学不足够多元
碰撞难，火花少，
适得其反

5 综合结果：两者皆过极端，应将必备技能作为全国课程，如
数学
经济
语言
，其他根据各地情况另选，如体育
艺术
等
此外应提供充分的
多元学习环境
从而因材施教

As the topic has showed, people have argued the pre-college curriculum for a long time between the “one for all” and the “region self-determine”. Instead of simply taking either of them, I believe, a combination of the same and the different would be the best solution.

Firstly, before probing in details, we should get a clear view of the pre-college education-one that should help students develop their talents, prepare for the next college study or social life. Only by keeping these standards firmly in mind can we get a thorough practical solution for the pre-college curriculum.

Admittedly, “region self-determine” has led to a series of problems. For the college committee, headache it is to evaluate and choose students from different places with different education backgrounds, which always arousing the doubt of unfair judgment. For students, different education backgrounds would inevitably result in an unfair start in their next competition whether in college life or job career. For example, in an economy college students from the region providing economy courses are unquestionably more advantageous than students from a non-economy courses place. Similarly, as for workers who work directly without a college education, workers with speech courses would always do a better sales job than those without. As a result, the “region self-determine” pattern is unavoidably accused of unjust.

However, “one for all” would not be the solution. Firstly, what kind of curriculum would be so powerful and magical as to fit for the whole nation?
None, I’m afraid. Different places have different education characters and limits, which, as a result， make the ‘one for all’ plan problematic. For instance, the suggestion that making Peking opera as Chinese national music course, once put forward, aroused disputes and complaints and finally failed out because in China different places have their own traditional operas, which would be weakened once that suggestion is taken, suggestion that people called “ an education unity –an operas’ disaster”. What’s more not every place has the good condition for Peking opera education-in most cases local technical teachers and bands are far from enough or local students just don’t like that opera. Similarly, if we just put “one for all” plan into effect, we are actually ignoring the inconvenient region differences and a waste of our valuable education resources would inevitable.

Even if the “one for all” has on a great degree solved the unfair problems above, not a present but a poison it would be for education and a nation‘s development. Compared to college education the pre-college education is longer and plays a more important role in forming one’s mind and character, thus students taking the wholly same pre-college curriculum would more or less have the similar knowledge background and similar thinking method. However, as we all know advances come from of different minds, similar minds miss a lot. Thus, after solving the unfair problems, here comes the more serious problem- boring and tedious mind, which is just the thing a true education should fight against.

南辕北辙

Taking all these elements into consideration, we may safely come to the conclusion that “one for all” plan is totally unacceptable, while “region self-determine” would be right after some adjustment, such as putting the basic important courses such as math, language, computer and economy as the national curriculum, thus to some extent solving the “unfair” problem, at the same time giving different places the freedom to choose other courses fit for their condition, thus developing various education background and minds for the nation. Otherwise, we would never achieve the true education.

岁月静好UID: 2738700

1# jessicamarine

As the topic has showed一般对问题复述都用一般过去式或一般现在时，用现在完成时很少而且后面又紧跟这一个现在完成时，两个现在完成时又明显不在一个时间段。, people have argued the pre-college curriculum for a long time between the “one for all” and the “region self-determine”. Instead of simply taking either of them, I believe, a combination of the same and the different would be the best solution.

Firstly, before probing in details, we should get a clear view of the pre-college education-one that should不用 help students develop helo+doing/to do their talents, prepare主格主语错误 for the没有限定 next college study or social life. Only by keeping these指代不明 standards指代不明 firmly in mind can we get a thorough practical没有对比对象，语意累赘 solution for the pre-college curriculum本身没有问题，有问题的是争论.

Admittedly, “region self-determine这个我真的不知道这么指代是不是正确，也许是determined,待定” has led to a series of problems. For the college committee, headache it is to evaluate and choose students from different places with different education backgrounds, which always arousing the doubt of unfair judgment. For students, different education backgrounds would inevitably result in an unfair start in their next competition whether in college life or job career. For example, in an economy college students from the region providing economy courses are unquestionably more advantageous than students from a non-economy courses place. Similarly, as for workers who work directly without a college education, workers with speech courses would always do a better sales job than those without工作上的事不好说，这个做论据不够强. As a result, the “region self-determine” pattern is unavoidably accused of unjust.

However, “one for all” would not be the solution. Firstly, what kind of curriculum would be so powerful and magical as to fit for the whole nation?
None, I’m afraid. Different places have different education characters and limits, which, as a result， make the ‘one for all’ plan problematic. 到这里为止转折的还不错，不过这句是TS，不应归入第几条的层列For instance, the suggestion that making Peking opera as Chinese national music course, once put forward, aroused disputes and complaints and finally failed out because in China different places have their own traditional operas, which would be weakened once that suggestion is taken, suggestion that people called “ an education unity –an operas’ disaster”删，没用. What’s more not every place has the good condition for Peking opera education-in most cases local technical teachers and bands are far from enoughfar enough from?? or local students just don’t like that opera. Similarly, if we just put “one for all” plan into effectapplication?, we are actually ignoring the inconvenient region differences and a waste of our valuable education resources would beinevitable.这段的层次不够明确，重点偏了，最重要的如何similarily没写到位

Even if the “one for all” has用would更好吧 on a great degree solved the unfair problems above, not a present but a poison it would be for education and a nation‘s development先是奇怪的倒装，再是前面说解决了，后面没有原因的在一个句子里把前面否了应该有点为什么否的原因. Compared to college education the pre-college education is longer and plays a more important role in forming one’s mind and character, thus students taking the wholly same pre-college curriculum would more or less have the similar knowledge background and similar thinking method忽略个人及家庭因素，不够说服力. However为什么又转折, as we all know advances come from of different minds, similar minds miss a lot. Thus, after solving the unfair problems, here comes the more serious problem- boring and tedious mind, which is just the thing a true education should fight against.

南辕北辙

Taking all these elements into consideration, we may safely come to the conclusion模板化严重入题慢 that “one for all” plan is totally unacceptable, while “region self-determine” would be right after some adjustment但前面一句优点没有哎, such as putting the basic important courses such as math, language, computer and economy as the national curriculum, thus to some extent solving the “unfair” problem, at the same time giving different places the freedom to choose other courses fit ingfor their condition, thusthus-thus-thus developing various education background and minds for the nation. Otherwise, we would never achieve the true education.

在最根本的教育的目的时缺了一个最关键的HOW  这样无论优点还是缺点都不甚扣题

jessicamarineUID: 2595044

2# 岁月静好
评得很到位啊，多谢多谢，恩，我这逻辑确实有问题:L