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American high school mother tongue curriculum standards

2018-11-26 来源: 51due教员组 类别: Essay范文

下面为大家整理一篇优秀的essay代写范文- American high school mother tongue curriculum standards,供大家参考学习,这篇论文讨论了美国高中母语课程的标准。美国是联邦制国家,在教育行政方面实行地方分权制。一直以来,美国没有统一的课程标准,各州和地方、学校在课程实施以及课标制定上有着很大的自主权,由此导致各州的课程标准不一,不同地区和学校的教育水平存在较大差异。鉴于此,美国全国州长协会和各州教育长官委员会共同领导制定了《共同核心州立英语标准》,并于2010年正式颁布实施,这一举措标志着美国全国统一课程标准的教育改革迈出突破性的步伐。英语语言艺术作为学生的母语课程,在培养学生语言文字应用能力方面起着基础性的作用。

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The United States is a federal country, which implements decentralization in education administration. For a long time, the United States has no unified curriculum standards, and states, local governments and schools have a great deal of autonomy in curriculum implementation and curriculum standard formulation. As a result, the curriculum standards of different states are different, and education level of different regions and schools is quite different. In view of this, the National Governors Association and the Council of Chief State School Officers jointly led the development of Common Core State Standards for English Language Arts, which was officially promulgated and implemented in 2010, marking a breakthrough step in the education reform of the United States National unified curriculum Standards.

In this paper, mother tongue curriculum standards of American high schools will be evaluated and introduced from two aspects of design concept and content in combination with specific regulations of curriculum standards of grade 11-12.

The standards are for pre-school through high school students and are designed to ensure that all students are well prepared for college and the workplace before they graduate from high school.

Article 1 of the six basic criteria of the standard stipulates that "the knowledge and skills that k-12 grade students should master are consistent with the requirements for students to go to university and obtain employment". The introduction of "standards" points out that this set of standards is an extension of the curriculum standards previously formulated by CCSSO and NGA, and is committed to developing students' language application ability in English reading, writing, speaking, listening and other aspects, so as to prepare for further study and employment in the future. In addition, the standards also emphasize that each of the standard regulations eventually selected into this document has been fully proved that only when students have the abilities required in the regulations can they be ready for further study and employment in the highly competitive 21st century.

It can be seen that the standard-setters not only make specific provisions for the study of students in the education stage of k-12, but also make long-term development plans for students to enter the university, get out of the campus and go to the society in the future. Compared with other forces, education is the core factor supporting the country's future development. Therefore, American educators hope to take this opportunity to develop a national unified curriculum standards, to show the outside world that the United States will protect its global competitiveness through the importance of education and the cultivation of talents.

Education should not only focus on the present -- do all the efforts that should be done now, but also focus on the future -- to formulate long-term development goals and sustainable development strategies for talent cultivation. Education is not only the foundation for a better life, but also for a civilized society, as well as for economic prosperity and national security. The United States hopes to strengthen that foundation by setting long-term goals for talent development.

In order to further clarify the ability requirements required for further study and employment, the standard makes a clear positioning for talents in the 21st century: both skilled and knowledge-based students should show good adaptability in the future school and workplace. Therefore, "standard" on the adaptation to the college and employment environment this criterion describes the following specific requirements of the performance, such as all students who meet the requirements of the standard are able to conduct in-depth and detailed reading, in the complex literary works have their own unique experience, understanding and appreciation; Ability to read critically in daily life and study and extract effective information through print and digital media; Can read excellent literature and practical texts to obtain extensive and in-depth exchange of ideas, build their own knowledge system, enrich their emotional experience, broaden their world view; Capable of logical reasoning and experimental demonstration.

In short, the standard makers believe that students only stipulated in reading, writing, speaking and listening in the specific requirements, to lay a good foundation for the better use of language in the future, to be prepared for the education and employment, for personal growth and become a responsible citizen to lay a solid foundation of society.

The full name of this curriculum standard is "The Common Core State standard for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects". As can be seen from the naming, The standard is not only aimed at The English Language Arts, a discipline. At the same time, it also pays attention to the cultivation of students' language application ability in history/social studies, science and technology and other disciplines.

As a mother tongue course, English language art plays a fundamental role in cultivating students' ability of language application. This division of subjects in the standard not only does not weaken the basic status of English language art, but also shows the irreplaceable role of the subject in cultivating students' mother tongue literacy from another perspective.

The standard stresses that it is the common responsibility of different disciplines to comprehensively improve students' language application ability and guide them in reading, writing, oral expression, listening and other aspects. Students must master effective reading, writing, speaking and listening skills in different fields, as well as the language skills required for other subjects. K-5 language standards for listening, speaking, reading and writing are applicable to a series of subjects, including English language arts; The language standards for students of grade 6 and above are formulated for teachers of English language arts, history/social studies, science, technology and other subjects. Teachers must use professional knowledge in their respective fields to help students meet the requirements of course standards in different aspects. At the same time, the standard gives some supplementary explanation, pointing out that the language standards in historical/social studies, science and technology subjects do not mean to replace the content standards in these fields, but to supplement and improve them more effectively. It can be seen that the cultivation of students' reading and writing ability requires not only the efforts of English as a subject, but also the cooperation of other subjects.

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