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關(guān)于教育的英語作文
關(guān)于教育的英語作文
Traditional Teaching Method關(guān)于教育的英語作文 educational system 教育方式 Do your teachers still use traditional techniques to teach you nowadays? A revol- ution in teaching techniques is required now. In the past, we just took it for granted that a
Traditional Teaching Method關(guān)于教育的英語作文 educational system 教育方式
Do your teachers still use traditional techniques to teach you nowadays? A revol- ution in teaching techniques is required now. In the past, we just took it for granted that a teacher' s aim was to teach the students all that he knew and solve all the problems for them. Therefore, students could mot judge things on their own under this circumstance. Thus students gradually lost the ability to learn by themselves. In addition, they were only equipped with the knowledge that were taught in class and made the same judgement upon every problem which might crop up. Of course, they would find their knowledge not enough to solve practical problems.
So it is time to change the teaching method. A teacher' s goal is to help the students develop not only the ability to learn by themselves but the skills to make judgements on every aspect on their own. It' s not necessary for the students to turn to teachers for help while meeting with difficulties. The first thing is to develop the students' abilities to make sound judgements upon any problem and overcome difficulties.
All in all, the aim of teaching is to liberate, but mot to fetter the students' innate powers of making sound judgements.
傳統(tǒng)教育方式
你的老師還在用傳統(tǒng)方法授課嗎?現(xiàn)在教育方式的改革需要進(jìn)行。過去，老師把他所有的知識教給學(xué)生，并幫學(xué)生解決他們所有的難題，這似乎是理所當(dāng)然的。因此，在這種情況下，學(xué)生不能自我判斷，也慢慢失去自學(xué)能力。另外，他們只能學(xué)到課堂上的東西，面對任一突發(fā)事件都會作出同樣的判斷。當(dāng)然，他 們業(yè)余感到所學(xué)知識不足以解決實際問題。
因此，是到了改變教育目標(biāo)的時候了。老師的目的不光是幫助學(xué)生培養(yǎng)自學(xué)能力，還應(yīng)教給他們獨立判斷的方法。學(xué)生一旦面臨難題就請教老師是不必要的。重要的是讓學(xué)生具有獨立判斷并能克服困難的能力。
總而言之，教育目標(biāo)是解放而不是限制學(xué)生判斷事物的內(nèi)在能力。
有關(guān)教育的英語文章
看到一篇關(guān)于中國教育的文章,摘錄給大家:
Throughout the millennia, students of all ages in China have had to endure the miseries of learning by rote. Teachers have stifled creativity in the pursuit of the accumulation of facts, and parents have forced children to spend mind-numbing hours cramming for exams. But for the past year, the government has been experimenting with what could amount to revolutionary changes in China's classrooms. The aim is to make education more pleasant, more useful and, above all, to challenge students to think for themselves.
What has prompted the reforms is a belated recognition that China's education system is failing to produce enough innovative thinkers. In addition, students are deeply unhappy. A survey conducted by the Education Ministry five years ago found more than 80% of students disliked school. Dropout rates have been rising in rural areas—partly for economic reasons but also because of the stultifying atmosphere of their classrooms. Exam pressures frequently lead to suicides. According to a survey last year among senior secondary-school students and university freshmen in one area, more than 50% had considered killing themselves.
Several other countries in East Asia, including Japan, South Korea and Taiwan, are grappling with similar problems. But the implications of China's reform efforts are particularly profound. China's traditional education methods are ideally suited to a political culture that requires citizens to submit blindly to authority. By encouraging students to question their teachers and regard them as equals (even official literature now talks of fostering a “democratic” atmosphere in classrooms), China could be ushering in a new kind of relationship between the rulers and the ruled.
The problem is making it work. The government has set ambitious targets with few resources to ensure that the country's more than 10m primary- and secondary-school teachers acquire the skills and determination to change the habits of a lifetime. The reforms started in September 2001 with about 420,000 primary- and junior secondary-school students (out of a national total of more than 215m) taking part in 38 experimental zones around the country. In September this year, participation increased to 9.1m pupils in 572 zones. These figures will double next year. The Education Ministry's original idea had been to implement the reforms nationwide by 2010. But according to Liu Jian of the ministry's National Centre for School Curriculum and Textbook Development, employers from a variety of enterprises said they wanted a quicker timetable. So now the target is 2005. In 2004, similar experiments will start in secondary schools.
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