首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
In 2009, Time magazine hailed an online math program piloted at three New York City public schools, as one of the year’s 50 best
In 2009, Time magazine hailed an online math program piloted at three New York City public schools, as one of the year’s 50 best
admin
2020-05-09
30
问题
In 2009, Time magazine hailed an online math program piloted at three New York City public schools, as one of the year’s 50 best innovations. Each day, the software generated individualized math “playlists” for students who then chose the “modality” in which they wished to learn—software, a virtual teacher or a flesh-and-blood one. A different algorithm sorted teachers’ specialties and schedules to match a student’s needs. “It generates the lessons, the tests and it grades the tests,” one veteran instructor marveled.
Although the program made only modest improvements in students’ math scores and was adopted by only a handful of New York schools (not the 50 for which it was slated), it serves as a notable example of a pattern that Andrea Gabor charts in “After the Education Wars.” For more than three decades, an unlikely coalition of corporate philanthropists, educational technology entrepreneurs and public education bureaucrats has spearheaded a brand of school reform characterized by the overvaluing of technology and standardized testing and a devaluing of teachers and communities. The trend can be traced back to a hyperbolic 1983 report, “A Nation at Risk,” issued by President Ronald Reagan’s National Commission on Excellence in Education. Against the backdrop of an ascendant Japanese economy and consistent with President Reagan’s disdain for public education (and teachers’ unions), “A Nation at Risk” blamed America’s ineffectual schools for a “rising tide of mediocrity” that was diminishing America’s global role in a new high-tech world.
Policymakers turned their focus to public education as a matter of national security, one too important (and potentially too profitable) to entrust to educators. The notion that top-down decisions by politicians, not teachers, should determine what children need was a thread running through the bipartisan 2001 No Child Left Behind Act, the Obama administration’s Race to the Top and state-initiated Common Core standards, and the current charter-driven agenda of Secretary of Education Betsy DeVos. “Accountability” became synonymous with standardized tests, resulting in a testing juggernaut with large profits going to commercial publishing giants like Pearson.
The education wars have been demoralizing for teachers, over 17 percent of whom drop out within their first five years. No one believes that teaching to the test is good pedagogy, but what are the options when students’ future educational choices, teachers’ salaries and retention and, in some states, the fate of entire schools rest on student test scores? In meticulous detail, Gabor documents reform’s institutional failings. She describes the turns in New York City’s testing-obsessed policies, the undermining of Michigan’s once fine public schools and the heartbreaking failure of New Orleans to remake its schools after Hurricane Katrina.
选项
答案
2009年,《时代》杂志发文称赞三所纽约市公立学校试点推行的在线数学课程,称其是该年度的五十大杰出创新成果之一。该课程软件每天都会生成个性化的数学课“播放列表”,学生可根据想要学习的内容选择具体的“播放模式”。这款课程软件既是一位虚拟教师,也会呈现出一种有血有肉的真实形象。通过一种特别的算法,课程软件对所有教师的专业课程与排课时间进行分类,以满足每位学生的需求。一位资深讲师就曾惊叹称,“这款软件不仅能够生成课程与测试内容,还可对测试结果进行评分”。 虽然该课程并未大幅提升学生的数学成绩,且仅有少数纽约学校采用(并非预期进驻的50所学校),但却是安德烈埃.加博尔(Andrea Gabor)在《教育战争》(After the Education Wars)中所提出的教改模式的一个典型范例。三十多年来,看似不可能达成统一战线的众多企业慈善家、教育技术企业家和公共教育官员率先掀起一股学校改革风潮,其特点就是极度重视技术及标准化测试,同时弱化对教师和社会的关注。这一风潮可以追溯到罗纳德.里根政府时期的“国家教育卓越委员会(National Commission on Excellence in Education)”于1983年发布的一份风格夸张的报告——《处于危险中的国家》(A Nation at Risk)。在日本经济崛起的背景下,里根总统曾对美国的公共教育(及教师工会)表现出蔑视之情,与此相呼应,《处于危险中的国家》也将美国“平庸之辈越来越多”归咎于美国学校的无能,认为这些庸才正不断削弱美国在高新科技领域的全球影响力。 政策制定者随后将关注点转向公共教育领域。在政策制定者看来,公共教育已上升至国家安全的高度,其重要性(或高盈利性)完全无法让政策制定者将发展公共教育的任务放心交予教育部门。有种观点认为,决定儿童教育需求的应当是政治人物(而非教师群体)自上而下的政策决策,而从2001年美国两党支持通过的“有教无类法案(No Child Left Behind Act)”,到奥巴马政府的“力争上游(Race to the Top)”计划共同核心课程标准,再到现任美国教育部长贝琪.德沃斯(Betsy DeVos)推行的特许学校议程,这一观念始终贯穿其中。“责任制”已成为标准化测试的代名词,导致培生教育(Pearson)等教育测试领域的大体量、高利润机构转型成为商业出版巨头。 教育战争削弱了教师队伍的斗志,超过17%的教师在入职不到五年内离职。没有人相信应试教育是一种有效的教育方法,但当学生的继续教育选择、教师的薪资与留任,乃至美国某些州整所学校的前途命运都取决于学生的测试成绩时,他们还能有哪些选择?加博尔在其书中极其详尽地记述了教育改革的制度缺陷:纽约市教育测试狂热政策引发诸多转变;密歇根州公立学校的昔日优势遭到削弱;卡特里娜飓风肆虐过后,新奥尔良市在重建学校时也遭遇令人心碎的困境。
解析
转载请注明原文地址:https://kaotiyun.com/show/gKrO777K
本试题收录于:
CATTI二级笔译实务题库翻译专业资格(CATTI)分类
0
CATTI二级笔译实务
翻译专业资格(CATTI)
相关试题推荐
A:首先祝贺您荣膺本届奥斯卡最佳外语片奖。您知道,我们中国人一直有一个“奥斯卡情结”。能否请您谈谈看法?B:Thanks.ActuallyI’vebeenanardentfanofChinesekungfumovies.And
我很高兴我们能再一次共同庆祝各位同仁的成就。我们的年度大学奖表彰并嘉奖我们团体中的卓越者。他们有的在教学中成绩突出,有的在科研中再攀新高,有的为国家提供了优质服务,每一位获奖者都取得了可喜的成绩。你们的努力提高了我们学校的声望,你们的成绩是对国家的贡献,我
以经济合作为重点,逐步拓展全方位合作。
文化遗产指的是从过去继承而来,在当今保持下去,为未来存留不息的事物。
女士们、先生们,欢迎大家出席今年首场外交部例行记者会。在新的一年里,我们将继续通过这个平台,向大家更好地介绍中国外交。我们也希望媒体的朋友们能够向世界报道好中国,解读好中国。祝愿大家在新的一年里工作顺利,万事如意。首先,我向各位通报,应埃塞俄比亚
当前,国际形势处于复杂变化之中,地区热点和局部动荡仍在升温,恐怖主义成为全球性挑战。
A、Wallace.B、Cox.C、Raney.D、Stovalls.A题干:家族的哪一支使康妮和我走到一起的?根据原文“…IreceivedanemailabouttheWallacelinefromafellow…Weco
UnderwhatcircumstanceswouldBobreplacehim?
对许多女孩来说,在社交媒体上不断寻求他人的点赞和关注,感觉就像是在参加一场永远不会落幕的选美比赛。(beautypageant)
虽然它们的形状和大小各异,但它们通常就像一个小U盘,可以插入用户正在使用的设备(无论是智能手机还是个人电脑),作为一种额外的身份识别。(pluginto;beit…or…)
随机试题
《梁山伯与祝英台》是一部【】
Skippersmustmakeareporttocustomseitherinpersonorbytelephoneiftheyhaveanyduty-freegoodsonboard,orarecarryi
正常人在禁食状态下,18F-FDG显像影像不正确的是
以下护理操作中属于专科护理的是
下列法律原则中,属于民法基本原则的是()。
心理咨询师在求助者知情同意下进行的录音、录像()。
()对于心灰意冷相当于丰收对于()
下列链表中,其逻辑结构属于非线性结构的是
Lookatthetablebelow.Someinformationismissing.Youwillhearatelephoneconversation.Foreachquestion(16-22),fillin
A、Savetimebyusingacomputer.B、Buyherowncomputer.C、BorrowMartha’scomputer.D、Stayhomeandcompleteherpaper.B推理判断。
最新回复
(
0
)