For instance, eighth graders in the United States cover about 33 topics in math versus just 19 in Japan. Among science courses, the international gap is even wider. U.S. curricula for this age level resemble those of a small group of countries including Australia, Thailand, Iceland, and Bulgaria. Schmidt asks whether the United States wants to be classed with these nations, whose educational systems share our pattern of splintered visions but which are not economic leaders.
The new report couldnt come at a better time, says Gerald Wheeler, executive director of the National Science Teachers Association in Arlington. The new National Science Education Standards provide that focused vision, including the call to do less, but in greater depth.
Implementing the new science standards and their math counterparts will be the challenge, he and Schmidt agree, because the decentralized responsibility for education in the United States requires that any reforms be tailored and instituted one community at a time.
In fact, Schmidt argues, reforms such as these proposed national standards face an almost impossible task, because even though they are intellectually coherent, each becomes only one more voice in the babble .
31. According to the passage, the teaching of science and math in America is
A) focused on tapping students potential
B) characterized by its diversity
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