英语作业参考答案

1。在美国高等教育体系中有多少种院校？如果你是个学生，你会选择哪一个？为什么？
Different sorts of Universities and Colleges:
1. State College or University
1。州立学院或大学
2. Private College or University
私立学院或大学
3. Two-Year College

4. Community College
社区学校
5. Professional School

6. Institute of Technology
5。职业学校
职业学校训练学生从事艺术、音乐、工程、商业和其他职业。有些是大学的一部分。其他是分开的学校。一些提供研究生学位。
6。技术学院
这是一个学校提供至少四年的研究，在科学和技术。一些技术学院有研究生课程。其他课程则开设较短的课程。

7. Technical Institute
7。技术学院
技术学院训练学生在医学技术或工业工程等领域。虽然课程可以为你想要的职业做好准备，但学位可能不一定等同于大学或大学学位。一些学院和大学不接受来自技术学院的学生的学分。

8. Church-related School
教会学校

2。你能简要介绍一下美国的中学？
It offers the widest education choices for students in the world. In fact, a student in American can pursue anything from nuclear science to film and dance.
它提供了对世界的学生最广泛的教育选择。事实上，一个学生在美国可以从核科学电影和舞蹈追求什么。
Most Americans attend twelve years of primary and secondary school. With a secondary school ("high school") diploma or certificate, a student can enter college, university, vocational (job training) school, secretarial school, and other professional schools.
School begins around age six for U.S. children. They attend five or six years of primary school. Next they go to secondary school, which consists of either two three- year programs or a three-year and a four-year program. These are called "middle school" or "junior high school" and "senior high school" (often just called "high school"). Americans call these twelve years of primary and secondary school the first through twelfth "grades." This may be accomplished either at public (or government-operated) schools, or at private schools.
大多数美国人参加了十二年的小学和中学。有中学（高中）文凭或证书，学生可以进入学院，大学，职业（职业培训）学校，秘书学校，和其他专业学校。
学校开始在六岁的美国儿童。他们参加五年或六年的小学。接着他们上了中学，这所学校由23年制或三年制和四年制组成。这些被称为“中学”或“初中”和“高中”（通常称为“高中”）。美国人把这十二年的小学和中学称为第一至第十二年级，可以在公立学校或私立学校完成，也可以在私立学校完成。
三.语言改革的主要意图是什么？
4。有什么办法可以消除文盲的中国人吗？
Literacy and language reform
The continuing campaign

s to eradicate illiteracy also were a part of basic education. Chinese government statistics indicated that of a total population of nearly 1.1 billion in 1985, about 230 million people were illiterate or semiliterate（半文盲）. The difficulty of mastering written Chinese makes raise the literacy rate particularly difficult. In general, language reform was intended to make written and spoken Chinese easier to learn, which in turn would foster both literacy and linguistic unity and serve as a foundation for a simpler written language. In 1951 the party issued a directive that inaugurated a three-part plan for language reform. The plan sought to establish universal comprehension of a standardized common language, simplify written characters, and introduce, where possible, romanized （用罗马字体书写）forms based on the Latin alphabet. In 1956 Putonghua (modern Standard Mandarin) was introduced as the language of instruction in schools and in the national broadcast media, and by 1977 it was in use throughout China, particularly in the government and party, and in education. Although in 1987 the government continued to endorse the goal of universalizing Putonghua, hundreds of regional and local dialects continued to be spoken, complicating interregional （地区间的）communication.
A second language reform required the simplification of ideographs because ideographs with fewer strokes are easier to learn. In 1964 the Committee for Reforming the Chinese Written Language released an official list of 2,238 simplified characters most basic to the language. Simplification made literacy easier, although people taught only in simplified characters were cut off from the wealth of Chinese literature written in traditional characters. Any idea of replacing ideographic （表意的）script with romanized script was soon abandoned, however by government and education leaders.
A third area of change involved the proposal to use the pinyin romanization（罗马拼音，拼音化） system more widely. Pinyin (first approved by the National People's Congress in 1958) was encouraged primarily to facilitate the spread of Putonghua in regions where other dialects and languages are spoken. By the mid-1980s, however, the use of pinyin was not as widespread as the use of Putonghua.
Retaining literacy was as much a problem as acquiring it, particularly among the rural population. Literacy rates declined between 1966 and 1976. Political disorder may have contributed to the decline, but the basic problem was that the many Chinese ideographs can be mastered only through rote learning and can be often forgotten because of disuse.
识字与语言改革
继续开展扫盲运动也是基础教育的一部分。中国政府的统计数据显示，在1985的总人口近11亿，约2亿3000万人是文盲或半文盲（半文盲）。掌握书面汉语难度大，提高识字率特别困难。总的来说，语言改革的目的是使书面语和口语更容易

学习，这反过来又能促进识字和语言的统一，并成为简化书面语言的基础。1951，党发出了我的指示。
5。如何在中国建设学习型社会？
6。为什么这已成为一项紧迫的任务对中国建立终身学习体系？
7。在东方和西方之间的教学方法的主要区别是什么？
In many Western societies, such as the United States or Canada, which are made up of many different nationalities, religious groups and cultural orientations, individualism and independent thinking are highly valued. And these values are reflected by the education systems in these countries. Teachers emphasize the qualities that make each student special. Students are seldom expected to memorize information; instead, they are encouraged to think for themselves, find answers on their own and come up with individual solutions. At an early age, students learn to form their own ideas and opinions, and to express their ideas in class discussion.
在许多西方社会，如由许多不同民族、宗教团体和文化取向组成的美国或加拿大，个人主义和独立思想受到高度重视。这些价值观是由这些国家的教育制度反映出来的。老师强调，使每个学生的特殊品质。学生很少被要求记住信息，而是鼓励他们自己思考，自己找到答案，提出个人解决方案。在早期，学生学习形成自己的观点和观点，并在课堂讨论中表达自己的观点。
There is not much discussion; instead, the students recite rules or information that they have memorized.The advantage of the education system in Japan is that students there learn the social skill of cooperation. Another advantage is that they learn much more math and science than most American students. They also study more hours each day and more days each year than their North American counterparts do. The system is demanding, but it prepares children for a society that values discipline and self-control. There are, however, disadvantages. For one thing, many students say that after an exam, they forget much of the information they memorized. For another, the extremely demanding system puts enormous psychological pressure on students, and is considered a primary factor in the high suicide rate among Japanese school-age children.
学生听。没有太多的讨论，相反，学生背诵他们记忆的规则或信息，日本教育系统的优势在于学生学习合作的社会技能。另一个好处是他们比大多数美国学生学到更多的数学和科学。他们每天学习的时间也比北美同行多。这个系统要求很高，但它为一个重视自律和自律的社会培养了孩子。然而，也有缺点。一方面，许多学生说考试后，他们忘记了大部分的信息。另一方面，极端苛刻的制度给学生带来巨大的心理压力，被认为是日本学龄儿童自杀率高的一个主要因素。
8。你更喜欢哪一个，在东方还是西方

的教育方法？为什么？
9。三年度比四年的一个优点是什么？

Hartwick College, a small liberal-arts school in upstate New York, makes New York, makes this offer to well prepared students: earn your undergraduate degree in three years instead of four, and save about 543,000—the amount of one year’s tuition and fees. A number of innovative colleges are making the same offer to students anxious about saving time and money. That’s both an opportunity and a warning for the best higher-education system in the world.
哈德威克大学，一个小的文科学校在纽约郊区，使纽约，使这个为学生精心准备：在三年而不是四年获得本科学位，节省约543000的量，一年的学费。许多创新型大学也向那些为节省时间和金钱而焦虑的学生们提出同样的建议。这是一个机遇，为世界上最好的高等教育体系的一个警告。
By eliminating that extra year, there year degree students save 25% in costs. Instead of taking 30 credits a year, these students take 40. During January, Hartwick runs a four week course during which students may earn three to four credits on or off campus, including a number of international sites. Summer courses are not required, but a student may enroll in them—and pay extra. Three year students get first crack at course registration. There are no changes in the number of courses professors teach or in their pay.
通过消除额外的一年，有25%年学位的学生节省成本。而不是一年以30的学分，这些学生参加40。在一月，哈特威克运行一个四周的课程中，学生可以赚三到四学分或校外，包括一些国际网站。不需要暑期课程，但学生可以报名参加他们的额外支付。三年的学生获得在课程注册第一裂纹。在课程的教授或薪水的数量没有变化。
Changes at the high-school level are also helping to make it easier for many students to earn their undergraduate degrees in less time. One of five students arrives at college today with Advanced Placement (AP) credits amounting to a semester or more of college level work. Many universities, including large schools like the University of Texas, make it easy for these AP students to graduate faster.
在高中阶段的变化也有助于使许多学生在更短的时间内获得本科学位变得更容易。五名学生中的一位今天进入大学，获得了一个学期或更多大学水平的高级学分。许多大学，包括德克萨斯大学这样的大学院，使这些AP学生更容易毕业。

10。为什么学生需要六年七个月完成一个本科学位？你愿意接受超过4年在中国完成本科学位？为什么？
There are, however, drawbacks to moving through school at such a brisk pace. For one, it deprives students of the luxury of time to roam (遨游) intellectually. Compressing everything into three years also leaves less time for growing up, engaging in extracurricular act

ivities, and studying abroad. On crowded campuses it could mean fewer opportunities to get into a prized professor’s class. Iowa’s Waldorf College has graduated several hundred students in its three-year degree program, but it now phasing out the option. Most Waldorf students wanted the full four-year experience—academically, socially, and athletically. And faculty members will be wary of any change that threatens the core curriculum in the name of moving students into the workforce.
“Most high governmental officials seem to conceive of education in this light—as a way to ensure economic competitiveness and continued economic growth,” Derek Bok, former president of Harvard, told The Washington Post. “I strongly disagree with this approach.” Another risk: the new campus schedules might eventually produce less revenue for the institution and longer working hours for faculty members.
Adopting a three-year option will not come easily to most school. Those that wish to tackle tradition and make American campus more cost-conscious may find it easier to take Trachtenberg’s advice: open campuses year-round.“You could run two complete colleges, with two complete faculties,” he says. “That’s without cutting the length of students’ vacations, increasing class sizes, or requiring faculty to teach more.”
Whether they experiment with three-year degrees, offer year-round classes, challenge the tenure system—or all of the above—universities are slowly realizing that to stay competitive and relevant they must adapt to a rapidly changing world.
Expanding the three-year option may be difficult, but it may be less difficult than asking Congress for additional financial help, asking legislators for more state support, or asking students even higher tuition payments. Campuses willing to adopt convenient schedules along with more focused, less-expensive degrees may find that they have a competitive advantage in attracting bright, motivated students. These sorts of innovations can help American universities avoid the perils of success.
然而，在学校这样一个轻快的步伐的弊端。一，它剥夺了学生在时间（遨游）智力。把所有事情压缩为三年，也就缩短了成长、参加课外活动和出国留学的时间。在拥挤的校园里，这可能意味着进入一个珍贵的教授的课的机会较少。爱荷华的沃尔多夫学院在其三年制学位课程中已经培养了几百名学生，但现在逐步取消了这一选择。大多数学生希望满四年经验Waldorf的学术、社会和体育。教师们将警惕任何以学生进入劳动力市场的名义威胁到核心课程的变化。
“最高的政府官员似乎认为教育在这光的一种方式，以确保经济竞争力和持续的经济增长，”Derek Bok，哈佛前校长，告诉华盛顿邮报。“我强烈反对这种做法。”另一个风险是：新的校园计划可能最终导致学校的收入减少，教职员

工的工作时间更长。
采用一个为期三年的选项将不容易，大多数学校。那些希望解决传统，使美国的校园更具成本意识可能更容易接受特拉亨伯格的建议：开放校园全年。“你能跑两个完整的院校，有两个完整的能力，”他说。“这是不缩短学生假期的长度，增加班级规模，或要求教师教更多。”
他们是否有三年制的学位，提供全年的课程，挑战终身制，或者所有这些大学都慢慢意识到要保持竞争力和相关，他们必须适应迅速变化的世界。
扩大三年的选择可能是困难的，但它可能比要求国会提供更多的财政援助，要求立法者更多的国家支持，或要求学生支付更高的学费，这可能并不那么困难。愿意采取方便的时间表，以及更集中，更便宜的学位可能会发现，他们在吸引聪明，积极的学生有竞争优势。这些创新可以帮助美国高校避免成功的危险。


11。你为什么选择现在的大学？
12。如果你有机会在国内外著名的大学学习，你会选择哪所大学？为什么？
13。你能列举一些品质“终身学习者”应该具备什么？

14。终身学习对于一个人的成功重要吗？为什么或者为什么不呢？
15。什么是计算机技术提高对学习的影响？
16。中国和美国的教育制度有什么区别？

17，中国高考的优点和缺点是什么？

18。你了解美国教育多少？

19。你在不同的教育阶段有不同的目的吗？
20。你毕业的时候会继续就读研究生吗？为什么或者为什么不呢？