Progressive Education Standards： A Neuroscience Framework
义务教务课程标准英文版
义务教务课程标准英文版The "义务教务课程标准" is translated into English as "Compulsory Education Curriculum Standard". This standardis a set of guidelines and requirements for the curriculumto be followed in compulsory education in China. It covers various subjects such as Chinese language, mathematics, English, physics, chemistry, biology, geography, history, politics, music, fine arts, physical education, and information technology.The Compulsory Education Curriculum Standard aims to provide a comprehensive and balanced education for students, ensuring that they acquire the necessary knowledge andskills in different areas of study. It outlines thelearning objectives, content standards, and performance standards for each subject, as well as the teaching guidelines and assessment methods to be used by educators.In the English version of the "义务教务课程标准", each subject is detailed with specific learning goals, keyconcepts, and suggested teaching approaches. It also emphasizes the development of critical thinking, creativity, and practical skills among students. The standard is periodically reviewed and updated to align with theevolving needs of students and the demands of the modern world.Overall, the "Compulsory Education Curriculum Standard" in its English version serves as a vital tool for educators, curriculum developers, and policymakers to ensure thequality and relevance of education in China's compulsory education system. It plays a crucial role in shaping the learning experiences of students and preparing them for future academic pursuits and professional endeavors.。
英国高教教学品质与学习成效评鉴机制
2022年07月27日 01时讯英国审核并监视提供高等教育各大学院校的教学品质与学习成效，是由英国高等教育品质保证局〔The Quality Assurance Agency for Higher Education；简称QAA〕来执行。
QAA的成立，是希望透过定期的教育评鉴及审核，让英国各高等教育机构都能维持优良的教学品质及完善的课程规划，也能重视学生的实际学习成效。
同时，藉由公开英国高等教育品质保证局定期的调查报告结果，不仅各大学院校能进一步检视其执行成果、学生及一般民众也能透过此调查结果，共同(gòngtóng)监视各高等教育机构的教学现况。
QAA与高等教育机构研商制定「英国高等教育品质规範〔UK Quality Code for Higher Education；简称Quality Code〕〔注1〕」，设定所有高等教育机构应达成的目的，该规範分成3大局部(bù fen)(Part A、Part B、Part C)，每局部均有明确期望〔Expectation〕与指标〔Indicators〕，这些规範会依国际教育开展不定期更新。
A、 Academic Standars学术(xuéshù)标準B、 Academic Quality学术(xuéshù)品质C、 Information about higher education provision高等教育(gāoděngjiàoyù)内涵有关教学品质及学习成效确实保与提升为Part B所应达成的11项期望之一〔注2〕，在该项品质规範中所设定的期望为：高等教育机构应与其教职员、学生及其他利益相关者说明并有系统地检视及提升其学习时机与教学理论，使每个学生得以开展为独立学习者，致力于研究他们所选择的学科，并提升其分析、批判及创造考虑才能。
QAA的评量机制是根据各教育机构本身的自我评量结果，并依情况施行实地调查〔机构检视：Institutional Review〕。
大学英语六级作文要求英语
In contemporary society, higher education plays an instrumental role in shaping future professionals and leaders. The notion of 'high-quality university education' transcends mere academic excellence; it is a multifaceted construct that encompasses intellectual growth, personal development, ethical values, and practical skills. This essay aims to delve deeply into several key dimensions that contribute to defining and achieving this standard.Firstly, academic rigor is the cornerstone of high-quality university education. It involves not only imparting comprehensive knowledge but also fostering critical thinking and analytical abilities. Professors should lead engaging lectures and discussions, encouraging students to question, analyze, and synthesize information from multiple sources. Moreover, universities should provide challenging curricula that reflect the latest advancements in their respective fields, ensuring that graduates are equipped with cutting-edge knowledge and prepared for the dynamic global job market. Assessment methods must be rigorous and fair, promoting genuine learning rather than rote memorization.Secondly, practical application and experiential learning form another pivotal aspect. Universities need to integrate internships, research projects, and case studies to bridge the gap between theoretical knowledge and real-world applications. This hands-on approach allows students to develop problem-solving skills, adaptability, and innovation, which are highly valued by employers. Laboratories, workshops, and simulation exercises further enhance these experiences, offering students opportunities to apply classroom learning in practical scenarios.Thirdly, nurturing personal development and fostering a sense of social responsibility are equally crucial. Universities should cultivate environments where students can hone their interpersonal skills, emotional intelligence, leadership qualities, and cultural awareness through group activities, clubs, and community service. These extracurricular engagements instill values of teamwork, empathy, and civic engagement, contributing significantly to holisticdevelopment.Fourthly, emphasis on ethics and integrity is indispensable. Higher education institutions have the responsibility to embed moral and ethical principles into their teaching, research, and campus culture. This includes educating students about professional ethics, respect for diversity, and the importance of honesty and transparency in all aspects of life. By doing so, they prepare students to become responsible citizens who can make informed decisions and positively impact society.Lastly, the quality of faculty and resources is a decisive factor. Talented professors with industry experience and strong research backgrounds inspire students and offer valuable mentorship. Equally important are well-equipped libraries, state-of-the-art technology, and modern facilities that facilitate effective learning.In conclusion, a high-quality university education is a complex tapestry woven from threads of academic rigor, practical learning, personal development, ethical values, and top-notch resources. Each component is interconnected and complementary, working together to produce graduates who are intellectually robust, socially aware, ethically grounded, and professionally adept. Institutions of higher learning must strive continuously to refine and improve upon these standards, ensuring that they remain relevant and responsive to the ever-evolving needs of the society and the world at large.Note: This response serves as a blueprint or outline for a longer piece. An actual essay exceeding 1248 words would expand on each point, providing examples, evidence, and further discussion to substantiate the arguments presented.。
Concept of Education
IN this age of conflicting viewpoints in contemporary American education, it behooves one to study carefully and analyze critically the leading philosophies of education. Only by this process is it possible to evaluate theories. Only by this process can one develop an individual workable philosophy of education, and today as perhaps never before one desperately needs a scale of values in the form of a definite, yet flexible, philosophy of life as well as education. Consider briefly the 3 outstanding, yet definitely conflicting, viewpoints in education. Examples of each of these are continuously before you in any of our public schools. Their exponents, each in his own way, are loyal and devoted to their own cause. 1. Traditional education, said to be "subject-matter centered," looks to the past for its ideals and content. It maintains its identity through an effort to " conserve and transmit the heritage of the past." Its method is the logical organization and presentation of subject-matter. One learns the names of the bones of the body in hygiene, and the dates and battles in history. Though it may have fitted its followers to live in a static society, it is claimed that in the new social order it ineffectively pre-
美国新版教师教育技术标准解读及启示
美国新版教师教育技术标准解读及启示2000年，国际教育技术协会（ISTE）制定了国家教育技术标准NETS和相应的绩效指标。
NETS系列标准无论是在美国还是在全球其他国家都产生了极其广泛的影响，为我国《中小学教师教育技术能力标准》的制定和教育技术能力建设计划的实施提供了参考依据。
2007年，ISTE为使教师尽快适应日新月异的数字化生存环境，发起NETS?T更新计划，并于2008年6月颁布新版NETS?T。
新版教师教育技术标准紧跟时代步伐，关注数字化环境下教师的教学设计能力，促进自身和学生的有效学习能力，同时，注重教师的教育技术领导力，使教师起到以身示范的榜样作用。
当前，我国的教师教育技术能力建设计划在实践过程中出现了一系列问题。
教师的信息化教学设计能力弱和示范作用不强一直是反映较为集中的问题。
在这种背景下，解读新版NETS?T对于进一步完善和贯彻执行我国教师教育技术标准、推动教师教育技术能力建设计划具有重要的现实意义。
一、新版NETS?T内容新版美国国家教师教育技术标准的重点是“使用技术学习和教学”。
标准包含内容如下：（一）促进学生学习，激发学生创造力在面对面或虚拟学习环境中，教师运用其学科知识教和学，并运用技术以便获得促进学生学习、激发学生创造力与创新性的经验。
教师应做到：1.提升和支持创造力、创新性思维及独创能力，并以身示范。
2.利用数字化工具和资源让学生探究真实世界、解决真实问题。
3.利用协作工具促进学生反思，从而揭示和阐明学生对概念的理解、思考、计划和创造过程。
4.通过与学生、同事以及他人在面对面或虚拟学习环境中共同学习，而在协作知识建构方面以身示范。
（二）设计、开发数字化时代的学习历程和评价方法教师的设计、开发、评估融合了现代工具和资源的真实性学习历程和评价方法，在学生已有的知识背景基础上使学习最优化，并培养学生具备《面向学生的美国国家教育技术标准》（NETS?S）中规定的知识、技能和态度。
Traditional vs progressive ed
Traditional vs. Progressive EducationMankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either-Ors , between which it recognizes no intermediate possibilities. When forced to recognize that the extremes cannot be acted upon, it is still inclined to hold that they are all right in theory but that when it comes to practical matters circumstances compel us to compromise. Educational philosophy is no exception. The history of educational theory is marked by opposition between the idea that education is development from within and that it is formation from without; that it is based upon natural endowments and that education is a process of overcoming natural inclination and substituting in its place habits acquired under external pressure.At present, the opposition, so far as practical affairs of the school are concerned, tends to take the form of contrast between traditional and progressive education. If the underlying ideas of the former are formulated broadly, without the qualifications required for accurate statement, they are found to be about as follows: The subject-matter of education consists of bodies of information and of skills that have been worked out in the past; therefore, the chief business of the school is to transmit them to the new generation. In the past, there have also been developed standards and rules of conduct; moral training consists in forming habits of action in conformity with these rules and standards. Finally, the general pattern of school organization (by which I mean the relations of pupils to one another and to the teachers) constitutes the school a kind of institution sharply marked off from other social institutions. Call up in imagination the ordinary schoolroom, its time-schedules, schemes of classification, of examination and promotion, of rules of order, and I think you will grasp what is meant by "pattern of organization." If then you contrast this scene with what goes on in the family, for example, you will appreciate what is meant by the school being a kind of institution sharply marked off from any other form of social organization.The three characteristics just mentioned fix the aims and methods of instruction and discipline. The main purpose or objective is to prepare the young for future responsibilities and for success in life, by means of acquisition of the organized bodies of information and prepared forms of skill which comprehend the material of instruction. Since the subject-matter as well as standards of proper conduct are handed down from the past, the attitude of pupils must, upon the whole, be one of docility, receptivity, and obedience. Books, especially textbooks, are the chief representatives of the lore and wisdom of the past, while teachers are the organs through which pupils are brought into effective connection with the material. Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.I have not made this brief summary for the purpose of criticizing the underlying philosophy. The rise of what is called new education and progressive schools is of itself a product of discontent with traditional education. In effect it is a criticism of the latter. When the implied criticism is made explicit it reads somewhat as follows: The traditional scheme is, in essence, one of imposition from above and from outside. It imposes adult standards, subject-matter, and methods upon those who are only growing slowly toward maturity. The gap is so great that the required subject-matter, the methods of learning and of behaving are foreign to the existing capacities of the young. They are beyond the reach of the experience the young learners already possess. Consequently, they must be imposed; even though good teachers will use devices of art to cover up the imposition so as to relieve it of obviously brutal features.But the gulf between the mature or adult products and the experience and abilities of the young is so wide that the very situation forbids much active participation by pupils in the development of what is taught. Theirs is todo--and learn, as it was the part of the six hundred to do and die. Learning here means acquisition of what already is incorporated in books and in the heads of the elders. Moreover, that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future. It is to a large extent the cultural product of societies that assumed the future would be much like the past, and yet it is used as educational food in a society where change is the rule, not the exception.If one attempts to formulate the philosophy of education implicit in the practices of the newer education, we may, I think, discover certain common principles amid the variety of progressive schools now existing. To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learningfrom texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill, is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world.Now, all principles by themselves are abstract. They become concrete only in the consequences which result from their application. Just because the principles set forth are so fundamental and far-reaching, everything depends upon the interpretation given them as they are put into practice in the school and the home. It is at this point that the reference made earlierto Either- Or philosophies becomes peculiarly pertinent. The general philosophy of the new education may be sound, and yet the difference in abstract principles will not decide the way in which the moral andintellectual preference involved shall be worked out in practice. There is always the danger in a new movement that in rejecting the aims and methods of that which it would supplant, it may develop its principles negatively rather than positively and constructively. Then it takes its clew in practice from that which is rejected instead of from the constructive development of its own philosophy.I take it that the fundamental unity of the newer philosophy is found in the idea that there is an intimate and necessary relation between the processes of actual experience and education. If this be true, then a positive and constructive development of its own basic idea depends upon having a correct idea of experience. Take, for example, the question of organized subject-matter--which will be discussed in some detail later. The problem for progressive education is: What is the place and meaning of subject-matter and of organization within experience? How does subject-matter function? Is there anything inherent in experience which tends towards progressive organization of its contents? What results follow when the materials of experience are not progressively organized? A philosophy which proceeds on the basis of rejection, of sheer opposition, will neglect these questions. It will tend to suppose that because the old education was based on ready-made organization, therefore it suffices to reject the principle of organization in toto , instead of striving to discover what it means and how it is to be attained on the basis of experience. We might go through all the points of difference between the new and the old education and reach similar conclusions. When external control is rejected, the problem becomes that of finding the factors of control that are inherent within experience. When external authority is rejected, it does not follow that all authority should be rejected, but rather that there is need to search for a more effective source of authority. Because the older education imposed the knowledge, methods, and the rules of conduct of the mature person upon the young, it does not follow, except upon the basis of the extreme Either-Or philosophy, that the knowledge and skill of the mature person has no directive value for the experience of the immature. On the contrary, basing education upon personal experience may mean more multiplied and more intimate contacts between the mature and the immature than ever existed in the traditional school, and consequently more, rather than less, guidance by others. The problem, then, is: how these contacts can be established without violating the principle of learning through personal experience. The solution of this problem requires a well thought-out philosophy of the social factors that operate in the constitution of individual experience.What is indicated in the foregoing remarks is that the general principles of the new education do not of themselves solve any of the problems of the actual or practical conduct and management of progressive schools. Rather, they set new problems which have to be worked out on the basis ofa new philosophy of experience. The problems are not even recognized, to say nothing of being solved, when it is assumed that it suffices to reject the ideas and practices of the old education and then go to the opposite extreme. Yet I am sure that you will appreciate what is meant when I say that many of the newer schools tend to make little or nothing of organized subject-matter of study; to proceed as if any form of direction and guidance by adults were an invasion of individual freedom, and as if the idea that education should be concerned with the present and future meant that acquaintance with the past has little or no role to play in education. Without pressing these defects to the point of exaggeration, they at least illustrate what is meant by a theory and practice of education which proceeds negatively or by reaction against what has been current in education rather than by a positive and constructive development of purposes, methods, and subject-matter on the foundation of a theory of experience and its educational potentialities.It is not too much to say that an educational philosophy which professes to be based on the idea of freedom may become as dogmatic as ever was the traditional education which is reacted against. For any theory and set of practices is dogmatic which is not based upon critical examination of its own underlying principles. Let us say that the new education emphasizes the freedom of the learner. Very well. A problem is now set. What does freedom mean and what are the conditions under which it is capable of realization? Let us say that the kind of external imposition which was so common in the traditional school limited rather than promoted the intellectual and moral development of the young. Again, very well. Recognition of this serious defect sets a problem. Just what is the role of the teacher and of books in promoting the educational development of the immature? Admit that traditional education employed as the subject-matter for study facts and ideas so bound up with the past as to give little help in dealing with the issues of the present and future. Very well. Now we have the problem of discovering the connection which actually exists within experience between the achievements of the past and the issues of the present. We have the problem of ascertaining how acquaintance with the past may be translated into a potent instrumentality for dealing effectively with the future. We may reject knowledge of the past as the end of education and thereby only emphasize its importance as a means . When we do that we have a problem that is new in the story of education: How shall the young become acquainted with the past in such a way that the acquaintance is a potent agent in appreciation of the living present?The writer may be a philosopher who know the education knowledge and history well, since his expressions are full of philosophical contemplation and precise analysis. We can clearly find the clue of the article: the rules of the development of mankind's thoughts (either-ors) —— what is the traditional education like? ( taught is thought of as essentially static, a finished product) ——what is the progressive education like? ( aproduct of discount with traditional education) —— what's the possible problems of progressive education ( go to the other extreme? practical? not positive, constructive? ) ——illustrate a specific question to support ( how can young people become acquainted with the past if education reject to state the certain facts of the past?)It may be written within two decades, there were few research and practice of progressive education done at that time. It must be the budding stage of the progressive education.。
教育类 翻译
陪读 be companion to sb in study听课 attend a class or lecture学风 style of study学分制 credit system走读生 nonresident student博士后 post-doctoral进修班 class for further studies特困生 the most needy student学杂费 tuition fee and miscellaneous charges毕业设计 graduation project大专学历 a college graduate德才兼备 combine political integrity with professional competence定向培养provide training to selected students定向招生 recruit students from selected organizations or regions; enroll students who are pre-assigned to specific posts or areas动手能力 the ability of practice岗位培训 in-service/on-the-job training高等教育 higher/postsecondary education高考移民 NCEE migrant (NCEE: National College Entrance Examination)国情教育education about China’s conditions积累知识 accumulate knowledge基础教育 basic/elementary education寄宿学校 boarding school家庭教育 education in the home家政教育 education in home economics教师队伍 contingent of teachers教书育人impart knowledge and educate people教学实习 field practice/internship教育方针 educational policy教育使命 educational mission教育资源 resources for education就近上学 provide for schools within easy walking distance开除学籍 expel from school民办公助 run by local people and subsidized by the state民办教师 community-sponsored teacher民办教育 non-government funded education抛砖引玉 throw a sprat to catch a whale品学兼优 excellency in character and learning启发式教学 heuristic teaching全民教育 education for all人才交流 personnel exchange人才流失 brain drain死记硬背 memorize things mechanically素质教育 quality-oriented education/quality education缩短学制 shorten the period of schooling特殊教育 special education文化程度 educational level文化传承 cultural continuity文化断层 cultural dislocation文化交流 cultural exchanges文教事业 cultural and educational undertakings文房四宝 four treasures of the study (writing brush, inkstick, inkstone and paper) 希望工程 Hope Project希望小学 Hope Primary School小留学生 parachute kids/parachute children信、达、雅 faithfulness, expressiveness and elegance学海无涯 boundless sea of learning学术机构 academic institution学习型社会 learning society学习知识acquire knowledge学以致用study knowledge to apply it终身教育 lifelong education重点学科 key disciplines助学制度 subsidy system尊师重教 respect teachers and value education义务教育 compulsory education应试教育 exam-oriented education择优录取 merit-based enrollment正面教育positive education知识老化outdating of one’s knowledge大学生创业 university stude nts’ innovative undertakings非学历教育 non-degree education互动式教育 interactive teaching教育信息化 apply IT to education文明礼貌月 Socialist Ethics and Courtesy Month思想的独创 originality of the idea学科带头人 academic leader招收择校生 recruit students who select their schools复合型人才 personnel with interdisciplinary knowledge and well-rounded abilities; interdisciplinary talents尊重学生人格 respect the dignity of students传统教学方式 traditional way of teaching定向培训培训 training for specific posts; job-oriented training海外优秀人才 overseas personnel of high caliber集体主义教育 collectivism education教师资格认定 teacher qualification accreditation教学方法创新 innovation in pedagogy教育体制改革 reform of the educational system社会价值观念 social values社会力量办学 run schools by non-government sectors思想道德素质 ideological and ethical standards提高教学水平 raise teaching standards远程教育机构 distance education institution振兴教育事业revitalize education职业技术教育 vocational and technical education中等专业学校 secondary specialized school高校最低录取线 minimum scores for university entrance requirements计算机辅助教学 computer-assisted instruction学位评定委员会 academic degrees evaluation committee学历、学位互认 mutual recognition of academic credentials and degrees联合国翻译训练班 UN Translation and Interpretation Training Course农业实用技术培训 training through various practical agricultural courses教师教学质量评估 instruction performance quality assessment scheme高等职业技术院校 higher vocational and technical institutions循序渐进的教学方法 progressive teaching method中央广播电视大学 China Central Radio and TV University (CCRTVU)聪明才智得到充分发挥 bring the talent and creativity into full play等值、等效、功能对等 equivalent value, equivalent effect and functional equivalence国家重点科技攻关项目 National Key Scientific and Technological Project有中国特色的教育体系 educational system with Chinese characteristics教育要面向现代化，面向世界，面向未来 education should be geared to the needs of modernization, of the world and of the future人文社会科国家重点研究基地 National Key Research Center for Social Sciences四书（《大学》、《中庸》、《论语》、《孟子》） the Four Books (The Great Learning, The Doctrine of the Mean, The Confucian Analects, and The Works of Mencius)五经（《诗经》、《尚书》、《易经》、《礼记》、《春秋》） the Five Classics (The Book of Poetry/Songs, The Book of History, The Book of Changes, The Book of Rites, and The Spring and Autumn Annals)身教胜于言教。
美国《超常教育教师知识与技能标准》及其启
Chinese Journal of Special Education ( Monthly) 3rd Issue, 2012 ( Serial No. 141)
美国 超常教育教师知识与技能标准 大学师范学院 , 釜山 , 609735)
2006 NAGC/ CEC
注 : 其中 K 代表知识 ( knowledge) 、 S 代表技能 ( skill)
*
2003 CEC 标准 中的标准 6 为语言 , 在 2006 NAGC/ CEC 标准 中被修订为语言与沟通。
2. 2
重视多样性和差异性 在标准制定的过 程中, 工 作小组 力求 新标准 要反
。
2
新 标准 的内容特点
2003 年版的 标 准 由于 几乎 是 由单 一机 构 开发
表 1 2003 年版与 2006 年版 超常教育教师知识与技能标准 的比较
标准 1 标准 2 学习者 标准区分 基础 的发展 与特征 K 2003 CEC 15 7 S 0 0 K 10 5 S 0 0 标准 3 个体 学习的 差异 K 9 4 S 0 1 K 2 2 标准 4 教学 策略 S 7 7 标准 5 学习环 境与社 会互动 K 8 2 S 14 5 标准 6 语言与 沟通 * K 4 3 S 0 2 标准 7 教学 计划 K 7 3 S 11 6 K 5 3 标准 8 标准 9 专业实 评价 践与道 德实践 S 13 4 K 3 2 S 17 7 K 4 1 S 8 6 合作 标准 10
1
新 标准 制定的背景与过程
特殊教育教师是 影响特 殊教育 质量 的重要 因素,
高素质特殊教育教师的养 成离不 开专业 标准的 构建。 早在美国特殊 儿童委 员会 ( CEC) 的 创立 初 期, CEC 就 认识到了教师专业标准 的重要性, 1922 年 在 CEC 第一 次会议上, 特殊教师专业 标准的开 发被确 定为 CEC 的 首要任务[ 1] 。 然而, 受反智主义因 素( anti- intellectualism) 思潮、 相关超常教育法规缺乏等 的影响, 美国超 常教育 发展 一度受阻