有關(guān)教育的英語(yǔ)文章教育美文

有關(guān)教育的英語(yǔ)文章教育美文

　　教育是人類永恒的話題，人從在媽媽的肚子里就會(huì)要接收到教育，下面讓我們來(lái)看一些有關(guān)教育的英文文章吧。

　　有關(guān)教育的英語(yǔ)文章

　　Traditional Teaching Method

　　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.

　　大概翻譯：

　　內(nèi)容：傳統(tǒng)教學(xué)方法

　　你們的老師仍使用傳統(tǒng)技術(shù)，現(xiàn)在教你?阿revol在教學(xué)技巧ution現(xiàn)在需要。在過(guò)去，我們只是把它理所當(dāng)然地認(rèn)為一老師的目的是要教導(dǎo)學(xué)生，他知道，解決他們的所有問(wèn)題。因此，學(xué)生可以摩托羅拉自行判斷在此情況下的東西。因此，學(xué)生們逐漸失去了學(xué)習(xí)能力本身。此外，他們只配備了那些在課堂上教授時(shí)所作的每一個(gè)問(wèn)題，可能會(huì)突然出現(xiàn)相同的判斷的知識(shí)。當(dāng)然，他們會(huì)發(fā)現(xiàn)自己的知識(shí)不足以解決實(shí)際問(wèn)題。

　　因此，現(xiàn)在是改變教學(xué)方法。甲老師的目標(biāo)是幫助學(xué)生發(fā)展，不僅學(xué)習(xí)的能力，但自己的技能，就在自己的每一個(gè)方面的判斷。那不為學(xué)生需要尋求幫助教師在會(huì)見困難。首先是培養(yǎng)學(xué)生的能力作出的任何問(wèn)題，正確的判斷和克服困難。

　　總之，教學(xué)是解放的目標(biāo)，但摩托羅拉束縛作出正確的判斷學(xué)生的固有權(quán)力。

　　有關(guān)教育的英語(yǔ)文章

　　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