康奈尔代写Assignment:教育体系相似

2017-06-24 16:54

日本和美国的这两种教育体系在结构上都很相似。这两种制度之间的差异在于，日本学生在任何一所学校上学的时间比美国学生多。还有，一个日本学生一年比美国学生上学要多。鉴于这两种差异，日本学生在材料方面比美国学生得到更多的启迪和实践。由于日本的学校时间比美国长，而且时间比美国长，所以学生们在上课和午餐之间有更多的时间。日本的孩子们度过了他们百分之十五天休息而美国儿童花在休息的百分之五天（Rohlen 170）。因为日本学生整天都在课间休息，这让他们在下一节课前放松和实际学习所学的知识。这种思想放松和处理的思想扩展为全年教育的主要支持主张。较短的休息在一个给定的学年，而不是一个漫长的暑假，它给孩子时间收集他们在努力使用它在他们的未来研究学会（Bemis帕尔默4）。一个广泛的暑假会让孩子忘记他们所学的东西，当他们回到学校时，老师们必须花时间来学习其他领域，而把重点放在复习上（穆尔59）。如果在美国学校成为全年这一问题将被删除，美国将在教育系统中看到积极的结果。与学年长度在美国是一个似是而非的问题，另一个值得关注的主要领域是由公立学校规定的课程。美国政府于2002年1月8日通过了《不让一个孩子掉队法案》（没有孩子掉队）。美国国会颁布的《不让一个孩子掉队法案》规定，美国每一个州都有能力建立自己的课程，并有一定的障碍。因为这项法案是作为法律制定的，公立学校的课程没有国家标准化。虽然《不让一个孩子掉队法案》规范教育实践，但学校使用的课程是由地方政府决定的。这些地方政府的国家级和区一级学校之间变化（Slavin）。没有一个落后的孩子要求公立学校在三年级到八年级之间给学生提供阅读和数学方面的年度考试，十到十二年级之间只有一次考试。在2007学年，公立学校必须接受科学考试（没有孩子掉队）。大约百分之九十五的在校学生需要接受标准化考试。这些要求是规定即使英语是学生的第二语言如果学生有一些类型的残疾（Slavin）。考试结果用来确定一所学校的学生是否在他们的教育生涯中取得了足够的进步。这一进步指的是立法机构打算让所有儿童精通阅读、数学和科学，2014（国家科学基金会）。确定的是在国家一级确定了适当的进展，并使各州有权决定自己的标准和如何达到这些标准。没有一个掉队的孩子在不同国家的教育质量上产生差异。
康奈尔代写Assignment:教育体系相似
These two educational systems in both Japan and the United States are systematized quite similarly in structure. Discrepancies between the two systems lie in that a Japanese student is in school more hours in any given day than an American student. Also, a Japanese student attends school more days out of the year than an American student. In light of these two differences, Japanese students receive more edification and practice with their material than students do in the United States. With schools days in Japan being longer and years being longer than in the United States, students have a lot more time in between classes and for lunch. Japanese children spend fifteen percent of their day in recess while American children spend around five percent of their day in recess (Rohlen 170). Because Japanese students have their breaks in between classes throughout the day it allows their minds to relax and actually process what they have learned before attending their next class. This idea of mind relaxation and processing expands into a main supportive assertion for year-round education. With shorter breaks in a given school year, rather than one long summer vacation, it gives a child time to gather what they have learned in an effort to use it in their future studies (Bemis and Palmer 4). An extensive summer vacation causes a child to forget what they have learned and when they return to school teachers have to take time that could be used for other areas of learning and instead focus on review (Moore 59). If schools in the United States were to become year-round this problem would be removed and America would see positive results in its educational system.With the school year length being a plausible problem in the United States, another major area of concern are the curriculums being mandated by public schools. The government of the United States passed the No Child Left Behind act as a law on January 8th, 2002 (No Child Left Behind). The No Child Left Behind act put into law by Congress gives each and every state in the United States the power to create its own curriculum with certain impediments. Because this act was established as law, curriculums in public schools are not nationally standardized. Even though the No Child Left Behind act does regulate educational practice, the curriculums used by schools are determined by local governments. These local governments can vary between the state level and the school district level (Slavin). No Child Left Behind requires public schools to give students annual tests in reading and math in grades three through eight and only one test between the grades of ten and twelve. During the 2007 school year science tests were required to be admitted by public schools (No Child Left Behind). Approximately ninety-five percent of students in schools are required to take standardized tests. These requirements are set forth even if English is a student's second language or if that student has some type of disability (Slavin). Test results are used to determine whether a school's students are making adequate progress throughout their educational career. This progress refers to the legislature's intention to have all children proficient in reading, math, and science by 2014 (National Science Foundation). What is determined as adequate progress is defined on a state level, and leaves the states the power to determine their own standards and how to reach them. No Child Left Behind creates discrepancies in the quality of education that is provided in the different states.

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