英国谢菲尔德代写Essay:低轨道课程

2020-01-16 19:05

然而，一些人可能会认为低轨道课程的优点，它根据学生的学业成绩将所有学生分成几个班级。最常见的优点之一是，该课程提供“适合”学生的课程，允许每个学生以自己的速度发挥他们的潜力。相反，我不同意这个论点有几个原因。首先，临时的学习成绩并不代表学生的能力。影响考试成绩的因素有很多。例如，休息会直接影响学生在考试中的表现。其次，适当的竞争和压力可以产生积极的影响。如果所有的学生都有相同的学习能力和学习成绩，就很难有一些高分学生作为榜样。当一个人有更高的表现，它可能会刺激学生努力学习并从中学习。根据研究，压力使人专注。压力迫使人们排除干扰，努力达到目标。当人们专注于某件事时，它会极大地提高效率和坚持不懈地完成它。此外，当有适当的压力时，人们会更努力地工作，充分发挥自己的潜力(Deb, 2016)。此外，使用低轨课程也可能影响学生的心理。如果课程的跳远超出了他们的预期，他们可能会产生自卑、自负等负面情绪。最后，教师对不同的课程有不同的教学目的和期望。高水平的课程往往更具有吸引力、反思性和挑战性，而低水平的课程则强调良好的行为和卑微的技能(Education Trust, 2004)。这个低水平的课程使用“成就”而不是“能力”，这是不合适的。成绩是可衡量的，通过一个具体的时间，学生学习什么和如何;而能力是没有一个标准的方法来测试它，并作出结论。这种方法通过学生的临时学习成绩在不知不觉中给他们贴上标签。
英国谢菲尔德代写Essay:低轨道课程
However, some people might argue for the advantages of low-track curriculum, which divided all students to several classrooms based on their academic achievement. One of the most common recognized pros is this curriculum offers the classes that are “suitable” to the students, which allows each student to reach their potential abilities with their own pace. In the opposite, I disagree this argument for several reasons. First of all, the temporary academic scores do not represent the ability of the student. There are many factors that might influence the test scores. For example, rest will directly affect the students’ performance during the test. Secondly, appropriate competition and pressure can have positive influences. If all the students have the same learning abilities and academic performances, it is hard to have some high-score students as models. When someone has higher performance, it might stimulate students to study hard and learn from it. According to the research, pressure makes people focus. Pressure forces people to eliminate distractions and trying to reach the goal. When people are focusing on something, it dramatically improves the efficient and perseverance to finish it. Besides, when there is appropriate pressure, people tend to work harder and reach their full potential power (Deb, 2016). Furthermore, using low-track curriculum might also affect the mentality of students. They might have negative emotions like self-abasement or self-conceit if the diving of classes is beyond their expectations. Lastly, the teacher will have different teaching purposes and expectation with different classes. While high-track curriculum tends to be more engaging, reflective, and challenging, the low-track curriculum emphasizes on good behavior and menial skills (Education Trust, 2004). This low-track curriculum uses the word “achievement” instead of “ability”, which is not appropriate. The achievement is measurable through a specific time about what and how the students learning; whereas the ability is does not have a standard way to test it and make a conclusion. This method invisibly tag all the students by their temporary academic performace.

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