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二战之后,美国高中逐步建立起一套分层分类、学科加速的课程体系,因其面对所有高中学生的基本要求,难度并不高,整体上低于中国。但针对美国最优秀的学生,不同层次的高校对其基本学分会有不同要求;专业志愿内的拔尖发展则远超中国同类学生,由此培养了各类或广博或精深的拔尖人才。以多样化课程体系为核心,美国在生涯辅导、学校类型、高考制度等方面也进行了相应的配套改革。美国的经验对于中国改革文理分科体制、构建多样化的课程和高考制度,具有重要的启迪意义。
After World War II, American high schools gradually set up a set of hierarchical and subject-accelerated curriculums because of their difficulty in meeting the basic requirements of all high school students, and their overall difficulty is lower than that of China. However, according to the best students in the United States, colleges and universities at different levels have different requirements for their basic credit; the top-notch development in professional volunteerism far exceeds the same kind of students in China, thus cultivating various broad-based or sophisticated top-notch talents. With diversified curriculum system as its core, the United States also carried out the corresponding supporting reforms in career counseling, school type and college entrance examination system. The experience of the United States is of great enlightenment significance to China in reforming its system of science and technology and building a diversified curriculum and college entrance examination system.