Danh sách câu hỏi

• [Which conclusion about the two educational systems discussed - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  Which conclusion about the two educational systems discussed would the author most probably agree with?

  Môn Anh lớp 9

  Chi tiết Chia sẻ

  4

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• [  It’s nobody's fault that the meeting was cancelled   No - Tự Học 365]  
  It’s nobody's fault that the meeting was cancelled.
   
  Nobody is to .........................................................................

  Môn Anh lớp 9

  Chi tiết Chia sẻ

  4

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• [Viết một ĐOẠN VĂN khoảng 120 - 150 từ, sử dụng lập luận và d - Tự Học 365] Viết một ĐOẠN VĂN khoảng 120 - 150 từ, sử dụng lập luận và dẫn chứng cụ thể để bình luận về chủ đề sau.

  
  

  To be admitted to university, using the result of study during high school years is better than that of the university entrance examination. Do you agree or disagree?

  Môn Anh lớp 9

  Chi tiết Chia sẻ

  1

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• [It's sad, but the crime rate is unlikely to go down this yea - Tự Học 365] It's sad, but the crime rate is unlikely to go down this year.
  Sad as .....................................................................................

  Môn Anh lớp 9

  Chi tiết Chia sẻ

  3

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• [What does the writer mean when he says there is a paradox in - Tự Học 365]

  Read the passage and choose the best answer to each of the questions that follow.

                       GETTING THE BEST OUT OF OURCHILDREN

  There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardized tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help themsucceed.

  Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens any more. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conductthemselves.

  But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers’advice.

  Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two marriages fails and divorce rates are sky-high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behavior we are complaining about is just a cry for help and a plea forattention.

  But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don’t tell the truth. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question: is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at Math than Britons – big deal! What is their quality of life like? Remember, school days are supposed to be the best, are theynot?

  There has been a lot of attention and praise given to these Asian models and their impressive statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine thebest bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deservesit.

  What does the writer mean when he says there is a paradox in the Asian education model?

  Môn Anh lớp 9

  Chi tiết Chia sẻ

  5

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• [You must concentrate on your study more You must apply - Tự Học 365] You must concentrate on your study more.
  You must apply ......................................................................

  Môn Anh lớp 9

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  8

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• [(41 appreciate) - Tự Học 365] (41. appreciate)............

  Môn Anh lớp 9

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  0

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• [I never thought that I would win the lottery                 - Tự Học 365] I never thought that I would win the lottery.                                 (occurred)
  It never.................................................that I would win the lottery.

  Môn Anh lớp 9

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  1

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• [(42 appealable) - Tự Học 365] (42. appealable).......

  Môn Anh lớp 9

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  0

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• [I failed to make him understand that I didn’t want to see hi - Tự Học 365] I failed to make him understand that I didn’t want to see him anymore.  (across)
  I failed........................................that I didn’t want to see him anymore.

  Môn Anh lớp 9

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  2

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• [Trả lời câu hỏi tiếng anh chi tiết - Tự Học 365] (43. craft).......

  Môn Anh lớp 9

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  0

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• [Would you give us your answer as soon as possible?           - Tự Học 365] Would you give us your answer as soon as possible?                            (convenience)
  Please reply...................................................................

  Môn Anh lớp 9

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  3

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• [Trả lời câu hỏi tiếng anh chi tiết - Tự Học 365] (44. see).......

  Môn Anh lớp 9

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  0

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• [I'm so sorry, I didn't realise it was so late                - Tự Học 365] I'm so sorry, I didn't realise it was so late.                                   (track)
  Sorry, I..................................................................time.

  Môn Anh lớp 9

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  7

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• [Trả lời câu hỏi tiếng anh chi tiết - Tự Học 365] (45. harmony).......

  Môn Anh lớp 9

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  0

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