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新西兰作业代写:知识和技能

教育系统应向所有儿童提供知识和技能,帮助他们发展潜力,并为他们的成年生活做好准备。我认为,实现这一目标的最好办法是不要回到旧的选择性制度,即使我是这种制度的产物,也不要保留目前的“非选择性”制度是明智的。在我看来,孩子应该被选择到不同的群体,但不应该根据不同的能力或能力来选择,这已经被证明是困难的,如果不是不可能衡量,而是基于成就。我可以想象这样一个体系,学生在教育阶梯上的转移不是根据他们的年龄,而是根据他们所学到的知识。考试制度的设计不应该给学生带来不必要的压力,但应该清楚的是,他们在能够展示扎实的课程知识之前不能前进。这样的系统会给那些在学校学习的学生一个奖励和鼓励。这将使更有能力的学生不重复他们已经知道的时间,而是与年龄较大的学生一起学习。在我看来,那些在小学结束时没有通过11岁标准考试的孩子不应该自动转到中学,而应该在小学再呆一年。测试的目的不应选择最优秀的学生,但检查每个孩子去一个中学获得基本知识没有,他或她将无法进一步研究,那么我们肯定不会在荒谬的立场的支持学生在基础技能和获得资格的用人的选拔程序未能识别GCSE的在什么年级,有必要进行初步评估测试,以确保学生能够进步。

新西兰作业代写:知识和技能

Educational systems should provide all children with knowledge and skills which should help them develop their potential and should prepare them for their adult life. I believe that the best way to achieve it is not to go back to the old selective system, even though I was a product of it, nor would it be wise to keep the present ‘non selective’ system. In my opinion children should be selected into different groups but selection should not be made on the basis of different abilities or aptitudes, which has been proved difficult if not impossible to measure, but on basis of achievement. I can imagine a system where pupils are transferred along the educational ladder not in accordance with their age but in accordance with what they have learned. The examination system should be designed in such a way that it does not put unnecessary stress on the students but it should be clear that they could not move along before being able to show solid knowledge of the curriculum. Such a system would give a reward and encouragement to the students that are actually learning at school. It would allow the more able pupils not to repeat time after time what they already know but to study with the older students. In my opinion children that have not passed the standard test for 11 years old at the end of the primary school should not be automatically transferred into secondary school but should stay in primary school for another year. The aim of the test should not be about selecting the most able pupils but checking that every child going to a secondary school acquired a basic knowledge without which he or she would not be able to study further, surely then we would not be in the absurd position of having to support students in gaining qualifications in foundation skills and employing a selection procedure which fails to recognise GCSE’s at what ever grade, necessitating an initial assessment test to ensure students are able to progress.

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