Aesthetic (审美) education aims to improve aesthetic awareness, experience aesthetic qualities, encourage aesthetic creativity, and promote aesthetic judgement.
In order for kids to be able to appreciate natural wonders, shapes and pictures, they must be able to first notice them. This is why the development of the ability to notice the beautiful is the primary task of aesthetic education.
Judging or evaluating aesthetic qualities demands formed evaluation criteria. In order for beauty to reveal its true value, we must be familiar with its particularities. Throughout the process of aesthetic education, various types of knowledge, abilities and evaluation criteria must be applied.
A.This way, the child will develop the foundations for assessing the beautiful. |
B.And it is these that the aesthetic experience is built upon. |
C.The beautiful will be likely to be created. |
D.Instead, it is about creativity in the creation of aesthetic values in everyday life. |
E.Beauty can be found all around us. |
F.In some way, this is the ability to perceive aesthetic qualities. |
G.Aesthetic qualities have to be felt. |
Education in 2080 is distinctive from education in the 2020s. Until about 2035, the main function of education systems was to supply the economy with the next generation of workers. In 2080, the purpose of education is the well-being of society and all its members. To make this a bit more tangible for you, I would like to give an example of what a child’s education looks like in 2080. Her name is Shemsy. Shemsy is 13, and she is confident and loves learning.
Shemsy does not go to school in the morning because schools as you know them no longer exist. The institution was abolished as it was widely thought of as more like a prison or a factory than a creative learning environment. Schools have been replaced with “Learning Hubs” that are not restricted to certain ages. They are where intergenerational learning happens, in line with the belief that learning is a lifelong pursuit.
Every year, Shemsy designs her learning journey for the year with a highly attentive “teacher-citizen”. Shemsy is actively engaged in designing her education and has to propose projects she would like to be involved in to contribute to and serve her community. She also spends lots of time playing as the role of play in learning has finally been recognized as essential and core to our humanity. Shemsy works a lot collaboratively. Access to education is universal, and higher education institutions no longer differentiate themselves by how many people they reject yearly. Variability between students is expected and leveraged (利用) as young people teach one another and use their differences as a source of strength. Shemsy naturally explores what she is curious about at a pace she sets. She still has some classes to take that are mandatory for children globally: Being Human and the History of Humanity.
We invite you to think about your vision for education in the year 2080, what does it look like, who does it serve,and how does it transform our societies?
【小题1】What does paragraph 1 mainly tell us?A.There are different types of education. |
B.The present education needs improvements. |
C.Education and economy are closely associated. |
D.The goal of future education is fundamentally different. |
A.It accepts students of all ages. | B.It promotes competition. |
C.It discourages individualized learning. | D.It is all about play-based learning. |
A.Tough. | B.Satisfactory. | C.Optional. | D.Required. |
A.An Example to All | B.A Vision for Education |
C.A Challenge for Education | D.A Journey into the Future |
“We are living in an age for learning, when there’s so much knowledge available that one would think that this is good news for higher education, yet we’ve seen enrollment (入学) in higher education drop for six years.” said Bryan Alexander, who often writes about the future of higher education.
Alexander believes that for some colleges and universities to survive, they need to shift from their historical mission of serving one type of student (usually a teenager fresh out of high school) for a specific period of time. “We’re going to see many different ways through higher education in the future,” Alexander said, “from closer ties between secondary and postsecondary schools to new options for adults.”“The fact is that to maintain affordability, accessibility and excellence, something needs to change,” said Rafael Bras, Georgia Tech’s president. Among many impressive ideas about that, three point to the possibility of a very different future for colleges and universities.
1) College for life, rather than just four years. The college should turn itself into a place for lifelong learning that allows students to “associate rather than enroll”. The system that receives students once in their lives and turns them out with approval to become alums (校友) and come back on occasion and give money is not the right model for the future.
2) A network of advisers and coaches for a career. If education never ends, neither should the critical advising function that colleges provide to students. It’s promising that artificial intelligence and virtual tutors will help advise students about selecting courses and finding the best career options.
3) A distributed presence around the world. Colleges and universities operate campuses and require students to come to them. In the past couple of decades, online education has grown greatly, but for the most part, higher education is still about face-to-face interactions. Why not blend the two worlds?
Whether the ideas will become real is, of course, unclear, but what is clear is that colleges and universities are about to undergo a period of deep change — whether they want to or not — as the needs of students and the economy shift.
【小题1】The underlined word “blend” can be best replaced with ________.A.distribute | B.split | C.connect | D.combine |
A.Enrollment in higher education drops because there’s too much knowledge available. |
B.The colleges and universities serving one type of student for 4 years will disappear soon. |
C.Probably people won’t have to go to college and university campuses for higher education. |
D.Higher education has the obligation to maintain affordability, accessibility and excellence. |
A.the driving factor of the change in higher education is the change in the needs of students and the economy |
B.people will probably be at college all their life rather than just four years to associate with their alums |
C.artificial intelligence and virtual tutors will work together to help students select courses and find best careers |
D.colleges and universities are scheduled to undergo changes for a different future whether they want to or not |
A.No More Traditional Higher Education | B.Colleges and Universities: Change or Die |
C.The Struggle of Higher Education | D.How to Survive in Colleges and Universities |
It’s a joyful and stressful time of year in the United States for students and their families as they make decisions about where to attend college. Families often turn to rankings systems to help make a decision.
When I talk to families as a scholar of higher education, they’re often surprised that teaching excellence is not counted in rankings.
Emerging research suggests that courses in lower-ranked universities, on average, scored higher on teaching than courses in higher-ranked universities.
Rankings, however, are only one reason why a low value is placed on teaching in higher education. Administrators often don’t view teaching excellence as a way to increase enrolment (注册) or funding.
What should students and their families do? They should give strong consideration to universities where high-quality teaching is valued, even though the schools may be ranked lower.
A.Higher education has achieved its true potential. |
B.Therefore, it’s not highly valued in hiring or promotion. |
C.Quality teaching has been an important reputation-building factor. |
D.However, the rankings ignore a critical factor: the quality of teaching. |
E.Efforts to improve teaching at the university level have recently emerged. |
F.They’re even more surprised at how teaching is undervalued by universities. |
G.In fact, universities often shift emphasis from teaching to other ranking factors. |
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