統測
111年
[外語群英語類] 專業科目(2)
第 16 題
📖 題組：
Multiculturalism in U.S. schools and society is taking on new dimensions of complexity and practicality. In the 21st century, people from different ethnic, racial, and cultural groups live in close physical proximity. But coexistence does not necessarily mean that people create genuine communities. These unfamiliar cultures and languages can produce anxieties, hostilities, prejudices, and racist behaviors among those who do not understand the newcomers or who perceive them as threats to their safety and security. The lack of a genuine community of diversity is particularly evident in school curriculums that still do not regularly and systematically include important information about a wide range of diverse ethnic groups. As disparities in educational opportunities and outcomes among ethnic groups continue to grow, the resulting achievement gap has reached crisis proportions. Multicultural education is integral to improving the academic success of students of color and preparing all youths for democratic citizenship in a pluralistic society. People coming from Asia, the Middle East, Latin America, Eastern Europe, and Africa differ greatly from earlier generations of immigrants who came primarily from western and northern Europe. Students need to understand how multicultural issues shape the social, political, economic, and cultural fabric of the United States as well as how such issues fundamentally influence their personal lives. Even though some theorists argued that multicultural education is a necessary ingredient of quality education, in actual practice, educators most often perceive it either as an addition prompted by some crisis or as a luxury. Multicultural education has not become a central part of the curriculum regularly offered to all students; instead, educators have downgraded it primarily to social studies, language arts, and fine arts, and they have generally targeted instruction for students of color. Another obstacle to implementing multicultural education lies with teachers themselves. Many are unconvinced of its worth or its value in developing academic skills and building a unified national community. Even those teachers who are more accepting of multicultural education are nevertheless skeptical about the feasibility of its implementation. They tend to perceive multicultural education as separate content that educators must add to existing curriculums as separate lessons, units, or courses. Quite the contrary is true. Multicultural education is more than content; it must be a part of everything that happens in the education enterprise. Making explicit connections between multicultural education and subject- and skill-based curriculum is imperative.
Multiculturalism in U.S. schools and society is taking on new dimensions of complexity and practicality. In the 21st century, people from different ethnic, racial, and cultural groups live in close physical proximity. But coexistence does not necessarily mean that people create genuine communities. These unfamiliar cultures and languages can produce anxieties, hostilities, prejudices, and racist behaviors among those who do not understand the newcomers or who perceive them as threats to their safety and security. The lack of a genuine community of diversity is particularly evident in school curriculums that still do not regularly and systematically include important information about a wide range of diverse ethnic groups. As disparities in educational opportunities and outcomes among ethnic groups continue to grow, the resulting achievement gap has reached crisis proportions. Multicultural education is integral to improving the academic success of students of color and preparing all youths for democratic citizenship in a pluralistic society. People coming from Asia, the Middle East, Latin America, Eastern Europe, and Africa differ greatly from earlier generations of immigrants who came primarily from western and northern Europe. Students need to understand how multicultural issues shape the social, political, economic, and cultural fabric of the United States as well as how such issues fundamentally influence their personal lives. Even though some theorists argued that multicultural education is a necessary ingredient of quality education, in actual practice, educators most often perceive it either as an addition prompted by some crisis or as a luxury. Multicultural education has not become a central part of the curriculum regularly offered to all students; instead, educators have downgraded it primarily to social studies, language arts, and fine arts, and they have generally targeted instruction for students of color. Another obstacle to implementing multicultural education lies with teachers themselves. Many are unconvinced of its worth or its value in developing academic skills and building a unified national community. Even those teachers who are more accepting of multicultural education are nevertheless skeptical about the feasibility of its implementation. They tend to perceive multicultural education as separate content that educators must add to existing curriculums as separate lessons, units, or courses. Quite the contrary is true. Multicultural education is more than content; it must be a part of everything that happens in the education enterprise. Making explicit connections between multicultural education and subject- and skill-based curriculum is imperative.
16. Which of the following is the best title for this passage?
- A The Shifts of Multicultural Education
- B The History of Multicultural Education
- C The Importance of Multicultural Education
- D The Pros and Cons of Multicultural Education
思路引導 VIP
在尋找文章的「最佳標題」時，通常可以從『首尾段』尋找線索。試著觀察這篇文章的結論（最後一兩句話），作者對於『多元文化教育』抱持著什麼樣的態度與語氣？是覺得它可有可無，還是強烈呼籲我們必須落實它呢？
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AI 詳解
AI 專屬家教
🎉 太棒了！答題正確！
你精準地抓住了這篇文章的核心主旨，這展現了你優異的英文閱讀與統整能力！繼續保持這樣的敏銳度！
- 觀念驗證：這是一道經典的「主旨題」。文章第二段明確指出多文化教育對於提昇學生成就及培養民主公民是「不可或缺的 (integral)」。第三、四段雖然提到目前推行的障礙與教師的質疑，但結語強而有力地總結，將多文化教育融入所有課程是「勢在必行的 (imperative)」。全文皆在呼籲並強調多元文化教育的重要性，因此 (C) The Importance of Multicultural Education 最為貼切。文中並未探討歷史 (B) 或缺點 (D)。
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