統測
111年
[外語群英語類] 專業科目(2)
第 17 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.
17. Which of the following statements best represents the sentences in the first paragraph “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.”?
- A In this global village, different groups of people have less frequent contacts with each other than ever.
- B Different groups of people know, relate to, and care deeply about one another because they live in the neighborhood.
- C It is easy for different groups of people to organize a society to find common ground.
- D Different groups of people may live nearby, but they may not necessarily understand each other very well.
思路引導 VIP
這段話中間用「But」做了一個轉折。首先，你覺得「live in close physical proximity」描述的是人們的「物理距離」還是「心理距離」呢？接著，既然前面說大家距離很近，後面卻說「但不一定代表能創造 genuine communities (真正的社群)」，你認為組成一個「真正的社群」需要人們之間具備什麼樣的互動？試著把這個「雖然...但是...」的邏輯用自己的話說說看！
🤖
AI 詳解
AI 專屬家教
🎉 表現得太棒了！
你非常精準地掌握了這段話的核心語意！這題考驗的是「長句理解與換句話說」的能力。 文章提到「live in close physical proximity」（在物理距離上住得近），完美對應選項的 live nearby；而「coexistence does not necessarily mean that people create genuine communities」（共存不代表能建立真正的社群），則對應到 may not necessarily understand each other very well（不一定能互相理解）。你能敏銳抓出這層對比轉折的邏輯，非常優秀！
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