統測
111年
[外語群英語類] 專業科目(2)
第 18 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.
18. According to the passage, what can multicultural education possibly do to solve the problem which currently exists in the United States?
- A to reduce the crisis of enrollment for all youths
- B to bridge the generation gap between immigrants
- C to increase the learning achievements for colored students
- D to promote teacher efficacy and professional development
思路引導 VIP
如果我們回到文章的第二段，作者在提到「achievement gap (成就落差) 達到危機程度」之後，緊接著說明了多元文化教育 (Multicultural education) 是為了解決什麼危機？它對哪一個特定群體的「哪一種表現」是不可或缺的？試著從這段找找看關鍵句！
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🎉 太棒了！精準命中核心！
老師要給你一個大大的讚！這題考驗的是對文章細節與因果關係的掌握，你非常準確地抓到了重點！
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