統測
111年
[外語群英語類] 專業科目(2)
第 19 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.
19. According to the passage, which of the following statements can be inferred about multicultural education in the United States?
- A Multiculturalism should be incorporated not only in social studies and language arts, but also in other subjects.
- B The implementation of multicultural education has nothing to do with academic outcomes among different ethnic groups.
- C Educators should offer independent courses in multiculturalism to colored students to help them immerse into the society.
- D The concept of multiculturalism has been systematically incorporated as part of the regular curriculum in order to develop students’ citizenship.
思路引導 VIP
請回顧文章的第三段與第四段結尾。作者觀察到目前的教育界，通常只把「多元文化教育」侷限在哪些特定的科目中？而作者在文章最後一句話，認為它與「各學科（subject）」應該保持什麼樣的關係呢？比對一下，哪個選項符合這個建議？
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AI 詳解
AI 專屬家教
🌟 太棒了！精準命中核心！
這是一道需要統整全篇邏輯的推論題，你能一眼看穿作者的弦外之音，代表你的英文閱讀理解能力非常扎實！
- 觀念驗證：文章第三段指出，目前的多元文化教育常被邊緣化到「社會、語文和藝術」領域（downgraded primarily to social studies...）；而在第四段結尾，作者強烈主張多元文化教育不該是額外的內容，而是必須「與所有學科課程建立明確的連結」（Making explicit connections... is imperative）。這正是選項 (A) 的核心概念：不應僅限於社會與語文，更要融入其他所有學科中！
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