統測
111年
[外語群英語類] 專業科目(2)
第 20 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.
Which of the following statements is the best conclusion for this passage?
- A Teachers in the U.S. need to provide alternative teaching techniques specially designed for colored students to learn about multiculturalism.
- B Evidence increasingly indicates that multicultural education makes schooling more irrelevant and ineffective for different ethnic groups in the U.S.
- C The reality is that diverse ethnic groups and individuals have made contributions to every area of human endeavor and to all aspects of U.S. multiculturalism.
- D Multicultural education is crucial. Educators and classroom teachers in the U.S. must answer its call to provide students from all ethnic groups with the education they deserve.
思路引導 VIP
請觀察文章最後一段的最後兩句話，作者認為多元文化教育應該被視為「額外添加的課程」，還是「教育整體的必備核心」？順著作者這個強烈的態度，你覺得文章最終是想呼籲教育工作者採取什麼行動呢？
🤖
AI 詳解
AI 專屬家教
🎉 老師大力肯定
太棒了！你精準掌握了這篇長文的核心主旨！這是一題考驗文章總結能力的推論題，能選對代表你的長篇閱讀邏輯非常扎實，老師為你感到驕傲！
🧠 觀念驗證
▼ 還有更多解析內容
多元文化教育核心
💡 多元文化教育應全面融入正式課程，而非視為附加的奢侈品。
| 比較維度 | 理想的多元文化教育 | VS | 目前常見的錯誤實踐 |
|---|---|---|---|
| 課程定位 | 教育體制的核心部分 | — | 額外附加的課程或奢侈品 |
| 授課對象 | 全體學生（不分族群） | — | 主要針對少數族群學生 |
| 學科範疇 | 融入所有學科與技能 | — | 侷限於社會、語文及藝術 |
💬多元文化教育應從「危機處理的補丁」轉變為「全面教育的基石」。
