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The British syllabus

2019-04-18 来源: 51due教员组 类别: Essay范文

下面为大家整理一篇优秀的essay代写范文- The British syllabus,供大家参考学习,这篇论文讨论了英国的《考试大纲》。英国的《考试大纲》是英国考试制度的核心文本,有教学大纲和考试大纲双重功能。无论是英国教育考试理念,还是更具体的剑桥评价都实实在在体现在整个试卷的操作过程上。作为统领整个教学、考试和评价的《考试大纲》一直备受重视。

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The English syllabus is the core text of its examination system. Compared with China, the syllabus in the UK actually serves both the syllabus and the syllabus. Although some studies have involved the specific content of subject setting and the combination of examination subjects, it is still difficult to see detailed argumentation on the specific problems of how to realize the measurement, how to embody the ability assessment and how to implement the evaluation concept for the subject examination in the UK. In short, both the ets concept and the more specific Cambridge assessment are embodied in the whole paper operation process. There is no reason why the syllabus, which governs teaching, testing and evaluation, should not be taken seriously.

Some scholars evaluate the British exam: "it is an important means to check and evaluate teaching, and employment-related exam is the" baton "of teaching. The department of science and education in the United Kingdom rarely USES administrative means to manage teaching. In terms of the relationship between teaching and examination, the basic feature of British education is examination instruction. This is fully reflected in the exam syllabus. The combination of the two makes teaching and examination closely bound together.

As a part of the whole British education system, Cambridge evaluation has a special position in the British education and leads the development of the whole British education system. The observation of the Cambridge assessment and the examination syllabus under the assessment system will help us to reflect on the whole British educational concept and development.

The British education examination presents the very typical selective characteristic, this is especially obvious in the examination outline. Today's "exam syllabus" combines multiple functions such as teaching, measurement and learning guidance. It is presented intersectionally according to the two systems of subject or project, and is described in detail on relevant websites. Take Cambridge assessment and examination institution as an example. The various examination Outlines formulated by Cambridge assessment and examination institution have been adopted by more than 10,000 middle schools and universities at present, reflecting the important position and great influence of Cambridge assessment in the field of British examination and evaluation.

Subject - based unit is the main way to present the syllabus. On a large scale, there are two forms of test syllabus in the UK. One is about the general teaching "examination outline", mainly facing students entering higher education, the pursuit of knowledge and ability to continue to develop, similar to the domestic ordinary high school. The second is the vocational education program for the society, for junior high school, that is, after the age of 14, the purpose is to employment of students, similar to the domestic vocational high. Both types of syllabus are the core documents of teaching and measurement, and their concentrated reflection is the course description of specific subjects. Generally speaking, the course description developed by Cambridge evaluation mainly includes three parts: one is the course learning goal, the ability evaluation goal and the evaluation system; second, the course content includes a list of key issues and specific knowledge, as well as some Suggestions on research topics. Third, the supervision rules about the course management, the grade description and the related information guidance, including the specific grading scheme.

In terms of specific subjects, there are many different kinds of English exam outline, the main level of discipline has the statistics, management, art and design, evaluation, aesthetic theory, biological, chemical, child development, creative arts, business, critical thinking, computer, electronics, civil service, economics, geography, history, 72 categories such as under each category has a variety of different disciplines. Take history as an example. There are different subjects such as A Level GCE, GCSE and so on. Under the same subject, there are subject A and subject B classification. Each subproject has its own detailed course description.

For example, the history subject A of a-level GCE mainly consists of five parts. One is the introduction of the program outline, focusing on the introduction of learning objectives. 2 it is to outline the content, such as historical interpretation lists 22 research: the theme of the era of Justinian, Charlemagne dynasty, 768-814, Alfred the great in 871-899, the reign of king John in 1199-1215, 14-501485 wars of the roses, king Philip ii of Spain, 1556-1598 during the reign of Elizabeth I, 1558-1603, oliver Cromwell, ・ period 1599-1658, etc., at the same time also provide all kinds of exam content options. The third part introduces the course work in detail. The detailed introduction of specific learning objectives can help students learn better. For example, the study of British history requires students at this stage to apply and understand the historical terms, concepts and skills they have learned. It mainly encourages students to develop interest in learning, understand history and attach importance to history. Candidates must be able to examine significant issues and issues in the relevant field. Candidates should have a broad vision, good balance, and a complete, systematic, and diverse body of knowledge to meet the relevant requirements. At the same time, candidates should pay attention to a long period of history, fully understand the history of change and continuity, can find the key issues, analyze the causes and results of historical events. The overall study of history requires students to avoid isolated module learning, to see the objective changes and development of things in a certain period of time, and to observe things with a broad vision. Candidates should choose a variety of topics, including individuals, society, events and questions. Candidates should also learn to view history from different disciplinary perspectives, such as art, culture, economy, morality, politics, religion, science, social science and technology. Candidates should be able to clearly express and demonstrate the key issues in the selected historical period and field, accurately memorize, select and combine different historical knowledge, and effectively communicate and explain the history. Candidates need to develop the ability to interpret, evaluate, and analyze historical issues, as well as the complex relationships inherent in the salient features of things and their times. The fourth part is about the evaluation program, including the evaluation objectives and evaluation program. The fifth part is the examination should pay special attention to matters. And recommendations that should be implemented. In addition, there are appendices, including specific evaluation objectives and scoring implementation plan. The entire outline structure is complete, rich in content, for all kinds of people to learn.

The most important feature of the Cambridge concept of measurement is its integrity. The link between testing and teaching is evident in the extent to which policymakers extend the measure to the entire state of learning, rather than to a particular period of time. No matter it is the proposer, the teacher or the student, all follow the unified examination outline, there is no hide-and-seek game between them. From the goal of training to the implementation of measurement, the core concept of evaluation is implemented, forming a distinct integrity. At the same time, the structure and processing mechanism of Cambridge evaluation is also worth learning from. Its concept comes from a community of interests, and education involves the interests of all participants and becomes the subject of their joint supervision. "Stokehold" is a characteristic word in the Cambridge review. What it demonstrates is that all the parts involved in the measurement have related interests and corresponding rights and obligations. Therefore, the British education system has the overall characteristics, people in the unified concept and rules, the implementation of the examination and evaluation work. The basic programmatic document of education measurement in the UK is curriculum specification, which is followed by all examination institutions to formulate relevant examination rules and carry out teaching and measurement work under the same rules.

The practicality of English history teaching is mainly reflected in the implementation of history learning. Taking course assignments as an example, students are required to independently complete the topic selection and practice research, so that they can independently prepare for extracurricular activities and carry out purposeful and selective learning. Coursework consists of three phases: course design, first draft, and final submission. At the same time, the syllabus stipulates that teachers should give detailed guidance to students on the purpose and requirements of the course assignments, and complete a registration form of the learning progress of candidates.

From the perspective of teachers' guidance, British history teaching and history learning embody the characteristics of standardization and accuracy. Although students have a variety of options for studying history, each must adhere to strict norms. In the process of guiding students, teachers should also pay attention to their own responsibilities, be careful to guide, but not all at the same time. This teaching mode of loose inside and tight outside is the requirement of British history teaching procedure and standardization.

For the specific study, students choose which test plan, which study plan, as well as the content and scope of the test are clear. For the implementation of examination evaluation, in the evaluation requirements of each module, the score and proportion are specified in detail. It can be seen that the practice of measurement in Cambridge pursues accurate teaching and accurate grasp of knowledge and skills.

The Cambridge assessment emphasizes humanistic care, case handling and special policies for special candidates. The examination outline stipulates, want to consider the special case of examinee, help as far as possible special examinee, make normal attend an examination, obtain normal result. In fact, the syllabus provides special treatment for dozens of special students. Candidates can apply to the examination bureau in advance if their personal attention is affected by other reasons. Candidates need to provide relevant materials, such as certificates from doctors and school authorities, etc., and the examination institution will organize special personnel to appraise them. If this is the case, students are given special tests.

Specifically, for students with learning disabilities, the test time can be appropriately extended, such as the extension of 25 percent of the test time; For students who cannot write due to disability or injury, a teacher may help write the test paper. For candidates with vision problems, the testing agency will provide some special papers, such as enlarged font, or teachers will read the papers aloud. From the perspective of humanistic care, to protect the legitimate rights and interests of each examinee, so that they can participate in the corresponding examinee, reflects the advanced concept of Cambridge evaluation.

Some people in China have translated and introduced some papers of the British history discipline, but according to the British "examination outline", a special article thinking about the overall ability examination of the British history discipline in detail has not yet been seen. This paper chooses the a-level syllabus of British history as the starting point for analysis.

For the subject of British history, the unification of teaching and examination, learning and examination are its distinctive features. The syllabus of history subject examination is a principle that British history teaching and history measurement must abide by together. In the syllabus, teaching and measurement are also described in detail. Taking OCR's A Level history examination outline A as an example, the study of history consists of three parts: first, the unit module study of historical knowledge; second, historical elaboration and historical investigation; third, the study of historical themes. The modules are divided into two parts: one is the study of British history, and the other is the study of European and world history. This part focuses on cultivating students' mastery and understanding of basic historical knowledge, which belongs to the basic level of history learning. In each historical period, the outline lists the different units of historical knowledge, and also lists the core issues and important knowledge of each unit. Historical interpretation is mainly to collect some arguments in history, especially the arguments and data of existing historians, and form an exercise unit, which requires students to think critically about it and make their own judgment and evaluation. Historical research requires students to collect data, conduct relevant research activities, and write course assignments on a historical topic, whether it is listed in the syllabus or modified according to the theme provided in the syllabus. This part aims to cultivate students' ability of inquiry learning, sorting historical materials, comprehensive evaluation and critical thinking. The study of historical themes requires students to choose a theme and learn the knowledge of relevant modules. The time span is about a century, and the content involves various aspects. Students are required to learn to master each module, integrate various historical factors, and independently express their views on history. This part aims to cultivate students' ability to observe history from different perspectives.

First of all, the study of the subject content of British history has distinct levels. According to the examination objectives, students who pass the AS GCE only need to complete the first part of the study. Students who pass Advanced GCE need to learn and complete all three parts. The contents of the first and third levels are mainly written tests, while the contents of the second level are mainly completed by writing course assignments. In Advanced GCE history studies, the first section is 25% of the content on the exam, and the rest is a review of the second and third sections. It should be noted that, for the expression factor, the British history examination gives a single item of explanation, but the relevant score is implemented in the execution of the score, and there is no specific set of relevant score. From the perspective of the history subject examination syllabus, the teaching system presents a hierarchy from foundation to promotion. The syllabus, in chronological order, lists in detail the important topics of knowledge, and at the same time elaborates from two aspects: first, it raises some important questions; second, it provides important knowledge or understanding. The purpose of the examination is to make students study and prepare well. In fact, the whole history teaching pursuit ability request also presents the stratification. From the perspective of the teaching content of the whole subject, the learning of basic knowledge type still occupies a relatively important part, especially GCE learning. But in the second and third parts of the study, there is more emphasis on students' specific historical thinking skills.

The most striking feature of the syllabus is its selectivity. The British teaching practice module teaching, the entire historical knowledge in accordance with different units of block teaching, implementation of different training and teaching methods, candidates can learn the content of the free combination and collocation. Taking the history study of AS GCE AS an example, students are required to carry out the history study in part I and part ii, which are divided into four units, namely unit F961 British history study, unit F962 European and world history study, unit F963 British history study, and unit F964 European and world history study. Students can choose either of two combinations, units F961 and F964, or units F962 and F053. There is a difference in emphasis and orientation between the two groups. The first group focuses on the study of British history, emphasizing the exploration of European and world history. The second group focuses on the study of world history and emphasizes the exploration and expansion of British history. However, considering the synthesis of national history and world history is another strategy to pay attention to the integrity of knowledge system. In fact, the selectivity of British teaching and learning is reflected in the specific micro-module teaching content. In unit F961, for example, the syllabus gives candidates two options:

If you read carefully, you will find that students can choose ancient history or modern history. Overall, British students have a wide range of historical options. A student may first choose one of several test programs. Even after selecting the OCR syllabus, different types of exams can be selected. History syllabus A is one of the three types of history syllabus for OCR. In the syllabus, students can choose to explore national history or world history. In choosing the study of national history, we can also choose ancient history or modern history.

The selectivity of history learning of British students is omnidirectional, which is a fundamental feature and a principled arrangement rather than a supplement to the main body.

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