scholarly journals On the Innovation of High School Ideological and Political Education under the Background of One Core, Four Layers and Four Wings

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Guanghua Wan
Keyword(s):  
High School ◽  
Evaluation System ◽  
Senior High School ◽  
Ideological And Political Education ◽  
Political Education ◽  
Entrance Examination ◽  
Traditional Teaching ◽  
College Entrance Examination ◽  
College Entrance ◽  
Depth Study

With the introduction of the new college entrance examination evaluation system, great changes have taken place in the function, purpose and significance of the college entrance examination. In addition to evaluating students' learning achievements, it also undertakes the important function of educating people and morality, which also urges high school teachers to take educating people as the main teaching direction. As far as the ideological and political education in senior high school is concerned, there are many disadvantages in the traditional teaching mode, which leads to the students' low learning enthusiasm, and the inability to deeply understand the connotation of Ideological and political education, so that the discipline which should have the most educational function can not fully play its due role. Therefore, the ideological and political education in senior high school should make bold innovation, so as to quickly adapt to the new evaluation system. This paper makes an in-depth study on how to innovate the ideological and political education in Senior High School under the background of one core, four layers and four wings, and provides some specific measures.

scholarly journals On English Adverbials: An English Teacher’s View

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Yaohuan Lu
Keyword(s):  
High School ◽  
Complex Structure ◽  
Senior High School ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Vital Importance ◽  
Know How ◽  
The Third ◽  
Absolute Structure

For Grade two students in Senior High School, what is of vital importance is that students establish clear grammar networks at least after the second term to prepare themselves well for the first-round review of the third year and the following College Entrance Examination. With the scattered language points such as “with complex structure”, “participles used as adverbials”, or “absolute structure” learned by students in a gradual style, it is essential for them to clear out a main thinking path or thinking framework to make connections between knowledge points. The author finds in her years of teaching duration the relations between English adverbials, making it easier for students to know the know-how of learning English in a much scientific and reasonable way. Here are the findings.

The 1962 Summer Institutes of The Commission on English: Their Achievement and Promise

PMLA ◽  
1963 ◽  
Vol 78 (4-Part2) ◽  
pp. 9-25
Author(s):  
John C. Gerber
Keyword(s):  
High School ◽  
Entrance Examination ◽  
Advanced Training ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School English ◽  
The Difference ◽  
The Many ◽  
Examination Board

Of the many enterprises undertaken during the last few years to upgrade the teaching of English, the 1962 Summer Institute Program sponsored by the Commission on English of the College Entrance Examination Board has been the most dramatic and, in many ways, the most promising. Already it is clear that the effects of this program are being felt in many high-school classes, and that the formula devised by the Commission on English is being copied widely and successfully. The potential usefulness of such Institutes for the advanced training of high-school English teachers, therefore, has already been demonstrated. What makes these Institutes of especial significance to MLA members, however, is that the program required twenty of the most influential Departments of English in the country to involve themselves directly in this advanced training of high-school teachers. These were not institutes conducted by professors of Education with the casual blessing of Departments of English; these were institutes administered and largely taught by professors of English. The difference is a very great one indeed. Whether we like it or not, the CEEB Institutes have, in effect, forced those of us in Departments of English to acknowledge a substantial responsibility for improving the quality of English teaching in the high schools. Because of them—and of such subsequent activities as the Allerton Conference and the Curriculum Centers—a new appraisal of our proper professional functions has been quietly taking place on one campus after another. Even now it is no exaggeration to say, I believe, that a Department of English may no longer claim to be of the top rank unless it includes among its programs one or more designed to aid the high-school English teacher, both the tenderfoot and the old-timer.

Legitimacy, Resilience, and Political Education in Russia and China

2020 ◽  
pp. 250-278
Author(s):  
Karrie J. Koesel
Keyword(s):  
High Schools ◽  
Young People ◽  
Political Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Patriotic Education ◽  
National College Entrance Examination ◽  
Insight Into ◽  
Over Time

How do authoritarian regimes attempt to build loyalty among a globally minded youth? In what ways do they educate students to be supportive of those in power, and how do strategies of legitimation change over time? This chapter examines political and patriotic education in contemporary Russia and China, including government-recommended textbooks from Russian high schools and the politics subject test of the Chinese National College Entrance Examination (NCEE). Political education materials provide a window into what these regimes view as the most politically important, what they want to transmit to young people, and insight into authoritarian strategies of legitimation. Several conclusions can be drawn from this analysis. One is that both the Russian and the Chinese regimes socialize around similar pillars of legitimacy, including ideology, institutions, and law. However, the Chinese regime seeks to foster support by highlighting economic and cultural achievements, whereas the Russian textbooks are both supportive and subversive in their discussions of democracy.

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