Quality Education1

Incheon DeclarationEducation 2030: Towards inclusive and equitable quality education and lifelong learning for allPreamble1.We, Ministers, heads and members of delegations, heads of agencies andofficials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, have gathered in May 2015 at the invitation of the Director-General of UNESCO in Incheon, Republic of Korea, for the World Education Forum 2015 (WEF 2015). We thank the Government and the people of the Republic of Korea for having hosted this important event as well as UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR, as the co-convenors of this meeting, for their contributions. We express our sincere appreciation to UNESCO for having initiated and led the convening of this milestone event for Education 2030.2. On this historic occasion, we reaffirm the vision of the worldwide movement forEducation for All initiated in Jomtien in 1990 and reiterated in Dakar in 2000 — the most important commitment to education in recent decades and which has helped drive significant progress in education. We also reaffirm the vision and political will reflected in numerous international and regional human rights treaties that stipulate the right to education and its interrelation with other human rights. We acknowledge the efforts made; however, we recognize with great concern that we are far from having reached education for all.3. We recall the Muscat Agreement developed through broad consultations andadopted at the Global Education for All (EFA) Meeting 2014, and which successfully informed the proposed education targets of the Open Working Group on Sustainable Development Goals (SDGs). We further recall the outcomes of the regional ministerial conferences on education post-2015 and take note of the findings of the 2015 EFA Global Monitoring Report and the Regional EFA Synthesis Reports. We recognize the important contribution of the Global Education First Initiative as well as the role of governments and regional, intergovernmental and non-governmental organizations in galvanizing political commitment for education.4. Having taken stock of progress made towards the EFA goals since 2000 and the education-related Millennium Development Goals (MDGs) as well as the lessons learned, and having examined the remaining challenges and deliberated on the proposed 2030 education agenda and the Framework for Action as well as on future priorities and strategies for its achievement, we adopt this Declaration.Towards 2030: a new vision for education5. Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.6. Motivated by our significant achievements in expanding access to education over the last 15 years, we will ensure the provision of 12 years of free, publicly funded, equitable quality primary and secondary education, of which at least nine years are compulsory, leading to relevant learning outcomes. We also encourage the provision of at least one year of free and compulsory quality pre-primary education and that all children have access to quality early childhood development, care and education. We also commit to providing meaningful education and training opportunities for the large population of out-of-school children and adolescents, who require immediate, targeted and sustained action ensuring that all children are in school and are learning.7. Inclusion and equity in and through education is the cornerstone of a transformative education agenda, and we therefore commit to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes. No education target should be considered met unless met by all. We therefore commit to making the necessary changes ineducation policies and focusing our efforts on the most disadvantaged, especially those with disabilities, to ensure that no one is left behind.8. We recognize the importance of gender equality in achieving the right to education for all. We are therefore committed to supporting gender-sensitive policies, planning and learning environments; mainstreaming gender issues in teacher training and curricula; and eliminating gender-based discrimination and violence in schools.9. We commit to quality education and to improving learning outcomes, which requires strengthening inputs, processes and evaluation of outcomes and mechanisms to measure progress. We will ensure that teachers and educators are empowered, adequately recruited, well-trained, professionally qualified, motivated and supported within well-resourced, efficient and effectively governed systems. Quality education fosters creativity and knowledge, and ensures the acquisition of the foundational skills of literacy and numeracy as well as analytical, problem-solving and other high-level cognitive, interpersonal and social skills. It also develops the skills, values and attitudes that enable citizens to lead healthy and fulfilled lives, make informed decisions, and respond to local and global challenges through education for sustainable development (ESD) and global citizenship education (GCED). In this regard, we strongly support the implementation of the Global Action Programme on ESD launched at the UNESCO World Conference on ESD in Aichi-Nagoya in 2014. We also stress the importance of human rights education and training in order to achieve the post-2015 sustainable development agenda.10. We commit to promoting quality lifelong learning opportunities for all, in all settings and at all levels of education. This includes equitable and increased access to quality technical and vocational education and training and higher education and research, with due attention to quality assurance. In addition, the provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education, is important. We further commit to ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy proficiency levels and acquire life skills, and that they are provided with adult learning, education and training opportunities. We are also committed to strengthening science, technology and innovation. Information and communication technologies (ICTs) must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more effective service provision.11. Furthermore, we note with serious concern that, today, a large proportion of the world’s out-of-school population lives in conflict-affected areas, and that crises, violence and attacks on education institutions, natural disasters and pandemics continue to disrupt education and development globally. We commit to developing more inclusive, responsive and resilient education systems to meet the needs of children, youth and adults in these contexts, including internally displaced persons and refugees. We highlight the need for education to be delivered in safe, supportive and secure learning environments free from violence. We recommend a sufficient crisis response, from emergency response through to recovery and rebuilding; better coordinated national, regional and global responses; and capacity development for comprehensive risk reduction and mitigation to ensure that education is maintained during situations of conflict, emergency, post-conflict and early recovery.Implementing our common agenda12. We reaffirm that the fundamental responsibility for successfully implementing this agenda lies with governments. We are determined to establish legal and policy frameworks that promote accountability and transparency as well as participatory governance and coordinated partnerships at all levels and across sectors, and to uphold the right to participation of all stakeholders.13. We call for strong global and regional collaboration, cooperation, coordination and monitoring of the implementation of the education agenda based on data collection, analysis and reporting at the country level, within the framework of regional entities, mechanisms and strategies.14. We recognize that the success of the 2030 education agenda requires sound policies and planning as well as efficient implementation arrangements. It is also clear that the aspirations encompassed in the proposed SDG 4 cannot be realized without a significant and well-targeted increase in financing, particularly in those countries furthest from achieving quality education for all at all levels. We therefore are determined to increase public spending on education in accordance with country context, and urge adherence to the international and regional benchmarks of allocating efficiently at least 4 - 6% of Gross Domestic Product and/or at least 15 - 20% of total public expenditure to education.15. Noting the importance of development cooperation in complementing investments by governments, we call upon developed countries, traditional and emerging donors, middle income countries and international financingmechanisms to increase funding to education and to support the implementation of the agenda according to countries’ needs and priorities. We recognize that the fulfilment of all commitments related to official development assistance (ODA) is crucial, including the commitments by many developed countries to achieve the target of 0.7 per cent of gross national product (GNP) for ODA to developing countries. In accordance with their commitments, we urge those developed countries that have not yet done so to make additional concrete efforts towards the target of 0.7 per cent of GNP for ODA to developing countries. We also commit to increase our support to the least developed countries. We further recognize the importance of unlocking all potential resources to support the right to education. We recommend improving aid effectiveness through better coordination and harmonization, and prioritizing financing and aid to neglected sub-sectors and low income countries. We also recommend significantly increasing support for education in humanitarian and protracted crises. We welcome the Oslo Summit on Education for Development (July 2015) and call on the Financing for Development Conference in Addis Ababa to support the proposed SDG 4.16. We call on the WEF 2015 co-convenors, and in particular UNESCO, as well as on all partners, to individually and collectively support countries in implementing the 2030 education agenda, by providing technical advice, national capacity development and financial support based on their respective mandates and comparative advantages, and building on complementarity. To this end, we entrust UNESCO, in consultation with Member States, the WEF 2015 co-convenors and other partners, to develop an appropriate global coordination mechanism. Recognizing the Global Partnership for Education as a multi-stakeholder financing platform for education to support the implementation of the agenda according to the needs and priorities of the countries, we recommend that it be part of this future global coordination mechanism.17. We further entrust UNESCO, as the United Nations’ specialized agency for education, to continue its mandated role to lead and coordinate the 2030 education agenda, in particular by: undertaking advocacy to sustain political commitment; facilitating policy dialogue, knowledge sharing and standard setting; monitoring progress towards the education targets; convening global, regional and national stakeholders to guide the implementation of the agenda; and functioning as a focal point for education within the overall SDG coordination architecture.18. We resolve to develop comprehensive national monitoring and evaluation systems in order to generate sound evidence for policy formulation and the management of education systems as well as to ensure accountability. We further request the WEF 2015 co-convenors and partners to support capacity development in data collection, analysis and reporting at the country level. Countries should seek to improve the quality, levels of disaggregation and timeliness of reporting to the UNESCO Institute for Statistics. We also request that the Education for All Global Monitoring Report be continued as an independent Global Education Monitoring Report (GEMR), hosted and published by UNESCO, as the mechanism for monitoring and reporting on the proposed SDG 4 and on education in the other proposed SDGs, within the mechanism to be established to monitor and review the implementation of the proposed SDGs.19. We have discussed and agreed upon the essential elements of the Education 2030 Framework for Action. Taking into account the United Nations summit for the adoption of the post-2015 development agenda (New York, September 2015) and the outcomes of the Third International Conference on Financing for Development (Addis Ababa, July 2015), a final version will be presented for adoption and launched at a special high-level meeting to be organized alongside the 38th session of the General Conference of UNESCO in November 2015. We are fully committed to its implementation after its adoption, to inspire and guide countries and partners to ensure that our agenda is achieved.20. Building on the legacy of Jomtien and Dakar, this Incheon Declaration is an historic commitment by all of us to transform lives through a new vision for education, with bold and innovative actions, to reach our ambitious goal by 2030.。

双新课程改革的要求1.实施素质教育，提高学生综合素质。

Implementation of quality education to improve students' overall quality.2.推进课程国际化，培养国际视野。

Promote curriculum internationalization to cultivate an international perspective.3.强调跨学科学习，促进综合能力培养。

Emphasize interdisciplinary learning to promote comprehensive ability development.4.鼓励学生创新思维，培养创新能力。

Encourage students' innovative thinking and cultivate their innovation abilities.5.强化实践教学，提升实际操作能力。

Strengthen practical teaching to improve practical operational abilities.6.注重学生体验，提高学习动力。

Pay attention to student experience and improve learning motivation.7.关注学生发展，激发个性特长。

Pay attention to students' development and stimulate their individual strengths.8.强调学科融合，促进知识整合。

Emphasize subject integration to promote the integration of knowledge.9.实施个性化教学，满足不同学生需求。

Implement personalized teaching to meet the needs of different students.10.强化实践实训，提高就业竞争力。

中高职美育素质课题立项申请书英文回答：Research Project Proposal for Aesthetics and Quality Education in Vocational and Higher Education.Background.Aesthetics and quality education are essential elements in the holistic development of individuals. In the realm of vocational and higher education, these aspects play a crucial role in shaping future professionals and fostering their creativity, critical thinking, and personal growth. This research project aims to explore the significance and challenges of aesthetics and quality education in these educational settings.Research Questions.1. What are the key concepts, theories, and models thatunderpin aesthetics and quality education in vocational and higher education?2. How can aesthetics and quality education be effectively integrated into vocational and higher education curricula?3. What are the best practices and success stories in implementing aesthetics and quality education initiativesin vocational and higher education institutions?4. What are the challenges and barriers to implementing aesthetics and quality education in vocational and higher education?5. What are the potential benefits and impacts of aesthetics and quality education on vocational and higher education students?Significance of the Research.This research project has significant implications forimproving the quality of vocational and higher education.By understanding the theoretical foundations and practical approaches to aesthetics and quality education,institutions can develop innovative and effective programs that foster the holistic development of their students. Additionally, the findings of this research will contribute to the body of knowledge in aesthetics and educational research.Methodology.The research methodology will employ a mixed-methods approach. Qualitative methods, such as interviews and focus groups, will be used to gather in-depth insights from educators, students, and stakeholders. Quantitative methods, such as surveys and content analysis, will be employed to collect data on the implementation and effectiveness of aesthetics and quality education initiatives.Expected Outcomes.The expected outcomes of this research project include:A comprehensive understanding of the concepts, theories, and models that underpin aesthetics and quality education in vocational and higher education.Effective strategies for integrating aesthetics and quality education into vocational and higher education curricula.Best practices and success stories in implementing aesthetics and quality education initiatives.Recommendations for overcoming challenges and barriers to implementing aesthetics and quality education.Evidence-based recommendations for enhancing the quality of vocational and higher education.中文回答：中高职美育素质课题立项申请书。

The best way to improve the quality of education is to increase teachers' salaries.645337394In modern society, an ever increasing number of people place considerable emphasis on how to improve the quality of children’s education. Some people put forward the idea that the best way to improve the quality of education is to increase teachers’salaries. However, they fail to take into account the basic fact that education is an art in our life. Improving the quality of education needs the endeavors from people of all walks. Thus, I highly support that increasing teachers’ salaries is obviously not the best way to raise the education level.Firstly, the quality of education is affected by the environment and teaching equipments. However, while I am not to imply that increase the teachers’ salary is not a way to increase the level of education, I want to state that the school and government should invest more on the portion which is enhance the quality of education more. For instance, although the students in a school which located in isolated and poor villages are very diligent, the quality of the education can still not be improved quickly as they don’t have the chance to access some educational resourceslike computers and advanced education theories. To this point, it is really necessary to improve the hardware of the education in order to promote education level.In addition, raising teachers’ status is superior to increasing their salaries, because teachers today are not short of money in some degree, what they really lack is social values. If people treat them not as ordinary teachers, but honorable educators, it would provide more incentives for them, which they can devote themselves to teach and create more interesting and fascinating teaching method. Therefore, raising teachers’social status, which is a satisfaction spiritually, plays a vital role in improving the quality of education.What’s more, if schools increase the teachers’ salaries, they have to raise the tuition fees in order to pay their teachers. Thus, those talented students from poor families cannot afford the fee. At the same time, less money can be used to improve school facilities, such as libraries, stadiums and students center. And what schools do will make government stay in a dilemma as the limited budget spent on education. In this case, replying on higher wages improve the national education is impractical.To sum up, it is superficial practice that improving the national education only relying on increasing the salaries of teachers. Besides increasing teachers’ salaries, there are other alternative ways to improve the quality of education and teachers prefer to improve social status rather than raising salaries only. What’s worse, increasing the teachers’salaries would prevent poor students from access to tertiary education and thus the national education would suffer a setback.People usually believe that teachers have the most important job in all of the society. They raise children to be forward-thinking, intellectual individuals. They ensure that children work as a team and get along well with each other. Because of the importance of education, some people argue that to improve the quality of education is to increase teachers' salaries. I can hardly agree with this statement though it contains a grain of truth.Admittedly, increasing teachers' salaries will boost teacher's enthusiasm and devotion. A survey, carried out by a Chinese educational administration, shows that more than 70 percents of teachers in university put their extra money in the stock market. It is quite possible that the teachers are too concerned about whether they can make money in the stock market which distracts their attention from their teaching job. So increasing teachers' salaries would probably stop the situation from bad to worse and get teachers' enthusiasm back to what they should do. However, the schools have to raise the tuition fees for education in order to pay their teachers. Thus, those talented students from poor families cannot afford the fee to study in school. In addition, less money can be used to improve school facilities,such as libraries, stadiums and students center and do scientific research. Also, more pressure would be put on the government with the limited budget spent on education.Besides increasing teachers' salaries, there are other alternative ways to improve the quality of education. School instruments, for example, labs, libraries and dormitories, could be improved in order to provide a suitable environment for students to study in. For instance, recently my school updates the software in the public computers and expands the capacity of the libraries. Therefore, I could easily find the books that I need to do write a thesis and with the SPSS, a kind of software used for statistical analysis, I could get some inspiring discoveries by analysis the data I have collected.Furthermore, raising teachers' status is superior to increasing their salaries, because teachers today are not short of money in some degree, what they really lack is social values. If people treat them not as ordinary teachers, but honorable educators, it will provide more incentives for teachers to teach students in an active way. Therefore, raising teachers' status, which is a satisfaction spiritually, plays a vital role in improve the qualityof education.To sum up, although increasing teachers' salaries is considered as a effective way, improving equipment and raising teachers' status are of equal importance in enhancing the quality of education.NewNowadays, how provide qualititve arouse widely attention. Many people indicate that the best waythe teacher's income. Increasing salary teacher a great idea which could stimulate teachers make more efforts on teaching and solve a bunch problems for teachers. Admittedly, in my opinion, it not the best way improve the quality the. I reckon that there are some better ideas achieve the better quality, namely, raising the teacher's social status and improving the"hardware" school.Firstly, raising teacher's social status a more convincing way than increasing the salary. Because nowadays the teachers are not short salary, they are actually lacking the social values. If people treats them not just being teachers, moreover, as honorable educators respect, that would have a better effect than just rising their incomes. If people respect the teacher, that means people consider the as a more important business, which the teacher's really demanded. Therefore, increasing the teacher's social values,which a satisfication spiritually, would play a more significant role than just adding their salaries.Furthermore, improving the "hardware" school another one the best ways solve the problem. Students do not only acquire knowledge from their teachers and textbooks. They could learn from the curious things all the time so that the hardware gradually play as a key. "hardware" means the equipment school such as Gym center, swimming pool, Chemistry labs, etc, which students could acquire practically. I think those are the high-quality educations because students actually sdtruggle or fight for the answers. According the labs or the swim practices, students can truly learnt from them. For example, I used feel hard rememberall sorts the principles the chemical reactions, indicating that they are difficult keep in memory. However, after I did the labs, the reactions were even hard for me forget because I really saw how the reactions happened and truly learnt from those labs. So with the better hardware in school, the higher quality the will be.Therefore, I am firmly conviced that there are certainly several ways the quality more efficiently than the teacher's income, such as increasing their social attention or spending money on the school equipments.NewIn modern society, an ever increasing number of people place considerable emphasis on how to improve the quality of children's education. Some people put forward the idea that the best way to improve the quality of education is to increase teachers' salaries. However, they fail to take into account the basic fact that education is an art which moves towards proficiency in our life. Improving the quality of education needsthe endeavors from people of all walks of life. Thus, I highly support that increasing teachers' salaries is obviously not the best way to raise the education level.Firstly, the quality of education is terriblely affected by the environment and teaching equipments. For instance, though the students in a school which located in isolated and poor villages are very diligent, they still don't have the chance to access some educational resources like computers and advanced education theories. Then no matter how hardworking they are, the quality of the education can still not be improved quickly. To this point, it is really necessary to improve the hardwares of the education in order to promote education level.In addition, parents and children also have contribution to improve the quality of the education. The motivation of studying is decided by students themselves; only when they are interested in the subjects can they get some accomplishments. And parents also have great effects on promoting the education quality. They can teach their children a great amount of knowledge and principles in daily life. What’s more, they can also supervise their kids' studying and help to cultivate a good studying habitfor children. In thi case, we can’t claim that whoes services to the students are the most.Besides increasing teachers' salaries, there are other alternative ways to improve the quality of education. School instruments, for example, labs, libraries and dormitories, could be improved in order to provide a suitable environment for students to study in. For instance, recently my school updates the software in the public computers and expands the capacity of the libraries. Therefore, I could easily find the books that I need to do write a thesis and with the SPSS, a kind of software used for statistical analysis, I could get some inspiring discoveries by analysis the data I have collected.Wha’s more, raising teachers’status is superior to increasing their salaries, because teachers today are not short of money in some degree, what they really lack is social values. If people treat them not as ordinary teachers, but honorable educators, it will provide more incentives for teachers to teach students in an active way. Therefore, raising teachers' status, which is a satisfaction spiritually, plays a vital role in improving the quality of education.In a nutshell, the best way to improve the quality of education in a country is combining and optimizing(综合和优化)all the elements above And only increasing the salaries of teachers is a superficial practice.。

【导语】现在社会的发展节奏越来越快，中国同世界的交流接触也愈加频繁，对于语⾔的需要也体现得越来越明显。

在全国各地都掀起了⼀阵学习外语的风潮。

以下是⽆忧考为您整理的素质⽤英语⼝语怎么说的相关内容。

【篇⼀】素质⽤英语⼝语怎么说 素质 [sùzhì] inner quality basic essence change over time 详细释义 源⾃:《外教社·柯林斯汉英⼤词典》Collins外教社 本来的性质 quality ⾝体素质 constitution 进⼀步提⾼政治素质和军事素质 further enhance political and military qualities 提⾼经济整体素质 improve the general quality of the economy 提⾼⼈⼝素质 improve the all-round quality of the people diathesis【篇⼆】素质⽤英语⼝语怎么说 教育改⾰的⽬标是变应试教育为素质教育。

The goal of education reform is to change exam oriented education into quality education. ⼤⼒普及九年义务教育，提⾼全民族的素质。

We should vigorously popularize nine - year compulsory education and improve the quality of the whole nation. 为了加强素质教育，学校改⾰了考试⽅法。

In order to enhance quality education, the school has reformed the examination method. ⽼师⼗分重视培养学⽣的全⾯素质。

Teachers attach great importance to training students' overall quality. 学校⽼师⼗分关注学⽣的素质教育。

同等学力英语阅读理解七(附译文和答案)A quality education is the ultimate liberator. It can free people from poverty, giving them the power to greatly improve their lives and take a productive place in society. It can also free communities and countries, allowing them to leap forward into periods of wealth and social unity that otherwise would not be possible.For this reason, the international community has committed itself to getting all the world's children into primary school by 2015, a commitment known as Education for All.Can education for all be achieved by 2015? The answer is definitely “yes”, although it is a difficult task. If we now measure the goal in terms of children successfully completing a minimum of five years of primary school, instead of just enrolling for classes, which used to be the measuring stick for education, then the challenge becomes even more difficult. Only 32 countries were formerly believed to be at risk of not achieving education for all on the basis of enrollment rates. The number rises to 88 if completion rates are used as the criterion.Still, the goal is achievable with the right policies and the right support from the international community. 59 of the 88 countries at risk can reach universal primary completion by 2015 if they bring the efficiency and quality of their education systems into line with standards observed in higher-performing systems.They also need significant increases in external financing and technical support. The 29 countries lagging farthest behind will not reach the goal without unprecedented rates of progress. But this is attainable with creative solutions, including use of information technologies, flexible and targeted foreign aid, and fewer people living in poverty.A key lesson of experience about what makes development effective is that a country's capacity to use aid well depends heavily on its policies, institutions and management. Where a country scores well on these criteria, foreign assistance can be highly effective.1. In the first paragraph, the author suggests that a quality education can______.A. free countries from foreign rulesB. speed up social progressC. give people freedomD. liberate people from any exploitation2. Ideally, the goal of the program of Education for All is to ______ by 2015.A. get all the world's children to complete primary schoolB. enroll all the world's children into primary schoolC. give quality education to people of 88 countriesD. support those committed to transforming their education systems3. ______ countries are now at risk of not achieving education for all on the basis of completion rates.A. 32B. 59C. 29D. 884. According to the passage, which of the following is NOT mentioned as the right policy?A. Raising the efficiency of education systems.B. Improving the quality of education.C. Using information technologies.D. Building more primary schools.5. As can be gathered from the last paragraph, foreign aid ______.A. may not be highly effectiveB. is provided only when some criteria are metC. alone makes development possibleD. is most effective for those countries lagging farthest behind素质教育是最根本的解放。

促进教育质量的英语作文Improving the Quality of EducationEducation is a fundamental pillar of society, playing a crucial role in shaping the minds and futures of individuals. As the world becomes increasingly complex and ever-evolving, the need for a high-quality education system has become more crucial than ever before. Promoting the quality of education is essential to ensuring that students are adequately prepared to meet the challenges of the 21st century and contribute meaningfully to their communities and the global landscape.One of the primary factors contributing to the quality of education is the caliber of teachers. Highly qualified and dedicated educators are the backbone of any successful educational system. Investing in the professional development and ongoing training of teachers is crucial to ensure they are equipped with the necessary knowledge and pedagogical skills to deliver effective and engaging instruction. This includes providing opportunities for teachers to stay abreast of the latest teaching methodologies, integrate technology into their classrooms, and foster a deep understanding of the subject matter they teach.Another key aspect of improving education quality is the implementation of a comprehensive and well-designed curriculum. A curriculum that is aligned with the evolving needs of society and the job market can ensure that students acquire the skills and knowledge necessary to thrive in the modern world. This may involve incorporating more interdisciplinary and project-based learning, emphasizing critical thinking and problem-solving skills, and integrating subjects such as science, technology, engineering, and mathematics (STEM) to prepare students for the demands of the21st-century workforce.Furthermore, the physical learning environment plays a significant role in the quality of education. Ensuring that schools are equipped with modern and well-maintained facilities, including up-to-date technology, well-stocked libraries, and suitable learning spaces, can greatly enhance the educational experience for students. Additionally, providing a safe and nurturing environment that fosters emotional well-being and supports the holistic development of students is essential for their academic and personal growth.Parental and community engagement is another crucial factor in promoting the quality of education. When families and local communities are actively involved in the educational process, it creates a strong support network for students and enhances theoverall educational experience. This involvement can take many forms, such as volunteering in schools, attending parent-teacher conferences, and participating in school-based decision-making processes.In addition to these factors, the use of data-driven decision-making is essential for improving the quality of education. By systematically collecting and analyzing student performance data, educators can identify areas of strength and weakness, tailor instructional strategies to meet individual student needs, and implement evidence-based interventions to address specific challenges. This data-driven approach allows for the continuous refinement and improvement of educational practices, ultimately leading to better outcomes for students.Moreover, the integration of technology in the classroom can significantly enhance the quality of education. Digital tools and resources can provide students with engaging and interactive learning experiences, facilitate personalized instruction, and foster the development of essential digital literacy skills. However, the effective integration of technology requires ongoing professional development for teachers and a strategic plan to ensure that technology is used in a purposeful and meaningful way.Finally, promoting a culture of continuous improvement andinnovation within the education system is crucial for enhancing the quality of education. Encouraging educators to explore new teaching methods, experiment with innovative practices, and share best practices can lead to the development of more effective and impactful educational approaches. This culture of innovation and collaboration can help drive the evolution of the education system to better meet the needs of students and prepare them for the challenges of the future.In conclusion, improving the quality of education is a multifaceted and ongoing process that requires the collective efforts of various stakeholders, including policymakers, administrators, educators, parents, and the broader community. By addressing factors such as teacher quality, curriculum design, learning environments, parental engagement, data-driven decision-making, technology integration, and a culture of continuous improvement, we can strive to provide students with a high-quality education that equips them with the knowledge, skills, and values necessary to thrive in the 21st century and beyond.。

The Exam-Oriented Education or the Quality-Oriented Education要求1.人们对采取应试教育还是素质教育看法不一；2.两种教育方式的特点；3.我的观点。

Useful words and expressions:Educational patterns, exam-oriented, acquire knowledge, bear pressure, all-round development, learn actively and creatively, quality-oriented, be eager to learn, give priority to, be motivatedNowsdays,there are two educational patterns in China:the exam-oriented education and the quality-oriented education.Debate over this two educational pattens has lasted for several years.To be honest,this two kinds of patterns each has its own characteristic,First of all,the quality-oriented education emphasizes all-round development.Students are supposed to learn actively and creatively rather than receive knowledge passively and therefore inactively.However,exam-oriented education gives priority to the scores of students.The performance of student in all kinds of examinations is the criterion of judging the success of education.Under this pattern,cramming method of teaching finds its prevalence all over the school.In my opinion, the quality-orientation is much superior to the exam-orientation. Under the quality-oriented education, students are motivated and are eager to learn through their own experience. However, under the exam-oriented pattern, students bear too heavy pressure and their creativities and initiative are wasted. Students educated by this pattern can not match the pace of modern society and the pattern is already out of tune with the modern melody.。

提高教育质量的英语作文范文Improving the Quality of EducationEducation is a fundamental right and a crucial aspect of personal and societal development. It is the foundation upon which individuals build their knowledge, skills, and character, ultimately shaping their future and contributing to the progress of their communities. However, many educational systems around the world face challenges in providing high-quality education that effectively meets the diverse needs of students. Improving the quality of education is a pressing concern that requires a multifaceted approach involving various stakeholders.One of the key factors in improving the quality of education is the recruitment and retention of highly qualified and dedicated teachers. Teachers play a pivotal role in the learning process, and their expertise, passion, and commitment can significantly impact student outcomes. Ensuring that teachers receive competitive salaries, comprehensive training, and ongoing professional development opportunities is essential in attracting and retaining the best talent in the field of education. Additionally, providing teachers with the necessary resources, such as up-to-date teaching materials,technology, and support staff, can enhance their ability to deliver effective instruction and create engaging learning environments.Another important aspect of improving the quality of education is the implementation of a well-designed and comprehensive curriculum. The curriculum should be aligned with the latest educational standards and research-based best practices, ensuring that students are exposed to a diverse range of subjects and skills that are relevant to their personal and professional development. Curriculum development should involve input from various stakeholders, including educators, subject matter experts, and community members, to ensure that it reflects the needs and aspirations of the local context.Effective assessment and evaluation systems are also crucial in improving the quality of education. Assessments should not only measure student learning but also provide valuable feedback to teachers, allowing them to adjust their instructional strategies and tailor their approach to individual student needs. Additionally, regular evaluations of the overall educational system, including the performance of schools, teachers, and administrators, can help identify areas for improvement and inform policy decisions.Fostering a culture of innovation and continuous improvement is another key aspect of enhancing the quality of education.Encouraging educators to experiment with new teaching methodologies, integrate technology into the learning process, and collaborate with peers can lead to the development of more effective and engaging educational practices. Providing opportunities for professional development, research, and peer-to-peer learning can further support this culture of innovation and continuous improvement.Parental and community involvement is also essential in improving the quality of education. When parents and community members are actively engaged in the educational process, they can provide valuable insights, support, and resources that can enhance the learning experience for students. Schools should strive to create strong partnerships with parents and the local community, encouraging their participation in decision-making processes, volunteering, and supporting educational initiatives.Finally, ensuring equity and inclusivity in the educational system is crucial for improving the quality of education. All students, regardless of their socioeconomic background, ethnicity, or ability level, should have access to high-quality educational opportunities that cater to their unique needs and support their personal growth. This may involve implementing targeted programs, providing additional resources to underserved communities, and addressing systemic barriers that hinder equal access to education.In conclusion, improving the quality of education is a multifaceted challenge that requires a comprehensive and collaborative approach. By focusing on the recruitment and retention of qualified teachers, implementing a well-designed curriculum, utilizing effective assessment and evaluation systems, fostering a culture of innovation, encouraging parental and community involvement, and promoting equity and inclusivity, we can work towards creating educational systems that empower students, unlock their full potential, and contribute to the overall progress and prosperity of our societies.。

“素质教育”能译为character education吗近年来，中国大力倡导素质教育，围绕“素质教育”一词的英译也产生了不少，如有的将其直译为quality education，有的则译为quality based education，quality??oriented education, diathesis education, education for all??round development等。

《为了13亿人的教育》一书是对中国前国务院副总理李岚清的访谈录，由外语教学与研究出版社于2004年出版的该书英译版Education for 1.3 Billion??，由北京外国语大学、外文局、中央编译局专家翻译，十几位外国专家参与润色。

该书把“素质教育”统一译为“character education”。

学者张国荣在《“素质教育”英译述评》一文中也是引经据典，认为“把‘素质教育’译为character education，比较全面准确地传达了原文的语义信息，达到了语际交际的目的。

character education只是‘素质教育’的意译，与原文的‘素质教育’相比，它的语义面要小一些，这是翻译中难以避免的局限性”[1]。

然而果真如此吗？??美国中小学教育，正经历着“品格教育运动”(character education movement)，它与我国的素质教育遥相呼应，并给世界性的学校教育改革运动提供有益的启示。

它强调培养学生对关心、公平、责任等基本价值观与公民道德的尊重与实践能力，强调对学生进行积极的道德教育与价值引导。

品格教育所奉行的首要哲学原则是：存在一些广泛共享的、至关重要的核心道德价值观，例如关心、诚实、公正、责任以及自尊和尊重他人，这一切构成了良好品格的基础。

??由此可见，character education强调的是道德领域，是关于品格的6个方面：trustworthiness（信任）、respect（尊敬）、responsibility（责任）、fairness（公平）、caring（关爱）与citizenship（公民身份）。

中国一些流行词语的英文表达1. 素质教育：Quality Education2. EQ：分两种，一种为教育商数Educational quotient，另一种情感商数Emotional quotient3. 保险业：the insurance industry4. 保证重点指出：ensure funding for priority areas5. 补发拖欠的养老金：clear up pension payments in arrears6. 不良贷款：non-perFORMing loan7. 层层转包和违法分包：mutlti-level contracting and illegal subcontracting8. 城乡信用社：credit cooperative in both urban and rural areas9. 城镇居民最低生活保障：a minimum standard of living for city residents10. 城镇职工医疗保障制度：the system of medical insurance for urban workers11. 出口信贷：export credit12. 贷款质量：loan quality13. 贷款质量五级分类办法：the five-category assets classification for bank loans14. 防范和化解金融风险：take precautions against and reduce financial risks15. 防洪工程：flood-prevention project16. 非法外汇交易：illegal foreign exchange transaction17. 非贸易收汇：foreign exchange earnings through nontrade channels18. 非银行金融机构：non-bank financial institutions19. 费改税：transFORM administrative fees into taxes20. 跟踪审计：foolow-up auditing21. 工程监理制度：the monitoring system for projects22. 国有资产安全：the safety of state-owned assets23. 过度开垦：excess reclamation24. 合同管理制度：the contract system for governing projects25. 积极的财政政策：pro-active fiscal policy26. 基本生活费：basic allowance27. 解除劳动关系：sever labor relation28. 金融监管责任制：the responsibility system for financial supervision29. 经济安全：economic security30. 靠扩大财政赤字搞建设：to increase the deficit to spend more on development31. 扩大国内需求：the expansion of domestic demand32. 拉动经济增长：fuel economic growth33. 粮食仓库：grain depot34. 粮食收购企业：grain collection and storage enterprise35. 粮食收购资金实行封闭运行：closed operation of grain purchase funds36. 粮食销售市场：grain sales market37. 劣质工程：shoddy engineering38. 乱收费、乱摊派、乱罚款：arbitrary charges, fund-raising, quotas and fines39. 骗汇、逃汇、套汇：obtain foreign currency under false pretenses, not turn over foreign owed to the government and illegal arbitrage40. 融资渠道：financing channels41. 商业信贷原则：the principles for commercial credit42. 社会保险机构：social security institution43. 失业保险金：unemployment insurance benefits44. 偷税、骗税、逃税、抗税：tax evasion, tax fraud and refusal to pay taxes45. 外汇收支：foreign exchange revenue and spending46. 安居工程：housing project for low-income urban residents47. 信息化：inFORMation-based; inFORMationization48. 智力密集型：concentration of brain power; knowledge-intensive49. 外资企业：overseas-funded enterprises50. 下岗职工：laid-off workers51. 分流：reposition of redundant personnel52. 素质教育：education for all-round development53. 豆腐渣工程：jerry-built projects54. 社会治安情况：law-and-order situation55. 民族国家：nation state56. “台独”："independence of Taiwan57. 台湾当局：Taiwan authorities58. 台湾同胞：Taiwan compatriots59. 台湾是中国领土不可分割的一部分：Taiwan is an inalienable part of the Chinese territory.60. 西部大开发：Development of the West Regions61. 可持续性发展：sustainable development62. 风险投资：risk investment63. 通货紧缩：deflation64. 扩大内需：to expand domestic demand65. 计算机辅助教学：computer-assisted instruction ( CAI )66. 网络空间：cyberspace67. 虚拟现实：virtual reality68. 网民：netizen ( net citizen )69. 电脑犯罪：computer crime70. 电子商务：the e-business71. 网上购物：shopping online72. 应试教育：exam-oriented education73. 学生减负：to reduce study load74. “厄尔尼诺”：（EL Nino）75. “拉尼娜”：（La Nina）76. “智商”：（IQ）77. “情商”：（EQ）78. “第三产业”：（third/tertiary industry,service sector,third sequence of e nterprises）79．“第四产业”：（quaternary/inFORMation industry）79. “军嫂”：（military spouse）80. “峰会”（香港译“极峰会议”）”：summit(conference)81. “克隆”：clone82. “冰毒”：ice83. “摇头丸”：dancing outreach84. “传销”：multi level marketing85. “（计算机）2000年问题”：Y2K problem(y for year, k for kilo or thousand)86. “白皮书”：white paper(不是white cover book)87. “傻瓜相机”：Instamatic(商标名，焦距、镜头均固定，被称为foolproof相机)；88. “白条”：IOU note（IOU：债款、债务，由I owe you 的读音缩略转义而来）89. “巡回招聘”：milk round（一种招聘毕业生的方式，大公司走访各大学及学院，向求职者介绍本公司情况并与报名者晤谈）。

Education is a fundamental aspect of human development and societal progress.It equips individuals with the knowledge,skills,and values necessary to contribute to the economy and participate in civic life.Here are some key points to consider when discussing education issues in an English essay:1.Access to Education:The essay could explore the disparities in access to education across different socioeconomic groups,regions,and genders.It could discuss the efforts made by governments and NGOs to ensure universal access to education.2.Quality of Education:The quality of education is crucial for student development.The essay might delve into the factors that contribute to highquality education,such as welltrained teachers,adequate resources,and effective teaching methods.cational Inequality:This issue could be examined through the lens of unequal opportunities and outcomes in education.The essay could discuss the impact of inequality on society and propose solutions to bridge the gap.4.Technology in Education:The integration of technology in classrooms has transformed the way education is delivered.The essay could explore the advantages and challenges of using technology in education,such as enhanced learning experiences and the digital divide.5.Curriculum Development:The essay could discuss the importance of a wellrounded curriculum that not only focuses on academic subjects but also includes life skills,critical thinking,and creativity.6.Early Childhood Education:The significance of early childhood education in laying the foundation for lifelong learning could be a central theme.The essay might explore the benefits of early intervention and the role of parents and educators in this stage.7.Higher Education:The essay could address the challenges and opportunities in higher education,including the rising costs,student debt,and the value of a college degree in the job market.8.Lifelong Learning:With the rapid pace of change in the modern world,the concept of lifelong learning has become increasingly important.The essay could discuss the importance of continuous education and the role of institutions in facilitating it.9.Special Education Needs:The essay might highlight the unique challenges faced by students with special needs and the importance of inclusive education policies andpractices.10.Global Perspectives on Education:Comparing and contrasting educational systems and philosophies from around the world could provide a broader understanding of the diversity in educational approaches.11.The Role of Education in Social Mobility:The essay could explore how education serves as a tool for social mobility and the barriers that exist for certain groups to achieve this.12.The Impact of COVID19on Education:The pandemic has had a profound impact on education systems worldwide.The essay could discuss the shift to remote learning,its implications,and the challenges faced by educators and students.When writing an essay on education issues,it is essential to provide a clear thesis statement,use relevant examples,and present a wellstructured argument.Additionally, incorporating research and data can strengthen the essays credibility and persuasiveness.。

中国校外教育下旬刊教学方法How t o carry out“Quality-oriented”Educati on in English Teaching◆韩小乐陈　虹Ab stract:This paper introduces s om e methods about how t o carry ou t qual it y-orien t ed educati on i n Engli s h class.W ith j oining theWTO,i n t ernati onal culture com2 munication and o t her as pect s relat i on have been increased a l o t.Engli s h has bec om e more and mo re i mport ant i n cu rrent s oci ety.However,a l o t of Chines e s tuden ts cou l d not master English comp l etel y.Theref o re,quali t y-o rien t ed educati on,as a ne w educati onal concep t,is mo re and more welcome.It is t o t ake student’s devel2 opment,the qualit y enhance m ent as the es sen ti al t arget.English t each i ng i s a part of quality-ori ented educati on.I exp ect thes e wou l d be an i m ating Englis h teaching in school.Key wor ds:quality-ori ented educati on　English class　i n itiat i veI.In trod uct i onW ith the arrival of knowledge econo m y and i nformati on age,citizen’s quality will play amo re and mo re i mport ant r ole in the p r ocess of refor m ing and devel op2 ment in our coun try.Under the ne w situat i on i n which technol ogy and educati on develop rapidly,"qualit y-oriented"educati on as a k i nd of education i dea and concep ti on is being p ai d more att ention by the educati onal circles even all the p e op l e.English is a bri dge c onnecting C hinaw it h the wo rld.It is very neces s ary t o carry out“qualit y-o rien t ed”education in Engli s h t eaching.(余丽,2005)1 Therefore,we s hould do s omething t o change Englis h t eaching fr om the ori ginal p att ern which stress es gra mmar,vocabu l ary and o t her language kno w l edge and negl ects the training of t he ab ility of t he s tuden t’s act ual ut ili zat i on of the l anguage t o t he pattern emphasi zi ng st uden t’s interest,experi ence of li fe and cogn iti on lev2 el,advocating p ractice,p artici pation,c oop erat i on and communication and devel2 oping s tuden ts’comp rehen s ive ab ility to use l anguage.II.How to Car ry ou t“Qua l i ty-or i en ted”Ed uca tion i n En g lis h C l a s s2.1A r ouse Studen ts’I n itiat i veI ni ti ative refers t o an inten s e desire that students the m sel ves p roduce t o ac2 quire know l edge.Under this cond iti on,students w ill s how positive i n itiati ve, good at t enti on and will of overcom i ng difficu lties.I n t h is way,t hey can p artici2 p ate in every cl ass acti vity and keep l ong-ti me enthusi as m.Therefore,sti m ula2 ting st uden t’s i n itiati ve is the foundati on as well as the h i ghest level of"quality-o rien t ed"educat i on.In English teaching,we s hou l d hel p students take interest in English and pay attent i on t o the sense of deligh t du ring teaching.As wel l,I n t erest is studen ts’intrinsic drive and the most realistic and acti ve p art in s tuden ts’activi ti es.(陈秀华,1999:91)2.L earning interest may affect no t on l y thei r st udy qual it y,but als o certain developm ent of poten ti al qualities and a2 bilities.This k i nd of educati on is t o let st udents realize p leasure i n s tudy.Besides,I n English i n structi on,rich material s c ou l d sti m ulat e s tuden ts’mo2 tivati on and recei ve ideal teaching results.For exa mp l e,t ongue t wisters,Englis h ri dd l es,English i d i om s and proverb s,Englis h wisdom and s o on.2.2Foster Students’Pers onal it y and M ake t hem Devel op A s ynchronouslyAlthough it is an objective reality that s tuden ts are differen t fr om each o t her in English study,t eachers should s t ill understand s tuden ts deep l y,t each the m i n acco rdance with t heir apti t udes,educate and gu i de the m i n the way t hat conf o r m s t o educat i onal rule and student s’devel opm ent both physically and men t al l y.(潘菽婷,1997:78)3The students who fal l beh i nd mu st be t aken int o consi derati on when t hey are explaining new knowledge,and pri vilege should be offered t o t hem when asking questi ons,d irecti on s should be given at t he ti me of t aking exercises and p ro m pt p raise mu st be given if t hey get p rogress."Qualit y-oriented"educat i on can p r omo t e pers onal devel opment.Si nce every one has his own characteri s t i cs,t eachers must res pect their pers onality and underst and t heir unique p ers onal charact eristics.I n this way,students’poten tial will be sti mu l ated effectively.2.3PayMo re A tt enti on to t he Developm en t of Innovation Spi ritI nnovati on is an obvi ous mark of knowledge and econom y age.Tho s e who have large kno w l edge and intelligence are needed in fu t u re s ociet y,in c on trast,the ones having high s cores but poo r ability will be weeded out.To raise students’creative s pi rit in English teaching i s t o l et the m that kno w language st udy is not just for m e mo rizing s ome gra mmar rules and v ocabulary,bu t f o r communicati on and creati on with language.It is po ssi b l e t hat t here is litt l e t hought pattern i n students’m i nd,and they could propo s e s om e ne w i deas wh i ch m ay be i m m at u re, even absurd.However,teachers should treat the m war m ly and all ow s tuden ts challenge autho rity.In a word,teachers should m ake t hem acti vel y exp l ore and disc over questi on s,accep t ne w knowledge,ne w i deas and new m et hods,and fi2 nally pave t he way t o becom e innovat i ve talent in future.2.4Ut ilizeModern Audi ovisual Instructi on t o Establ is h L anguage Environ2 ment s o as t o Enhance St udents’Syn t hesizing C a p acityThe gras p of hum an’s knowledge moves fr om percep ti onal t o rati onal,s o is language study.(孙娜,1999:80)4.L et st udents learn t o t h ink abou t question s and exp ress in Engli s h through unders t and i ng and training.And t eachers s hou l d us e each k i nd of audi ovisual ai d s,l i ke p icture,ob j ect,model,vi deo recorder, slide show,language labo rat ory,comp uter mu lti m ed i a and s o on t o fully sti m u2 lat e students’every s en s e o rgan,attract their atten ti on and m ake their m ind ac2 tive.Besides,s poken language should be carri ed out.The ability of heari ng ands peak i ng trai n i ng should be carried ou t at t he s ame ti me.The training of writing should be the method t o cons olidat e and i mp r ove the cl ass instruction.However,al l t he training fi nally ai m s t o i mp r ove their abili t y t o apply t he l anguage and co mmun i cat e with others.III.C on clus i onI n brief,class inst ruct i on,wh i ch is the basic and ess ential link in the teaching,is at t he m aj or p l ace t o let s tuden ts l earn know l edge and raise ab ility. Through t h is f o r m,s yste m ic s cien ti fic ele m en t ary knowledge and basi c s ki lls would be taugh t;st uden ts’m ind would be devel op ed;ability would be raised. Only l i ke t h is,can we effect i vel y carry ou t“quali t y-oriented”educati on,sti m2 u late all student s’poten t and i m p rove t heir quality.Refer ences:[1]余丽.融素质教育与英语教学.大庆社会科学,2005,(4).[2]陈秀华.素质教学与中学英语教学.全面素质教育论坛,1999.[3]潘菽婷.谈素质教育与英语课堂教学.阜阳学报,1997,(4).[4]孙娜.如何在英语课堂中实施素质教育.中国冶金教育,1999,(6).(作者单位:山东济南市商河弘德中学)11/2008 28。

四级补全句子经典短语例句Talked to a stranger you meet by chance in the wood.对一个你在树林中偶然遇到的陌生人说话。

So it will have a free space to further develop, and be for certain of great significance of reality and society in the intelligence decision-making of commerce.因而具有更大的发展空间，必将在商业智能决策中产生巨大的现实意义和社会意义。

I wanted to be certain of my own wisdom by copying Solomon, who had knowledge of hyssop and of tree.我希望仿效通晓牛膝草和树木知识的所罗门王，确信自己的智慧。

Now he could focus his attention on examining the strange ring.现在他可以集中注意研究这枚戒指了。

However, people should be cautious of the excessive reliance on cell phones.但是，人们也要警惕对于手机的过度依赖。

In no case can we cheapen the quality of products.在任何情况下我们都不能降低产品质量。

What would happen to her in case I was ill, in case I died, or if we simply grew cold to one another?万一我病了，万一我死了，或者如果我们只是对彼此变得冷漠了，她将会怎么样呢？It should notify an administrator in case of a system error.在系统出错的情况下，它应该能够通知管理员。

安全生产英文标语安全生产英文标语1、加强质量教育、提高质量意识。

Strengthening quality education and improving quality consciousness.2、安全勤劳，生活美好。

Safety, diligence, good life.3、正确使用它、事故就少了。

If you use it correctly, there will be fewer accidents.4、安全在管理，管理在干部。

Safety in management, management in cadres.5、疾病从口入，事故由松出。

Diseases from mouth to mouth, accidents from loose.6、无事勤提防，遇事稳如山。

There is nothing to watch out for.7、生命只有一次，安全伴君一生。

Only one life, safety to life.8、干部松一寸，职工松一尺。

Cadres loose inch, worker loose one foot.9、事故不难防，重在守规章。

The accident is not difficult, mainly to the rules.10、安全为了生产，生产必须安全。

Safety in order to produce, production must be safe.11、治病要早，除患要细。

Treatment should be early, except for slight illness.12、安全第一，预防为主。

Safety first, prevention first.13、生产必须安全，安全促进生产。

Production must be safe and safe to promote production.14、事故猛于虎，隐患是豺狼。

素质教育用英语怎么说素质教育用英语怎么说？在英文中，素质教育通常被表达为“Quality Education”。

这个术语涵盖了教育体系中多方面的要素，不仅仅是学术能力的培养，还包括道德、文化、社会交往等方面的教育。

素质教育的目标是培养学生全面发展的能力，让他们不仅具备专业知识和技能，更重要的是具备良好的道德修养和社会责任感。

素质教育旨在培养学生成为有担当、有情怀、有品德的人才，为社会的发展和进步做出积极的贡献。

在素质教育的实践中，教育者需要综合运用各种教学手段和方法，注重培养学生的创新思维、实践能力和团队合作精神。

素质教育要求学校和教师注重学生个体差异，保障每个学生都能得到充分的关注和支持，激发他们的学习兴趣和潜能。

同时，学生也要主动参与学习过程，树立正确的人生观和价值观，积极实践素质教育的理念。

在国际视野下，素质教育得到了广泛的认可和推广。

不同国家和地区在素质教育方面有着各自的实践和经验，交流与合作是推动素质教育发展的重要途径。

在全球化的背景下，素质教育的理念和实践正在成为国际教育改革的重要议题，各国都在不断探索和完善素质教育的路径和方法。

总之，素质教育在世界范围内都备受重视，它是推动教育进步和促进社会和谐发展的有效途径。

通过深入理解和实践素质教育，我们将培养出更多具有全面素质和创新能力的人才，为构建美好的社会和未来做出更大的贡献。

Quality Education）。

这个术语涵盖了教育体系中多方面的要素，不仅仅是学术能力的培养，还包括道德、文化、社会交往等方面的教育。

素质教育的目标是培养学生全面发展的能力，让他们不仅具备专业知识和技能，更重要的是具备良好的道德修养和社会责任感。

素质教育旨在培养学生成为有担当、有情怀、有品德的人才，为社会的发展和进步做出积极的贡献。

在素质教育的实践中，教育者需要综合运用各种教学手段和方法，注重培养学生的创新思维、实践能力和团队合作精神。

素质教育要求学校和教师注重学生个体差异，保障每个学生都能得到充分的关注和支持，激发他们的学习兴趣和潜能。

阅读理解之15选10（三级、四六级题型）阅读技巧1：词性法。

A survey of English schoolchildren shows boys and girls are worrying about the way they look. The found that over half of male schoolchildren lacked confidence because of their body . The figure for girls was slightly , at 59 percent. Researchers questioned 693 teachers about how their students about their bodies. All the children had taken lessons on body image and self-esteem.A)about B) attractive C) blame D) complete E) discover F) fat G) felt H) for I) higher J) lazy K) questions L) reasons M) shape N) study O) upset阅读技巧2：词汇法（词汇搭配）推荐几种单词记忆的方法：1. 背A级、三四六级大纲词汇；2. 通过阅读文章，积累热点单词；3. 将记单词和兴趣爱好结合起来。

Around 55 percent of teachers reported that girls were "ultra-sensitive" to comments their looks.A) about B) attractive C) blame D) complete E) discover F) fatG) felt H) for I) higher J) lazy K) questions L) reasons M) shape N) study O) upset阅读技巧3：上下文联系。