scholarly journals On “4321” Strategy of English Continuation Writing for Senior High School Students

2021 ◽  
Vol 11 (4) ◽  
pp. 22
Author(s):  
Jian Li
Keyword(s):  
High School Students ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
School Students ◽  
College Entrance ◽  
High Quality ◽  
Teachers And Students ◽  
Composition Materials ◽  
Set Up ◽  
Writing Task

Under the new form of education, the continuation writing task is officially incorporated into college entrance examination English. This is a collision of imitation and innovation, and it is a very good direction of education and teaching. But at the same time, it brings challenges to both English teachers and students who have been stuck in the rigid writing mode. Therefore, they should change writing patterns, select high-quality composition materials reasonably, and set up interesting plots. Then, teachers should organize valid information to improve the students’ self-improvement levels. Finally, they should integrate high-quality articles to stimulate writing interest and enthusiasm, thus promoting students’ continuation wring abilities.

scholarly journals Influence of the Reform of College Entrance Examination on High School Physics Curriculum in Shanghai

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Yunlin Chen ◽  
Guangtian Zhu
Keyword(s):  
High School ◽  
High School Students ◽  
School Curriculum ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
School Students ◽  
College Entrance ◽  
High School Physics ◽  
Physics Curriculum ◽  
The Impact

A new round of the reform of college entrance examination is in progress in China, which would inevitably influence high school curriculum, especially physics. According to our statistics, the proportion of students choosing physics as a selective subject decreased significantly after the reform of college entrance examination was carried out. We conducted a study in Shanghai, one of the pilot areas of the reform, to investigate the impact of the new reform policy of college entrance examination on high school physics curriculum with interviews and FCI tests, thus to provide references for the future reform. We found that compared with the conditions before the reform, the high school students from Shanghai learned less about physics and physics teachers has less time to teach and communicate with students. What is more, college freshmen from Shanghai fell behind those who came from other areas in FCI performance before and even after a term of formal instruction.

scholarly journals Review of the Literature on Career Cognition in High School Students

2021 ◽  
Vol 3 ◽  
pp. 43-45
Author(s):  
Haitao Hu
Keyword(s):  
High School ◽  
High School Students ◽  
Career Planning ◽  
Entrance Examination ◽  
Solution Path ◽  
Cognitive Level ◽  
College Entrance Examination ◽  
School Students ◽  
College Entrance ◽  
And Coping

This paper summarizes and summarizes the career cognition of high school students. Explore from the career cognitive level, education methods, understanding methods, and coping measures of high school students. It objectively describes the current situation and solution path of the career planning of high school students under the new college entrance examination reform.

scholarly journals Influence of the Reform of College Entrance Examination on High School Physics Curriculum in Shanghai

10.37906/r2 ◽  
2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
School Curriculum ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
School Students ◽  
College Entrance ◽  
High School Physics ◽  
Physics Curriculum ◽  
The Impact

A new round of the reform of college entrance examination is in progress in China, which would inevitably influence high school curriculum, especially physics. According to our statistics, the proportion of students choosing physics as a selective subject decreased significantly after the reform of college entrance examination was carried out. We conducted a study in Shanghai, one of the pilot areas of the reform, to investigate the impact of the new reform policy of college entrance examination on high school physics curriculum with interviews and FCI tests, thus to provide references for the future reform. We found that compared with the conditions before the reform, the high school students from Shanghai learned less about physics and physics teachers has less time to teach and communicate with students. What is more, college freshmen from Shanghai fell behind those who came from other areas in FCI performance before and even after a term of formal instruction.

Does the SAT Help Colleges Make Better Selection Decisions?

1985 ◽  
Vol 55 (2) ◽  
pp. 195-220 ◽  
Author(s):  
James Crouse
Keyword(s):  
High School ◽  
High School Students ◽  
Student Performance ◽  
Entrance Examination ◽  
Educational Testing ◽  
College Entrance Examination ◽  
School Students ◽  
Grade Point ◽  
Testing Service ◽  
Educational Testing Service

The College Entrance Examination Board and the Educational Testing Service claim that the Scholastic Aptitude Test (SAT) improves colleges' predictions of their applicants' success. James Crouse uses data from the National Longitudinal Study of high school students to calculate the actual improvement in freshman grade point averages, college completion,and total years of schooling resulting from colleges' use of the SAT. He then compares those predictions with predictions based on applicants' high school rank. Crouse argues that the College Board and the Educational Testing Service have yet to demonstrate that the high costs of the SAT are justified by its limited ability to predict student performance.

The Secondary School Mathematics Curriculum Improvement Study: A Unified Mathematics Program

1974 ◽  
Vol 67 (1) ◽  
pp. 25-33
Author(s):  
Howard F. Fehr
Keyword(s):  
High School Students ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Entrance Examination ◽  
Function Concept ◽  
College Entrance Examination ◽  
School Students ◽  
Early Introduction ◽  
Number Systems ◽  
The University

IN THE early 1950s the mathematicians at the university level began justifiably to criticize the mathematical preparation of high school students for university study. Partly because of this criticism, a number of reform movements arose, of which those of the University of Illinois Committee on School Mathematics, the Commission on Mathematics of the College Entrance Examination Board, and the School Mathematics Study Group were most notable. The activities of these reform groups brought about a great improvement of the mathematics curriculum, though maintaining the traditional separation of mathematics into yearly units of study, especially for algebra and geometry. Included in these programs were quite a few topics not found in the pre-1950 era, such as the structure of the several number systems, the early introduction of the function concept, and a more rigorous presentation of Euclidean synthetic geometry. Likewise, the notions of sets and set operations were used to the advantage of better understanding.

Plant Biotechnology Workshop for High School Students

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 504e-504
Author(s):  
Erika Szendrak ◽  
Paul E. Read ◽  
Jon S. Miller
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Science ◽  
Plant Biotechnology ◽  
Plant Science ◽  
High School Biology ◽  
School Students ◽  
Subsequent Transformation ◽  
Set Up

Modern aspects of many subjects (e.g., computer science and some aspects of medical science) are now taught in many high schools, but the plant sciences are often given short shrift. A collaboration was therefore established with a high school biology program in which pilot workshops could be developed to enable advanced students to gain insights into modern plant science techniques. A successful example is the workshop on plant biotechnology presented in this report. This workshop is simple and flexible, taking into account that most high school biology laboratories and classrooms are not set up for sophisticated plant science/biotechnology projects. It is suitable for from 10 to 30 students, depending upon space and facilities available. Students work in pairs or trios, and learn simple disinfestation and transfer techniques for micropropagation and potential subsequent transformation treatments. Students gain insights into: sterile technique and hygiene; plant hormones and their physiological effects; plant cell, tissue and organ culture; the influence of environmental factors on response of cells and tissues cultured in vitro; and an understanding of the phenomenon of organogenesis and resulting plant growth and development. This workshop has been tested on several classes of students and following analysis, several refinements were included in subsequent iterations. Results of the students' experiments have been positive and instructive, with student learning outcomes above expectations. Further details of the workshop techniques and approach will be presented.

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