Essay代写：American high school of science－r51due

下面为大家整理一篇优秀的essay代写范文- American high school of science，供大家参考学习，这篇论文讨论了美国的理科高中。如今，科技创新人才已是增强一国国际竞争力的核心力量，而美国的理科高中是美国在高中阶段培养科技创新人才后备力量的重要途径。理科高中，是美国特别强调科学、技术、工程以及数学学科领域教育的一类特色学校，以高中理科资优生，即对数学、物理、化学、生物以及计算机学科领域的学习具有浓厚的兴趣，且在这些领域资赋优异的高中学段的学生，为培养对象。在此背景之下，作为培养理科资优生最为全面和系统的途径，理科高中日渐受到关注。

Science in high school, is the particular emphasis on science, technology, engineering and mathematics education in the field of a class of characteristic school, with gifted students, high school science of mathematics, physics, chemistry, biology and computer science in the field of study to have the strong interest, and in these areas of giftedness high middle school students, to develop a target. Since the beginning of the 21st century, all sectors of the United States have once again emphasized the importance of cultivating a reserve of indigenous scientific and technological innovation talents for the future development of the country. Under this background, as the most comprehensive and systematic way to cultivate gifted students in science, science high schools are getting more and more attention.

The origins of the American high school of science can be traced back to 1904 with the founding of stephenventer high school in New York City. The whole 20th century witnessed the development of American high schools of science.

The goal of science high schools established in the early 20th century was not to enhance students' abilities or provide suitable education for gifted students in science, but to cultivate a workforce with professional skills. In 1957, the Soviet union launched Sputnik, sparking a sustained interest in science education in the United States since the second half of the 20th century. The United States government and the public have provided important support for the development of science education. By the 1980s, many states had established state high schools of science.

At first, legislative authorities and educational institutions in many states actively established high schools with science characteristics, mainly out of concern about the shortage of native scientific and technological talents in the United States in the future, hoping to enhance the economic competitiveness of the United States. 1980 North Carolina science school, the nation's first state-boarding high school for science, was established. At the time, the north Carolina state government built science high schools based on three considerations. One is that the economic prosperity of a state increasingly depends on the development of industries of technical goods and services. To keep North Carolina competitive, the state is proposing to strengthen science education in high school. Second, the education of gifted students in science should be improved. No matter whether the current education of gifted students in science can provide them with more suitable educational opportunities, the state boarding high school of science can certainly provide them with better education. Third, we hope that through the educational experience of science high schools, new teaching materials, teaching methods and teacher training programs will be further developed to benefit all schools in north Carolina. Subsequently, given the fact that ordinary schools, especially those in rural areas and areas with imperfect education systems, cannot effectively provide gifted science students with enough STEM education to meet their needs, gifted education researchers and scientists in the United States strongly call on states to establish science high schools.

By 1988, science high schools in the United States had reached a certain size, and some schools began to form alliances to communicate with each other and discuss issues of common concern. To that end, they formed a national nonprofit group, the association of American high schools with a special science background. The association has more than 100 existing institutional members and more than 100 affiliated members each. Its members include science secondary schools, and affiliated members, represented by colleges, foundations, and corporations, are committed to reforming math and science education with the mission of promoting national policies, promoting cooperation, and promoting good educational practices. According to the association's 2004 report, 75 percent of its members are full-time schools, 25 percent are part-time program schools, 80 percent are non-boarding schools, 18 percent are boarding schools, and 2 percent have both. Of these, 69 percent admit students in grades 9 through 12, 4 percent in grades 10 through 12, 22 percent in grades 11 through 12, and 5 percent in elementary and middle schools.

Science high schools have different educational systems, both public and private. Of all the high schools for science, 17 are state boarding schools, established by the state to maintain or expand its competitive edge in technology. These high schools have a dual mission: on the one hand, to provide education services to meet the needs of gifted students in science and technology, and to ensure the formation of a reserve force of scientific and technological innovation talents; On the other hand, it promoted the development of public education throughout the state, especially the development of mathematics and science education.

In terms of school-running mode, science high schools can be divided into two types: one is the high school that enters the university in advance; the other is the independent high school. The nature of the school is determined by the law authorizing the establishment of the school. The high school that enters the university in advance is located in the university, which adopts the form of "school within school" and belongs to the university. Some of these high school students are actually enrolled in college. Independent high schools are located in universities or have independent campuses. Such high schools have the right to self-government, and curriculum development and faculty recruitment are not subject to university supervision.

The establishment of science high schools reflects the needs of American political, economic and educational development. Regardless of the differences in the mechanism and mode of running a school, the high school of science has created a learning environment that emphasizes science education and provides students with a higher level of training.

Science high schools in the United States pay more attention to science education. In addition to the three years of experimental science and three years of math required by the state high school graduation requirements, these schools provide students with the opportunity to take more math and science courses, and many of the school graduation requirements specify the number of science courses students must take. According to the survey conducted by American scholars on the boarding system of science high schools in the United States, 16 science high schools offer an average of 34 courses in natural sciences and 21.11 courses in mathematics. The number of science courses far exceeds the number of corresponding subjects offered in traditional high schools. In addition, of the 16 science high schools, 13 stipulate the number of required courses in mathematics. The 13 schools have an average of 3.12 required mathematics courses in their graduation requirements. Seven schools regulate the number of compulsory courses in natural sciences. The seven schools have an average of 5.36 required science subjects in their graduation requirements. The mathematics and science courses that science high school students learn are not only broad in scope, but also difficult and demanding in content. Many of the courses have met the university's curriculum standards for corresponding subjects. Some science high school students located in universities sometimes take classes directly with university students, using the same content.

In addition, the teaching of AP courses tends to cope with AP tests to a certain extent, and only a part of them is selected as the courses of science high schools. However, the courses developed and set by science high schools themselves go beyond the academic requirements of AP courses and lay more emphasis on cultivating students' experimental and research abilities. Therefore, scientific research has become the most characteristic part of science high school curriculum. According to statistics, each science high school provides students with scientific research opportunities at different levels. The study by Steven i. Pfeiffer et al. also showed that of the 16 state boarding science high schools surveyed, 13 provided students with primary or intermediate scientific research opportunities, and 11 provided advanced scientific research opportunities. Fourteen schools have provided external laboratory equipment and resources for student-involved research projects. The average student spends 6.19 hours a week doing practical research in a lab, which is not what the average American public school provides students with.

The depth of science high school curriculum is also reflected in its integration. Each school has developed integrated courses according to the training objectives, so as to cultivate students' abilities of using mathematical tools in scientific research and applying science knowledge comprehensively to solve practical problems. Thomas Jefferson high school of science in Virginia, for example, is a good example of integration. This course integrates the contents of biology, chemistry, physics and mathematics, and requires students to use mathematical skills to solve practical problems such as greenhouse effect, ozone reduction and biodiversity decline discussed in the course on the basis of certain knowledge of biology, chemistry and physics.

The United States high school of science teachers professional quality and experienced. Science high school teachers consist of full-time teachers and part-time teachers. Part-time teachers mainly include students' tutors, visiting scholars and other part-time teachers.

The average educational level of science high school teachers is higher than that of ordinary high school teachers. Almost all of them have a master's degree or equivalent in a professional field. Some schools also have about half of their teachers with doctorates, or the highest qualifications in a professional field. This reflects the standard of research-oriented teachers and lays a foundation for teachers to carry out in-depth teaching. Some science high school teachers in the United States have reached the professional level of university teachers of corresponding majors, but they are attracted by the more challenging work environment of science high school. In addition, the staff of all departments of science high schools are professionals with relevant backgrounds, so as to provide the most professional and timely services for students. Successful people from all walks of life in the United States, such as scientists and famous writers, also take an active part in the establishment and training of science high schools, and provide rich educational resources for cultivating gifted students of science as visiting scholars and mentors. Among them are some of the winners of important national science awards, such as professor Leon Lederman, co-founder of Illinois high school of science, who won the Nobel Prize in physics in 1988.

Experience is another characteristic of American high school science teachers. Most teachers who work in science high schools have a certain number of years of work experience, and some of them have been excellent teachers in various professional fields. In every science high school, there are members of national or regional discipline professional organizations, such as expert members of university committees in a subject area.

The American high school of science forms close partnerships with organizations outside the school. Universities, businesses and alumni associations are all involved in science high school programs. Among them, some cooperative institutions provide support for a certain activity of the school, such as sponsoring and rewarding various competitions held by the school, and some also provide long-term help for the teaching and research activities of teachers and students of the school. In this respect, universities play the most prominent role. Science high schools located on university campuses have access to the university's faculty resources and teaching facilities, reducing the need for science high schools to hire and manage school staff or to have a large number of laboratories. The south Carolina school of science offers a six-week program each summer for incoming high school juniors, during which many students participate in experimental research programs taught at south Carolina universities. In addition, universities provide high school science students with the opportunity to experience the cultural atmosphere of the university. So far, 14 state boarding high schools have established cooperative relationships with regional research institutes and national laboratories.

In addition, alumni provide a wide range of information resources and career development consulting services to students mainly through sponsoring educational programs, establishing scholarships and participating in educational activities.

Science high schools in the United States have an unusual learning environment. In these schools, teachers and students actively participate in all aspects of education, and their communication is more frequent and in-depth. In this process, the students of science high school are deeply influenced by their teachers and have a stronger interest in science learning. Students are willing to spend a lot of time and energy to communicate with teachers who are knowledgeable and pay attention to their interest development. It is also common for students to follow up with teachers after class. When students successfully completed research projects under the guidance of teachers, their mutual happiness rose sharply, which explains why even in the summer vacation, many students are still obsessed with scientific research and do not want to leave campus. Even in the fast food restaurant, they still focus on their own research. In addition, the high school of science provides a broad space for students who love science learning to communicate with each other, explore together and share the happiness of learning. In a very equal and free learning environment, teachers' teaching is no longer characterized by teaching traditional knowledge and maintaining their own authority. Instead, teachers pay more attention to the learning process of students and their sense of responsibility and ability to solve problems, and focus more on cultivating students' critical thinking and learning skills.

American high school of science plays an active role in the development of science education in the whole region. States have invested heavily in the development of science high schools, which have also promoted the overall reform and development of science education in their states through a series of outreach and enrichment activities. Through various activities, these schools further promote their experience in science education. For example, Illinois high school of science has outreach programs throughout the state of Illinois and online learning programs that have stimulated interest in science learning among elementary and middle school students in the region and improved their academic achievement. North Carolina high school of science has extensive after-school programs that are a cooperative force in improving k-12 education, especially in rural and remote areas. Maine high school of science, etc. High quality education in science high schools not only enhances students' interest in science learning, but also makes them outstanding in scientific research ability and creative problem-solving ability, and enables them to face more challenging university study and scientific research career with full confidence. According to statistics, 99% of science high school graduates are enrolled in universities, among which the proportion of students majoring in mathematics, science, engineering and technology is higher than that of ordinary high schools. In addition, 80 percent of students said they would pursue a master's or doctoral degree.

Despite the remarkable achievements of science high schools in the United States, they are faced with the problems of insufficient public support, lack of educational resources and lack of funds due to the differences in educational mechanism.

Perhaps the greatest challenge facing the construction and development of science high schools in the United States is the nation's vague understanding of the concept of excellence. On the one hand, the American people recognize that providing a high level of education for the best students by ensuring that they attend science high schools is an important way to meet the needs of scientific and technological development in the United States in the era of globalization. However, at the same time, people hold a skeptical attitude that helping a small number of gifted students achieve excellent development is to some extent elitist and unfair. As a result, local authorities and the public sometimes block support for science high schools. In their eyes, these "elite schools" plunder the educational resources provided to ordinary students. In addition, the public holds a wait-and-see attitude towards the development of science high schools because they cannot use effective identification methods to select gifted students from science high schools and cannot provide sufficient support for students in school.

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