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zjrlisa 发表于 2013-12-4 12:32 ![](static/image/common/back.gif)
LZ给孩子们补课,帮助需要帮助的人,这个本身没错,大家各取所需嘛。
可是贬低这里的教育体系和老师,似乎 ...
人才辈出是因为以前别的国家没有人才吧。大家都注意学习了,可能竞争就不一样了。
此外,澳洲的教育问题连今天的ABC都报道了,已经滑坡了。你觉得是学生问题还是老师问题呢?
还是一句话,我没有贬低,也许你可以说我抬高自己,但是绝对没有贬低他们。如果算失败也许是成绩的失败,此外对于失败的定义也不一样,人的活法不一样,比如你觉得不需要补习,就没有必要去补习。连我自己都没有觉得非要补习不可。
http://www.abc.net.au/news/2013-12-03/australian-students-slipping-behind-in-maths-reading/5132526
Australian students slipping behind in maths, reading: OECD report
Updated 48 minutes ago
Video: Christopher Pyne says the results are a 'serious wake-up call' (ABC News)
A teacher gives instructions to her pupils in a classroom
Photo: The report shows Australian high school students are slipping further behind on maths, science and reading. (AFP: Anne-Christine Pouloulat, file photo)
Related Story: Labor refuses to back own move to cut university funding by $2.3b Related Story: Pyne hails 'national model' after backflip on Gonski funding Related Story: Abbott to honour Gonski school funding deals
Map: Australia
A new report comparing Australian high school students with 65 other countries shows the nation is slipping further behind in maths and reading skills.
The 2012 Programme for International Student Assessment (PISA) measures the mathematics, reading and science skills of half a million 15-year-olds from around the world.
It found Australian teens placed equal 17th in maths, equal 10th in reading and equal 8th in science.
Asian countries like China, Singapore, Korea and Japan are pulling ahead of Australian students in maths and reading.
The results show Australian students are slipping in maths performance by about a half a year of schooling compared to 10 years ago.
How the states/territories rated:
Maths
Science
Reading
ACT 518 534 525
NSW 509 526 513
VIC 501 518 517
QLD 503 519 508
SA 489 513 500
WA 516 535 519
TAS 478 500 485
NT 452 483 466
AUST 504 521 512
Shanghai 613 580 570
The decline was stronger in girls than boys, with girls dropping to the Organisation for Economic Co-operation and Development (OECD) average.
The report also found a wide gap between students in different parts of the country.
Tasmania and the Northern Territory lagged well behind other states in all three areas.
About 14,500 Australian students from 775 schools were measured in the assessment, which was conducted by the Australian Council for Educational Research (ACER) for the OECD.
ACER's director of educational monitoring and research, Dr Sue Thomson, says gender, Indigenous status and socio-economic status still divide student outcomes.
Australian students from a wealthy background show a difference of about two-and-a-half years of schooling compared to a student from the lowest socio-economic group.
Questionnaire responses have also found girls hold a much more negative view about maths.
"Australia has slipped backwards to the type of gender disparity that was seen decades ago, and the performance scores of girls coupled with a number of particularly negative motivational attitudes puts Australia further away from providing all students with the same educational opportunities," Dr Thomson said.
Indigenous students are on average performing significantly worse than non-Indigenous students, a difference of about two-and-a-half years of schooling or more in maths, science and reading.
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Ms Thomson also raised concerns that more than two-fifths of students failed to reach base proficiency levels in maths.
"These are the levels at which the Ministerial Council set as not really ambitious goals but achievable goals for a country such as Australia and for a large proportion of students not to be achieving those results is quite a worry," she said.
Twelve other countries also showed declines in maths literacy over 10 years, with the largest decline occurring in Sweden, then Finland, New Zealand, Iceland then Australia
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