反对
1. On the one hand, a national curriculum contributes to preserving a unified national culture and national cohesion.
2. Furthermore, a general curriculum decided by authority rather than by local schools avoids limiting students to a narrow scope of knowledge too early.
3. On the other hand, in a multi-cultural society, different ethnic communities should be given the opportunity to preserve and promote their traditional cultures.
4. It's beneficial to grant local schools the freedom to offer students some elective courses, which can help the school to build its unique culture charisma.
1． 为培养一个人生存所必备的能力，使学生获得起码的知识水平与思想，国家需要制定统一的必修课。比如统一学习国家的历史，文学入门，语言，history makes people get a general view of a nation???可以can ensure all of our students be favored with the opportunity to learn all merits of the traditional values that have been created and tested for a long time by our ancestors比如学习数学，物理，化学这些学科，培养足够的逻辑思维和认知能力cognitive skill, logic ability in order to form rigorous[Mr.1] thought
2． In addition, 使得学生能够站在相同的起跑线上the unified national curriculum can provide the students in the different part of the nation with the equal opportunity to receive a high quality of education，而且有助于大学设置课程 provide a predictable foundation upon which college administrators and faculty could more easily build curricular and select course materials for freshmen that are neither below nor above their level of educational experience， 如果学生素质差别太大，很难找到一个合适的起点。Q保证教材的质量全国同一的教材可以请专家来编写，教材质量有保障，而一些地方可能没有条件来编教材
3． 然而，同一课程pose certain amount of detrimental effects. A）同一国家不同民族和地区的文化、信仰可能不同，若完全同一课程会破坏这些习俗和传统。比如一个民族需要学习自己的语言和文化，就应该开设这样的课程。 B）各个地区的经济水平不同，很难采取同一的课程。经济较发达地区可以开设一些好的课程，比如游泳、计算机，但一些落后地区可能无法开展这些课程。所以采用完全同一的课程是不现实的，支持各级政府因地制宜，发展教育。C)对于表现出色的学生，因材施教或者向其他放弃读大学的学生提供专业的技术培训课程，以便他们走入社会。
4． 因此，正确的对待国家教材的态度应当是，一方面，国家教材应当专注于基本道德观念和原理的灌输，设置一些同一的基础课程；而另一方面，各地区应该根据自身的需要和条件，学生的特点设置一些特殊的课程，以满足学生的需要。
范文
The speaker would prefer a national curriculum for all children up until college instead of allowing schools in different regions the freedom to decide on their own curricula. I agree insofar as some common core curriculum would serve useful purposes for any nation. At the same time, however, individual states and communities should have some freedom to augment any such curriculum as they see fit; otherwise, a nation's educational system might defeat its own purposes in the long term.
A national core curriculum would be beneficial to a nation in a number of respects. First of all, by providing all children with fundamental skills and knowledge, a common core curriculum would help ensure that our children grow up to become reasonably informed, productive members of society. In addition, a common core curriculum would provide a predictable foundation upon which college administrators and faculty could more easily build curricula and select course materials for freshmen that are neither below nor above their level of educational experience. Finally, a core curriculum would ensure that all school-children are taught core values upon which any democratic society depends to thrive, and even survive--values such as tolerance of others with different viewpoints, and respect for others.
However, a common curriculum that is also an exclusive one would pose certain problems, which might outweigh the benefits, noted above. First of all, on what basis would certain course work be included or excluded, and who would be the final decision-maker? In all likelihood these decisions would be in the hands of federal legislators and regulators, who are likely to have their own quirky notions of what should and should not be taught to children--notions that may or may not reflect those of most communities, schools, or parents. Besides, government officials are notoriously susceptible to influence-peddling by lobbyists who do not have the best interests of society's children in mind.
Secondly, an official, federally sanctioned[Mr.1] curriculum would facilitate[Mr.2] the dissemination[Mr.3] of propaganda[Mr.4] and other dogma[Mr.5] , which because of its biased and one-sided nature undermines the very purpose of true education: to enlighten. I can easily foresee the banning of certain text books, programs, and websites which provide information and perspectives[Mr.6] that the government might wish to suppress[Mr.7] --as some sort of threat to its authority and power. Although this scenario[Mr.8] might seem far-fetched, these sorts of concerns[Mr.9] are being raised already at the state level.
Thirdly, the inflexible[Mr.10] nature of a uniform national curriculum would preclude[Mr.11] the inclusion of programs, courses, and materials that are primarily of regional or local significance. For example, California requires children at certain grade levels to learn about the history of particular ethnic groups who make up the state's diverse population. A national curriculum might not allow for this feature, and California's youngsters would be worse off as a result of their ignorance about the traditions, values, and cultural[Mr.12] contributions of all the people whose citizenship they share.
Finally, it seems to me that imposing a uniform national curriculum would serve to undermine the authority of parents over their own children, to even a greater extent than uniform state laws currently do. Admittedly, laws requiring parents to ensure that their children receive an education that meets certain minimum standards are well-justified, for the reasons mentioned earlier. However, when such standards are imposed by the state rather than at the community level parents are left with far less power to participate meaningfully in the decision-making process. This problem would only be exacerbated[Mr.13] were these decisions left exclusively[Mr.14] to federal regulators.
In the final analysis, homogenization of elementary and secondary education would amount to a double-edged sword. While it would serve as an insurance policy against a future populated with illiterates[Mr.15] and ignoramuses[Mr.16] , at the same time it might serve to obliterate[Mr.17] cultural diversity and tradition. The optimal[Mr.18] federal approach, in my view, is a balanced one that imposes a basic curriculum yet leaves the rest up to each state--or better yet, to each community.
[Mr.1]Bilingual Dictionary
sanction
名词
1.批准；准许；承认。
2.赏罚；处罚；【法律】惩罚。
3.〔主 pl. 〕(对侵略者等的)制裁；良心制裁，制裁力，约束力。
4.【历史】法令。
social sanction 社会的制裁。 moral sanction 道德制裁。 punitive [vindicatory] sanction 惩罚。 give sanction to 批准，同意。 suffer the last sanction of the law 被处死刑。 take sanctions against 对…采取制裁手段。
及物动词
1.批准；认可；承认。
2.支持，赞许。
[Mr.2]facilitate
及物动词
1.使容易，使顺当。
2.助长，促进。
The broken lock facilitated my entrance into the empty house. 门锁坏了，使我得以进入这个空屋。 ★此词不以人作主语。
-tation 名词
[Mr.3]dissemination
名词
播种；传播；散布。
[Mr.4]propaganda
名词
1.〔口语〕宣传；宣传计划；宣传方法；传播。
2.宣传部，宣传机关。
3.〔the P-〕 【天主教】布教总会[学校]。
make propaganda for 为…宣传。 set up a propaganda for 设立…的宣传机关。
及物动词,不及物动词
＝ propagandize.
[Mr.5]dogma
名词
(pl. dogmas, dogmata ) 〔罕用语〕
1.教义，教理，教条；信条。
2.定论；独断论，武断的意见。
the dogma of the Assumption 【宗教】关于圣母升天的教义。 a political dogma 政治信条。
[Mr.6]perspective
perspective (1)
形容词
(按照)透视画法的；透视的。 a perspective drawing 透视画。 a perspective glass 望远镜。
名词
1.透视画法；透视画；配景，远近配置。
2.远景，景色，眼界。
3.配合，适当比例。
4.洞察力，眼力。
5.观点，看法。
6.希望，前途。
aerial perspective (用色调浓淡表现的)空中透视画法。 angular [linear] perspective 斜线[直线]透视画法。 in perspective 按照透视画法的[地]；展望中的[地]；正确的[地]；【数学】连成一行 (see things in perspective 正确地看待事物)。 out of perspective 不合透视画法；不正确地。
-ly 副词
按照透视法；远近分明地。
perspective
perspective (2)
名词
透镜，望远镜。
[Mr.7]suppress
及物动词
1.镇压，压制；扑灭(火等)。
2.止住，忍住(泪，欲望等)；隐瞒(证据等)。
3.禁止(书等的)发卖，禁止发行；删掉。
suppress a yawn 忍住呵欠。 with laughter suppressed 忍住笑。
-er 名词
〔美国〕＝supperssor.
[Mr.8]scenario
名词
(pl. scenarios) 〔意大利语〕
1.【戏剧】剧情说明。
2.歌剧脚本；电影剧本。
3.方案。
a scenario editor 电影剧本编辑。 a scenario writer 电影剧[脚]本作者。
[Mr.9]concern
及物动词
1.关系到；影响，涉及(某人的)利害。
2.〔用被动语态〕干与，干涉，参加，从事 (in)。
3.使关心 (with)，担心，挂念，忧虑 (for, about, over) 〔参看 concerned〕。
It doesn't concern me. ＝ I am not concerned with it. 那件事和我没关系[我不知情]。 I am concerned to tell you of it. 我打算把那件事告诉你。 I am much concerned to hear that ... 我听见…后十分着急。 be concerned about 关心；挂念，顾虑。 Don't concern yourself about his opinion. 不要管他的意见。 be concerned in 和…有关系，牵涉到。 be concerned with 干与，参与；关怀。 concern oneself about 关心，挂念。 concern oneself with [in] 从事，参与，干与，干涉。 My honour is concerned. 有关我的名誉。 as concerns 关于。 so far as I am concerned 就我个人来说。
名词
1.关系；利害关系。
2.关心，挂念，担心。
3.商行，公司；财团；康采恩；事业，业务；〔pl.〕事件，事情。
4.〔口语〕(泛指)事物，家伙〔指有缺点的人〕。
It is no concern of mine. 与我无关。 a flourishing concern兴盛的事业[商号]。 a going concern开着的商店。 a rickety old concern年久失修的老建筑。 a petty concern细事。 a selfish concern自私的家伙。 everyday concerns 日常事务。 worldly concerns 世事。 I can manage my own concerns. 自己的事总可以解决。 feel concern about 担心，挂念。 have a concern in 和…有利害关系。 have no concern for 毫不关心；完全不怕。 have no concern with 和…毫无关系。 matter of the utmost concern(关系)重大的事件。 of concern 关系重大的；有关系的。 with concern 忧虑着，惦记着。 He inquired with (grow) concern. 他殷切询问。 without concern不关心；不怕。
[Mr.10]inflexible
形容词
1.不可弯曲的。
2.不屈服的，刚直的；坚强的，坚定的。
3.不变的，固定的。
an inflexible rule 硬性的规定。 An inflexible tactics 呆板的战术。 An inflexible will 坚强的意志。
-bility 名词,-bly 副词
[Mr.11]preclude
及物动词
1.排除，预防，消灭，杜绝。
2.阻断(路等)，阻止；使不可能，防碍。
A prior engagement will preclude them from coming. 他们因为有约在先，不能来了。 so as to preclude all doubts 为了消除疑点。
-clusion 名词,-clusive 形容词
[Mr.12]cultural
形容词
1.耕作的，开垦的，栽培[培养]的。
2.教养的，修习的。
3.文化的。
control 耕作防除。 cultural exchange 文化交流。
-ly 副词
(a culturally advanced country 高度文明的国家)。
[Mr.13]exacerbate
及物动词
1.使(病等)更重[恶化],加深(痛苦等)。
2.激怒，使烦恼。
[Mr.14]exclusive
形容词
1.除外的；排外的，排他的，(俱乐部等)不公平的，势利的，非大众化的。
2.孤高的。
3.独占的；独有的，唯一的；专有的，专属的。
4.全部的。
5.[美]时髦的。
6.(商店、商品等)高级的，价格高的，别处没有的。
7.不计及，不算入 (of) (opp. inclusive).
an exclusive aggressive bloc 排他性的侵略集团。
an exclusive agency policy 独家代理政策。 exclusive jurisdiction 专辖权。 exclusive of expenses 除去费用不算。 exclusive privileges 独有的特权。 exclusive rights for the sale of 专售权。 an exclusive selling agency 独家经销店。 an exclusive school (限上层阶级子弟入学的)专设学校。 exclusive species 【植物；植物学】确限种，专见种。 exclusive voice 【法律】否认权，否决权。 an exclusive hotel 高级旅馆。 be exclusive in manner 态度傲慢。 exclusive of 除；不算，不计 (opp. inclusive of) (from 10 to 21 exclusive 从11到20〔10和21除外〕)。
名词
1.独家新闻。
2.专有权。
3.孤傲者。
4.【数学】不可兼。
-ly 副词,-ness 名词
[Mr.15]illiterate
形容词
1.不识字的，未受教育的，文盲的。
2.缺乏语言[文学]方面知识的。
3.语言错误的。
an illiterate letter 语言错误百出的信。
名词
失学者，文盲。
-ly 副词,-ness 名词
[Mr.16]ignoramus
名词
没有知识的人；愚人。
[Mr.17]obliterate
及物动词
1.涂去，擦去，删去(文字等)；消灭…的痕迹。
2.使消失；除去；抹杀；使淹没；使被忘却。
-ative 形容词,-ator 名词
[Mr.18]optimal
形容词
最适宜的；最理想的；最好的 (opp. pessimal)。
[Mr.1]rigorous
形容词
1.严格的，严肃的；严厉的。
2.严峻的，严酷的，苛刻的；凛烈的。
3.严密的，精确的。
Orignal From: A nation should require all of its students to study the same national curriculum until they enter college
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