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  3. Getting an Early Start Pine Jog Elementary School se

Getting an Early Start Pine Jog Elementary School se

游客2024-12-16  33
问题                         Getting an Early Start
    Pine Jog Elementary School seems more like a green-themed educational resort than an attractive old school house. The brand-new $ 30 million facility was planned with extreme sustainability in mind: classroom design maximizes fresh air and natural light; solar panels power much of the energy grid. "We really wanted the students to be excited about learning from the moment they walk on campus," says the school’s principal.
    More than two dozen U.S. primary schools have poured thousands of dollars into fancy facilities and shiny green curricula. There’s little doubt as to the value of green education—how trading outdated textbooks for the great outdoors lets developing minds wander more freely. But some teachers and parents wonder whether the same effects could be reached with far fewer resources, giving students in more ordinary schools the same chance to excel by interacting and solving problems with the world around them.
    Environmental learning isn’t always about climate change or the Earth’s plight. Rather, teachers with green lesson plans use the natural world as a tool, like leading a study on an ordinary stream, which can include language, math and social studies. "If you take kids outside, it typically engages them, especially ones who are struggling," says Jerry Lieberman, an educational researcher. A handful of studies show the same connection, that students exposed to a nature-based curriculum score higher more than 90 percent of the time than students taught the same subjects in the classroom out of a textbook.
    Some schools take that as a must, making sure that their students have immediate access to the natural world. Administrators at Sidwell Friends Middle School figured that the best way to acquaint kids with the water cycle would be to build a sewage-treatment plant in the middle of campus to recycle wastewater. But for much of the rest of the country, elementary schools—often stricken with inadequate funding and little room to deviate from state-standardized curricula— rarely find money or time for promoting real— world learning.
    Brian Day, director of the North American Association, says that incorporating sustainability into education is important, but it’s not an issue of money. Part of the answer could be Project Learning Tree (PLT) , an environmentally based curriculum that parallels federal standards. This program train educators in green-based teaching for about $15, which includes a teaching workshop and guidebook of lesson plans, like analyzing water samples from a nearby river or studying the history of local wildlife.
    That’s all Principal Thomas Irvin of Oil City Elementary in Louisiana had to hear. The school board threatened to shut down the campus a few years ago due to low performance and inconsistent enrollment. Suspecting that an environmentally based curriculum might turn things around, he trained his entire teaching staff in PLT other green-based curricula and raised a few thousand dollars of private funds to build three outdoor classrooms. As a result, enrollment rose nearly a third and test scores jumped, making the school one of the highest-achieving in the district. [br] Eco-education and traditional education are similar in______.
选项 A、the teaching effect
B、the teaching curriculum
C、the teaching materials
D、the teaching purpose
答案 D
解析 本题考查综合细节。文中多处涉及绿色教育的目的：第一段最后一句表明绿色教育被用于提高学生的学习兴趣。第二段第二句说明绿色教育是为了让孩子能自由思考。第三段末句提到绿色教育可以提高学生的学习积极性和学习成绩。综合这些信息可以得出：绿色教育的教学目的和传统教育基本相同，[D]为正确选项。第二段第二句指出．较之传统教育，绿色教育更能激发学生进行思考。第三段末句指出，绿色教育更能有效 提高学生的成绩。这说明：绿色教育的教学效果优于传统教育，[A]错误。第二段第二句提到绿色教育用户外活动取代课本。第三段第二句说明，绿色教育将自然世界与不同科目的学习结合到一起，故[B]和[C]错误。
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