Câu hỏi:
31/10/2023 523
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Ancient education generally focused its efforts on __________.
In early civilization, citizens were educated informally, usually within the family unit. Education meant simply learning to live. As civilization became more complex, however, education became more formal, structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have the same rights and duties and the same educational opportunities as men. This aspect of Platonic philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal education for men only, which had been espoused by Aristotle, prevailed.
In ancient Rome, the availability of an education was radually extended to women, but they were taught separately from men. The early Christians and medieval Europeans continued this trend, and single-sex schools for the privileged through classes prevailed through the Reformation period. Gradually, however, education for women, in a separate but equal basis to that provided for men, was becoming a clear responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council of Trent in the 16th century, the Roman Catholic Church encouraged the establishment of free primary schools for children of all classes. The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
In the late 19th and early 20th centuries, co-education became a more widely applied principle of educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
A number of studies have indicated that girls seem to perform better overall and in science in particular. In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental work while taking part in lessons. In Britain, academic league tables point to high standards achieved in girls’ schools. Some educationalists, therefore, suggest segregation of the sexes as a good thing, particularly in certain areas, and a number of schools are experimenting with the idea.
Ancient education generally focused its efforts on __________.
Đáp án chính xác
Câu hỏi trong đề:
32000 bài tập tách từ đề thi thử môn Tiếng Anh có đáp án !!
Sách mới 2k7: Tổng ôn Toán, Lí, Hóa, Văn, Sử, Địa…. kỳ thi tốt nghiệp THPT Quốc gia 2025, đánh giá năng lực (chỉ từ 110k).
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Trả lời:
Giải bởi Vietjack
Đáp án B
Nền giáo dục thời xa xưa nhìn chung tập trung vào những nỗ lực => học viên nam
Dẫn chứng: Initial efforts of the ancient Chinese and Greek societies concentrated solely on the education of males.
Câu hỏi cùng đoạn
Câu 2:
Education in early times was mostly aimed at __________.
Education in early times was mostly aimed at __________.
Đáp án chính xác
Lời giải của GV VietJack
Đáp án C
Giáo dục trong thời gian đầu có mục đích chủ yếu là => học cách để sinh tồn
Dẫn chứng: Education meant simply learning to live.
Câu 3:
The first to support the equality of the sexes was __________.
The first to support the equality of the sexes was __________.
Đáp án chính xác
Lời giải của GV VietJack
Đáp án C
Người đầu tiên ủng hộ bình đẳng giới là? => Plato
Dẫn chứng: Plato was apparently the first significant advocate of the equality of the sexes.
Câu 4:
The word “informally” in this context mostly refers to an education occurring __________.
The word “informally” in this context mostly refers to an education occurring __________.
Đáp án chính xác
Lời giải của GV VietJack
Đáp án D
Informally trong ngữ cảnh bài đọc hầu như ám chỉ nền giáo dục xảy ra => bên ngoài trường học.
Dẫn chứng: In early civilization, citizens were educated informally, usually within the family unit.
Câu 5:
When education first reached women, they were __________.
When education first reached women, they were __________.
Đáp án chính xác
Lời giải của GV VietJack
Đáp án A
Khi giáo dục được tiếp cận đến nữ giới, họ => tách biệt với nam
Dẫn chứng: In ancient Rome, the availability of an education was gradually extended to women, but they were taught separately from men.
Câu 6:
When the concept of universal primary education was introduced, education __________.
When the concept of universal primary education was introduced, education __________.
Đáp án chính xác
Lời giải của GV VietJack
Đáp án A
Khi nội dung cơ bản của nền giáo dục đại học được đưa vào, nền giáo dục => Dành cho mọi giới tính.
Dẫn chứng: The concept of universal primary education, regardless of sex, had been born, but it was still in the realm of the single-sex school.
Câu 7:
Co-education was negatively responded to in __________.
Co-education was negatively responded to in __________.
Đáp án chính xác
Lời giải của GV VietJack
Đáp án C
Đồng giáo dục bị phản hồi tiêu cực ở => những quốc gia Nam Mỹ
Dẫn chứng: The greatest negative reaction to co-education has been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both primary and secondary levels, according to local conditions.
Nhà sách VIETJACK:
CÂU HỎI HOT CÙNG CHỦ ĐỀ
Câu 3:
The beverages mentioned in the first paragraph aim to give consumers ______.
The beverages mentioned in the first paragraph aim to give consumers ______.
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