Another purpose has now been assigned to the mission of American colleges and universities. Institutions of higher learning-public or private-commonly face the challenge of defining their programs in such a way as to contribute to the service of the community.
This service role has various applications. Most common are programs to meet the demands of regional employment markets, to provide opportunities for upward social and economic mobility, to achieve racial, ethnic, or social integration, or more generally to produce "productive" as compared to "educated" graduates. Regardless of its precise definition, the idea of a service-university has won acceptance within the academic community.
One need only be reminded of the change in language describing the two-year college to appreciate the new value currently being attached to the concept of a service-related university. The traditional two-year college has shed its pejorative "junior" college label and is generally called a "community" college, a clearly value-laden expression representing the latest commitment in higher education. Even the doctoral degree, long recognized as a required "union card" in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professor's classroom duties. The idea of a college or university that performs a triple function-- communicating knowledge to students, expanding the content of various disciplines, and interacting in a direct relationship with society--has been the most important change in higher education in recent years.
The novel development, however, is often overlooked. Educators have always been familiar with those parts of the two-year college curriculum that have a "service" or vocational orientation. It is important to know this. But some commentaries on American postsecondary education tend to underplay the impact of the attempt of colleges and universities to relate to, if not resolve, the problems of society. What's worse, they obscure a fundamental question posed by the service-university--what is higher education supposed to do?
The opening paragraph is written in order to state ______.
A.the future usefulness of the knowledge obtained in college
B.the missions of different educational institutions in America
C.the purpose of American postsecondary education in the past
D.the history of the development of American higher education
第1题
A.所从事的活动中必须有一些活动是非常熟练的
B.所从事的活动不能在同一感觉道内完成
C.所从事的活动不能用同一种心理操作来完成
D.所从事的几种活动之间应该有内在的联系
第2题
A.所从事的活动中必须有一些活动是非常熟练的
B.所从事的活动不能在同一感觉道内完成
C.所从事的活动不能用同一种心理操作来完成
D.所从事的几种活动之间应该有内在的联系
第3题
A.所从事的活动中必须有一些活动是非常熟练的
B.所从事的活动不能在同一感觉道内完成
C.所从事的活动不能用同一种心理操作来完成
D.所从事的几种活动之间应该有内在的联系
第4题
A.所从事的活动中必须有一些活动是非常熟练的
B.所从事的活动不能在同一感觉道内完成
C.所从事的活动不能用同一种心理操作来完成
D.所从事的几种活动之间应该有内在的联系
第6题
A.所从事的活动中必须有一些活动是非常热练的
B.所从事的活动不能在同一感觉道内完成
C.所从事的活动不能用同一种心理操作来完成
D.所从事的几种活动之间应该有内在的联系
第7题
A.从事的活动中必须有一些活动是非常熟练的
B.自拉自唱就是一种注意分配
C.从事的几种活动之间应该有内在的联系
D.两种在同一感觉通道,用同一种心理操作来完成的活动很难做到注意的分配
第8题
A.从事的活动必须有一些活动是非常熟练的
B.自拉自唱就是一种注意分配
C.从事的几种活动之间应该有内在的联系
D.两种在同一感觉通道,用同一种心理操作的活动很难做到注意的分配
第9题
A.必须使用同一个心理资源
B.必须有一些是非常熟练的
C.必须有一些已经达到了自动化的程度
D.一般不能使用同一感觉通道,同一种心理操作
第10题
注意分配的条件包括()。
(A)几种活动之间有内在的联系
(B)几种活动中有一些活动是非常熟练的
(C)几种活动之间不能有内在的联系
(D)几种活动必须用同一种心理操作
为了保护您的账号安全,请在“上学吧”公众号进行验证,点击“官网服务”-“账号验证”后输入验证码“”完成验证,验证成功后方可继续查看答案!