Educators should find out what students want included in the curriculum and then offer it to them.

Essay topics:

Educators should find out what students want included in the curriculum and then offer it to them.

This is a good idea that educators should excavate and meet what students want included in the curriculum, because students often have greater enthusiasm for the courses they want, compared to those they are passively accepted. But students' requirement of courses are so diverse that it is difficult for educators to incorporate all of the demanded courses when they plan courses. So educators should properly incorporate students' requirements of courses into planned curriculums, not only meeting the need of students but also achieving educational goals.

Admittedly, the practice is beneficial to both educators and their students when planned courses satisfy students' need, partly contributing to the improvement of teaching quality, partly enhancing students' zeal for study. For one thing, educators consider students' demands for courses when designing courses, significantly increasing students' sense of self-existence and arousing their passion on learning. And educators better know students' preference so as to easily realize educational goals. For another, students, from primary to university, are willing to learn curriculums that they want rather than disgusting those uninterested and compulsory, accordingly spurring their enthusiasm for in-depth study in these subjects and actively cooperating with their teachers, a natural motivation to guide students to learn. In this way, students readily get good achievements in these courses, compared to those required courses they dislike.

However, completely considering all the courses students want, educators might as well come across a lot of problems. First, how do they synthesize what all the students demand in the curriculums? After all, there is a conflict between students' diverse needs and limited courses planned. Second, it is known that one's meat is another's poison, both of which are hard to conciliate among all the requirements of students. Third, are all the courses students want justifiable, objective and rational? Importantly, students' requirement always changes with the passing of the time——they may want this subject today, then turn to other favorite tomorrow, the wavering demands greatly increasing the difficulty of designing courses. Moreover, how do educators dig out all the courses students hope to take? Restrained by knowledge construction and macro perspective, students' requirements may lag behind those of educators, so overly respecting the necessities of student tends to make mistakes in planning courses.

In addition, educational goal is not just to cater for students' requirements but cultivate the talents of social development. Based on this aim, educational institutions should expand the courses in order to broaden students' vision and knowledge, because modern societies require complex talents with multiple kinds of knowledge and skills in different fields. By studying planned courses, students should develop their critical thinking and independent judgment, especially training the ability of solving all sorts of problems emerging in their future life and work. Particularly, in the changing society, educators should predict what courses are necessary for students to adapt to future society, far from spending too much time mining the course demands of students on the ground of their own vision and preference.

All in all, when planning courses, educators should take the strategy of both down-up and top-down, not simply of the requirement of students, though these are a good motivation in promoting the passion of students' learning, together with improving the quality of education. In order to scientifically plan courses, educators like teachers, experts should discuss together and design courses collectively so that they can train large groups of social pillars equipped with rick knowledge, right values, coupled with proper morale.

Votes
Average: 7.4 (4 votes)
Essay Categories

Comments

Grammar and spelling errors:
Line 1, column 330, Rule ID: ALL_OF_THE[1]
Message: Simply use 'all the'.
Suggestion: all the
... difficult for educators to incorporate all of the demanded courses when they plan courses...
^^^^^^^^^^
Line 3, column 454, Rule ID: SO_AS_TO[1]
Message: Use simply 'to'
Suggestion: to
...ucators better know students preference so as to easily realize educational goals. For a...
^^^^^^^^

Transition Words or Phrases used:
accordingly, also, but, first, however, if, may, moreover, second, so, then, third, thus, well, after all, as to, in addition, of course, for one thing

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 19.0 14.8657303371 128% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 33.0 33.0505617978 100% => OK
Preposition: 86.0 58.6224719101 147% => OK
Nominalization: 14.0 12.9106741573 108% => OK

Performance on vocabulary words:
No of characters: 3311.0 2235.4752809 148% => OK
No of words: 573.0 442.535393258 129% => OK
Chars per words: 5.77835951134 5.05705443957 114% => OK
Fourth root words length: 4.89258810929 4.55969084622 107% => OK
Word Length SD: 2.9395562932 2.79657885939 105% => OK
Unique words: 290.0 215.323595506 135% => OK
Unique words percentage: 0.506108202443 0.4932671777 103% => OK
syllable_count: 993.6 704.065955056 141% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 2.0 6.24550561798 32% => OK
Interrogative: 3.0 0.740449438202 405% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 8.0 4.38483146067 182% => OK

Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 26.0 23.0359550562 113% => OK
Sentence length SD: 72.0464152503 60.3974514979 119% => OK
Chars per sentence: 150.5 118.986275619 126% => OK
Words per sentence: 26.0454545455 23.4991977007 111% => OK
Discourse Markers: 6.86363636364 5.21951772744 131% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.280266469474 0.243740707755 115% => OK
Sentence topic coherence: 0.105582203616 0.0831039109588 127% => OK
Sentence topic coherence SD: 0.0610650759444 0.0758088955206 81% => OK
Paragraph topic coherence: 0.181459833673 0.150359130593 121% => OK
Paragraph topic coherence SD: 0.0605164074406 0.0667264976115 91% => OK

Essay readability:
automated_readability_index: 18.8 14.1392134831 133% => OK
flesch_reading_ease: 36.63 48.8420337079 75% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 14.6 12.1743820225 120% => OK
coleman_liau_index: 16.54 12.1639044944 136% => OK
dale_chall_readability_score: 9.53 8.38706741573 114% => OK
difficult_words: 167.0 100.480337079 166% => OK
linsear_write_formula: 16.0 11.8971910112 134% => OK
gunning_fog: 12.4 11.2143820225 111% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?

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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.