帮忙翻译一下下面的英文,谢谢.The current focus on teacher accountability with testing measuring student achievement places a great emphasis on the teacher’s ability to teach the mathematics that students should know and be able to do ba

帮忙翻译一下下面的英文,谢谢.The current focus on teacher accountability with testing measuring student achievement places a great emphasis on the teacher’s ability to teach the mathematics that students should know and be able to do ba
帮忙翻译一下下面的英文,谢谢.
The current focus on teacher accountability with testing measuring student achievement places a great emphasis on the teacher’s ability to teach the mathematics that students should know and be able to do based on state standards. These concepts are then tested to assess mastery. In explaining the No Child Left Behind Act of 2001, the U.S. Department of Education noted that “student progress and achievement will be measured according to state tests designed to match those state standards and given to every child, every year” (U.S. Department of Education, 2004). The emphasis on observable results has increased stress for teachers, which may exacerbate some elementary teachers’ math anxiety. Mathematics anxiety, if carried over into anxiety about teaching elementary mathematics, could have a negative impact on students’ ability to learn mathematics appropriately.

帮忙翻译一下下面的英文,谢谢.The current focus on teacher accountability with testing measuring student achievement places a great emphasis on the teacher’s ability to teach the mathematics that students should know and be able to do ba
当前的重点是教师的责任与测试测量教师的教学能力将非常注重学生的成绩,一个学生应该知道并且能够根据国家标准做数学.然后以这些概念进行测试,以评估学生的掌握情况.2001年法案在解释不让一个孩子掉队时,美国教育部门指出,“学生的进步和成绩将按照国家测试,旨在满足这些国家规定的标准,并对每一个孩子每一年进行测量”（美国教育部2004）.强调测试的结果对教师增加了压力,这可能会加剧一些小学教师对数学的焦虑.这种数学焦虑如果延续到有焦虑地教小学数学,可能对学生的正确学习数学的能力产生负面影响

我翻译。。。。

时下，备受人们关注的教师责任制，测试衡量学生成绩的重点基于一个教学标准：教师教会学生在数学科目上应该懂得及能解题的能力。这些概念被作为评定技巧进行测试，2001年美国教育部题为“不让一个孩子掉队”的法案指出“学生的进步和成绩将以每年州立的对符合每个孩子设计的教学标准来衡量”（2004年，美国教育部）。过于强调看得见的结果已经增加了教师的压力，并会加剧一些小学老师对数学的焦虑。数学的焦虑，如果持续到...

全部展开

时下，备受人们关注的教师责任制，测试衡量学生成绩的重点基于一个教学标准：教师教会学生在数学科目上应该懂得及能解题的能力。这些概念被作为评定技巧进行测试，2001年美国教育部题为“不让一个孩子掉队”的法案指出“学生的进步和成绩将以每年州立的对符合每个孩子设计的教学标准来衡量”（2004年，美国教育部）。过于强调看得见的结果已经增加了教师的压力，并会加剧一些小学老师对数学的焦虑。数学的焦虑，如果持续到教导小学数学，很可能会对学生在学习数学能力上产生一个负面的影响，造成学生无法适当的学习数学。

收起