Integration Teaching

In the last decades, it is quite common for many schools to practice a “seeded class” policy 种子班（实验班）政策 across the world, where the so-called intelligent students are selected and given varied education. Some people might argue that this action should be encouraged. Others, however, claim that it is more reasonable to mix both top students and average ones into the same class.

The separate teaching scheme模式 tends to have a favorable influence on students. The most obvious advantage lies in the fact that it allows teachers to employ different pedagogic strategies 教学策略suited to the particular group of listeners. For Example, for the more intelligent who are more likely to have a quicker mind更灵敏的思维 and a stronger knowledge thirsty intention更强烈的知识渴求意图, teachers or tutors can include something more difficult or complex in their syllabus教学大纲, catering for the special needs. On the other hand, some other students who are not that intelligent may be slow at learning or acquiring new knowledge or skills, thus a correspondingly相对地 suitable teaching strategy then is highly desirable. In this case, the learning efficiency for both of them can be promoted, which enables them to further提升 their academic performance.

Of course, those who are in support of integration teaching综合性教学（成绩好坏在一起） may firstly argue that separating one from another is a violation of individual rights违反人权 and those academically disadvantaged ones may be discriminated歧视. It is true that to some degrees, a few teachers may hardly treat each group of learners without any prejudice偏见. However, they are oversimplifying the situation. I think the notion概念 of equality is not the issue. The less intelligent students can be allowed to choose some advanced courses originally designed for原本设计给… those smarter students, and vice versa反之亦然.