我们的学生们——无论是亚裔、拉丁裔、非裔美国人、印第安人还是白人——都能从多元文化课程中有所收获。
Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum.
有种族背景的学生能在多元文化课程中学得更好。
Students of ethnic backgrounds learn better from a multicultural curriculum.
随着更多的高中开始教授多元文化课程，中学可能也会对其敞开大门，并且小学也可能不可避免地将其纳入课程设置中，真正教授更具多元文化的课程。
As more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum.
民族地域长期以来课程资源视野狭小，课程意识薄弱、缺少多元文化课程资源开发的辽阔视野。
Different peoples have developed its unique, abundant multi-culture in the long course of its development.
本文研讨的中央题目是多民族国度课程资源建设的一个奇特方面：民族地域多元文化课程资源开发题目。
This thesis is centered on a unique aspect of the development of curriculum resources in a country with various nationalities:the exploitation of multi-culture curriculum resources in minority areas.
所以在了解多元文化的政策和理念之后，我们要进一步理解和分析美国多元文化课程开发的理论和实践。
S. multicultural curriculum development in theory and practice. The paper discusses the theory, modalities of American multicultural curriculum development as well as the practice.
所以在了解多元文化的政策和理念之后，我们要进一步理解和分析美国多元文化课程开发的理论和实践。
S. multicultural curriculum development in theory and practice. The paper discusses the theory, modalities of American multicultural curriculum development as well as the practice.
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