填空题 Translate the underlined parts into Chinese．(四川外国语大学2013研，考试科目：英语翻译与写作) Throughout the last few decades, the core of challenge for university-level teaching has been to adjust to a wider range of student abilities. As a result of expanded access and higher rates of participation, today"s students are diverse in their interests, circumstances, motives and academic preparation. What has been the response? There is much to praise. Compared to a few decades ago, higher education systems in many countries have become more flexible in their requirements. They have introduced program innovations responsive to student preferences. The learning process no longer relied entirely on lecturing. Students find opportunities for hands-on experience to complement their book-learning. Study areas have become more responsive to today"s students and to labor market needs. An enormous level of energy is being devoted to ways that electronic technology can enhance learning, especially for students who cannot easily take conventional courses. Now educational network and virtual universities have appeared. Meanwhile, a new challenge to teaching looms ahead: a pressure to internationalize curriculum offerings. Such a change calls for a thorough rethinking of fundamental aspects of course design. Many universities and institutions have taken steps toward globalized learning. But with limited results. Nevertheless, further innovation in teaching practice can be expected in the future, because a fundamental change in orientation has been accomplished. Higher education today, in most settings, is more student-focused—a major change compared with what existed several decades ago. "Active" learning is a phrase that is widely accepted.Of course, major shortcomings continue: teaching practice is slow to change on the "shop floor" , and lectures are still the primary educational mechanism in many institutions. On balance, however, things are encouraging.