六級(jí)寫(xiě)作范文及點(diǎn)評(píng)：考試對(duì)教育的負(fù)面影響

　　考試，作為檢驗(yàn)教育結(jié)果的一種手段，已經(jīng)存在了數(shù)千年。它簡(jiǎn)直無(wú)處不在，無(wú)時(shí)不有…

　　Examinations Exert a Negative

　　Influence on Education We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It is really extraordinary that after all these years, educationists have still failed to devise anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.

　　As anxiety makers, examinations are second to none①. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. The moment a child begins school, he enters a world of sharp competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of drop-outs: young people who are written off as utter failures before they have even begun a career②? Can we be surprised at the suicide rate among students?

　　A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memories. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. The most successful candidates are not always the best educated; they are the best trained in the technique of working under pressure.

　�。�299 words］

　　行文點(diǎn)評(píng)

　　本文是一篇典型的三段論文章。在第一段中，作者表明了自己的觀(guān)點(diǎn)：考試不能說(shuō)明一個(gè)人真正的能力和資質(zhì)。第二段闡述了把考試作為檢驗(yàn)成功與否的標(biāo)準(zhǔn)給學(xué)生帶來(lái)的負(fù)面影響。第三段從教育的目的上說(shuō)明考試根本不能訓(xùn)練人獨(dú)立思維的能力。

　　文章每一段都有一定的特色。開(kāi)頭段用的是現(xiàn)象描述法，先概括文章內(nèi)容涉及的現(xiàn)狀，然后引出主題。中間段的末尾處接連用兩個(gè)問(wèn)句，引起讀者關(guān)于考試弊端的思考。結(jié)尾段則用一組排比句：“...do not... but to...;...do not...but...，”來(lái)增強(qiáng)氣勢(shì)，突出強(qiáng)調(diào)考試的負(fù)面影響，深化了文章的主題。

　　好文妙譯

　　考試對(duì)教育的負(fù)面影響

　　每一個(gè)學(xué)科領(lǐng)域所取得的進(jìn)步都可能讓我們稱(chēng)奇，然而用于測(cè)試一個(gè)人的學(xué)識(shí)和能力的方式卻仍和從前一樣原始。經(jīng)過(guò)這么多年，教育者們?nèi)詻](méi)能創(chuàng)立出一種比考試更有效、更可靠的方法，這實(shí)在是不可思議。盡管有很多人虔誠(chéng)地宣稱(chēng)考試可以測(cè)出你掌握的知識(shí)，卻仍有這樣一個(gè)共識(shí)，即考試所收到的效果往往與之相悖�？荚嚮蛟S是一種測(cè)驗(yàn)記憶力的好方法，或者是讓人在極端壓力下快速工作的訣竅,但是它卻一點(diǎn)兒也不能說(shuō)明一個(gè)人真正的能力和才智。

　　考試作為“焦慮癥制造者”是無(wú)人能及的。這是因?yàn)橛心敲炊嗍虑槎家蕾?lài)著考試。考試在我們的社會(huì)中是成功或失敗的標(biāo)志。在具有決定意義的某一天，你的一生可能就被決定了。一個(gè)孩子步入學(xué)校大門(mén)那一刻起，他便步入了一個(gè)競(jìng)爭(zhēng)殘酷的世界。在那里，成功和失敗都被清晰地加以界定和衡量。輟學(xué)者的數(shù)量日漸增加——那些年輕人甚至還沒(méi)有開(kāi)始工作便被認(rèn)為是徹底的失敗者——對(duì)此，我們難道不感到驚奇嗎?對(duì)學(xué)生的自殺率難道我們能無(wú)動(dòng)于衷嗎？

　　除了其他目的之外，良好的教育應(yīng)該能訓(xùn)練人獨(dú)立思維的能力�？荚噮s根本做不到這一點(diǎn)。教學(xué)大綱生硬地規(guī)定了學(xué)生必須學(xué)些什么，這便鼓勵(lì)了學(xué)生去死記硬背�？荚嚥坏�未能激發(fā)學(xué)生去廣泛地閱讀，反而限制了他們的閱讀范圍。它不但未能促使學(xué)生去探求更多的知識(shí)，反而導(dǎo)致了死記硬背。最成功的應(yīng)試者往往不是受教育最好的人，他們只不過(guò)是在應(yīng)付工作壓力的技巧方面訓(xùn)練有素罷了。

　　詞匯斟酌

　　��marvel vi.(at)驚嘆，贊佩

　　��pious a.虔誠(chéng)的

　　��aptitude n.(學(xué)習(xí)方面的)才能，資質(zhì)，天資

　　��drop-outn. 輟學(xué)者

　　��suicide n.①自殺②自取滅亡

　　��lay down 規(guī)定，制定

　　��syllabus n.課程大綱

　　��induce vt.引起，導(dǎo)致

　　��cramming n.突擊式學(xué)習(xí)；填鴨式教學(xué)

　　佳句臨摹

　　①【注釋】second to none 不亞于任何人或事物

　　【臨摹】As a dancer, he is second to none.他的舞藝無(wú)人能出其右。

　�、凇咀⑨尅縲rite sb/sth off 認(rèn)為某人或某事物已經(jīng)失敗

　　【臨摹】He lost this match, but don’t write him off as a future champion.他輸了這場(chǎng)比賽，但不要以為他以后當(dāng)不了冠軍。

　　思如泉涌

　　There are obviously two educations. One should teach us how to make a living and the other how to live. 教育顯然有兩種：一種是教人怎樣謀生，另一種是教人怎樣生活。

　　A fool can ask more questions than seven wise men can answer. 一愚發(fā)問(wèn)，七智結(jié)舌。

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