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  3. Schools in China tend to divide classes by students’ grades into so-called e

Schools in China tend to divide classes by students’ grades into so-called e

游客2023-11-02  15
问题     Schools in China tend to divide classes by students’ grades into so-called elite classes, progressed classes and elementary classes, arguing that it can help teachers instruct students in accordance with their levels. This practice has been criticized by many students, parents and educators. What is your opinion?
    Write a composition of about 200 words on the following topic;
    Should Schools Divide Classes by Students’ Grades?
选项
答案     Should Schools Divide Classes by Students’ Grades?
    There is always someone blaming our struggle for education reform. Sometimes it’s the "bad teachers" who get the blame. Other times it’s standardized testing or insufficient funding. I blame dividing classes by students’ grades because it lowers self-esteem, discourages creativity and diversity, and reinforces the education inequality.
    A study conducted at over 20 schools in Shanghai found that 80 percent of students surveyed based their self-worth on academic performance. Therefore, dividing classes based on grades will doubtlessly make those in elementary classes feel inferior. While teenagers with low self-esteem, due to peer pressure, are more likely to have poor mental health, be involved in bad behavior, and be prone to worse grades, dividing classes by students’ grades creates a vicious self-reinforcing loop which leads to more school dysfunction. Secondly, the fear of making mistakes and being placed in elementary classes will diminish students’ willingness to make different friends, take on creative and challenging tasks, and participate in interesting extracurricular activities. Besides, class divide violates the principle of education equality, since elite classes are more likely to have access to more qualified teachers, better educational facilities and more advanced programs.
    Classroom would be an ideal place to start anew, to stop motivating students and teachers with the fear of being flunked or ranked. Without that dysfunctional ranking we could stimulate a student’s eagerness to discover, create and share. It’s time to admit that the system has no place in our future.
解析     本题是一个观点论证型题目。核心问题是分析按成绩分班的利或弊。有两个基本观点：按成绩分班不好，不利于学生发展，违背了教育平等原则；按成绩分班可取，但要加以引导，不能出现教育资源分配不平等的现象。针对该题目，可根据以下思路展开写作：
    思路1：不应按成绩分班。
    首先，学生一般把自我价值建立在成绩上，按成绩分班会伤害差班学生的自尊心，激发他们对学习、生活的负面心理，从而影响成绩，形成恶性循环。其次，因害怕犯错误影响老师评分，所以学生会排斥具有创造性和挑战性的任务，也不愿结交不同类型的朋友，只会一味循规蹈矩，成为考试机器。另外，尖子班一般会配备更优质的师资，接触到更好的教育项目，所以会强化教育不平等的问题。
    思路2：应按成绩分班，但应遵循一定原则。
    首先，每个学生的天赋不同、兴趣不同、接受能力也不同，如果统一授课，不利于因材施教。但是，分班时不能给学生贴上成绩好坏的标签，而应采取鼓励的态度并对他们进行心理辅导。其次，不同类型的班级授课内容、进度和方法可以不同，但在教育资源的配备上应一视同仁。
    范文选取了思路1，认为不应按成绩分班。
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