GRE 作文题目
来源于朗播用户：graceshit
A nation should require all of its students to study the same national curriculum until they enter college. [Specific Task Instruction: Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.]
题目分析
翻译
国家应该要求所有学生在进入大学以前学习相同的国家规定的课程。[说明：写一篇文章，讨论你同意或反对这个建议达到什么程度，并解释你选择这个观点的理由。在展开和支持你的观点时，你要描述在具体的环境中，采纳这个建议可能会有什么好处，或不会有什么好处，并解释这些例子如何体现了你的观点]
指导
本题改编自老GRE的ISSUE5"A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer"。题目主要讨论的问题是“课程多样化”和“中小学生”之间的关系，其重点是分析在基础教育中，课程多样化的好处和弊端。这是一个本来就有争议的话题，所 以你只需要阐述清楚自己的观点并进行论证就可以。需要注意的是，题目论述的要点不能是“高等教育”，也就是说，不能写成课程多样化与大学生的关系。
写作思路 学会梳理作文思路--->上朗播网
1. 你在进入大学之前学习的课程是全国统一的么？你是否喜欢这种方式？为什么？请举例说明。
回答：
是的。 不喜欢，因为有些科目学了以后并不能提升我的能力，比如说政治，它的基本知识作为国人都有所了解，它要求背的东西对不学习政治的人以后没有用，而且很容易遗忘
2. 描述一个基础教育中课程在全国不统一的事例，这样做有什么好处？有什么问题？
回答：
高中时，学校文理科开始分科我们学理科的历史地理不在学习，可以更好地发挥学生的专长，但是缩小了学生的知识面
3. 基础教育阶段学生最应该学习和掌握的东西是什么？如果国家统一课程，对于掌握这些东西有什么好处？有什么弊端？请举例说明。
回答：
自主学习的能力和独立思考的能力，以及个学科的基本知识。
好处：各个地方的学生的知识面都比较相同，有利于高等教育的实行。
弊端：各个地方学生素质参差不齐，教育资源不平均，导致有些地方占优势，有些地方出于劣势。
4. 在基础教育阶段统一课程对于国家统治和管理有什么好处？有什么弊端？请举例说明。
回答：
5. 如果各地自己决定基础教育阶段的课程内容，对于学生的培养有什么好处？有什么弊端？请举例说明。
回答：
6. 如果各地自己决定基础教育阶段的课程内容，对于国家统治和管理有什么好处？有什么弊端？请举例说明。
回答：
其他用户的回答
作文
Do we learn more from people whose views we share in common than from those whose ideas contradict ours? The speaker claim so, for the reason that disagreement can cause stress and inhabit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far from discourse and debate with whose ideas we oppose than from people whose idea are in accord with our own.
Admittedly,under some circumstances disagreement with others can be counterproductive to learning. For supporting examples, one need look no further than a television set. On today's typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shoutiong matches, during which opponents vie to have their own message heard, but have little interest either in finding any common ground with or in knowledging the merits of the opponents' viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In facts, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.
Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of animal species under current study by debatting with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finances students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centrlized power should control all economic activity.
Aside from the foregoing two provisos, however, I fundamentally disagree with the speaker's claim. Assuming common groud between two rational and reasonable opponents willing to debate on interllectural merits, both opponents stand to gain much more from that debate. Indeed, it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.
Admittedly,under some circumstances disagreement with others can be counterproductive to learning. For supporting examples, one need look no further than a television set. On today's typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shoutiong matches, during which opponents vie to have their own message heard, but have little interest either in finding any common ground with or in knowledging the merits of the opponents' viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In facts, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.
Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of animal species under current study by debatting with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finances students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centrlized power should control all economic activity.
Aside from the foregoing two provisos, however, I fundamentally disagree with the speaker's claim. Assuming common groud between two rational and reasonable opponents willing to debate on interllectural merits, both opponents stand to gain much more from that debate. Indeed, it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.
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