GRE 作文题目
来源于朗播用户：lhzm
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。
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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，不喜欢，为了参加高考，所有的学生都要学习一样的课程，但是各个地区的文化背景都是不一样的，eg：偏远地方的孩子没有其他事情的干扰，生活中只有学习，埋头苦读，数学就会好；大城市孩子接触新事物，老师水平高，外语水平就会好一些，不公平，并不能衡量一个学生的好坏
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：
中国高中即开始分文理科，好处-使学生按照自己的爱好学习，避免其他不感兴趣学科的干扰，坏处-过早专业划分，导致理科学生普遍缺乏人文历史常识和素养，文科生普遍缺乏自然科学知识，这对学生自身的发展和社会的平衡前进都不好。
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：
基础的数学，物理知识，文学阅读，简单的逻辑推理，音乐美术历史等，统一之后将使学生能够掌握这些基本技能，但是不利于那些有特殊爱好和才能的孩子，因为要学所有这些课程，必将占用学某一门的时间。
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：
利于国家的统治和管理，知识体系相同，便于制定统一的考核衡量标准，实现社会的公平；同时在进入大学以后，学生的学术背景类似，利于统一教学的进行。
弊端：强行统一可能因文化背景不同而引起民族纠纷；
不统一：实现知识体系的多样化，例如一个地区教育改革可以借鉴其他地区的模式，相互借鉴
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：
各地区根据自身的文化特征，教育水平，生产方式设定自身的模式，有利于学生的发展；eg：在中国的少数民族地区，他们有自己的语言，为了上大学，则要开设官方语言的课程，其他本就是用官方语言的地区则不用开设这类课；eg：教育水平先进以及可以有钱接触到先进设备的地区可以适当提升难度，而落后地区则要注重基础教育，这样才能让每个孩子都学好知识
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
Since the higher education in middle school and high school is different with the more comprehensive and compulsory elementary education and various local conditions may lead to different need from high school education, I do not agree with the claim that before they enter college, students should be required to study the same curriculum throughout the whole country.
It is true that the requirement of providing the same courses for all the students will benefit a lot regarding both students and the nation. For students, such measure protects them from educational inequality and ensures the right of being viewed equally. In respect to the nation and the following college education, the same curriculum will present the universities students with similar academic background, correspondingly, the arrangement of courses and activities will be easy to undertake, regardless of where the students are from.
However, such rules may encounter difficulties in its process of carrying out, especially for the nations that cover huge areas and which contains a large number of various peoples, who possess so different cultures and values that the same educational material may be proper in one place but forbidden in another. Take the province of Tibet in China for example, courses involving religious stuff are not good choices there, even teachers just inculcate students the objective history of a religion other than persuade them to convert. Commonsense tells us that, in the history classes, such introduction of a religion may be inevitable.
Another example to illustrate the negative influence of the compulsory education which proffer same national curriculum is the case of Chinese National Entrance Examination, which is a must for students who would like to enter a university. Such a rule renders a failure in Chinese high education.
Compared to the requirement to provide all the same curriculum, the educational officials may consider the opposite choice- take the specialty of the local culture into account and initiate a educational system that really meet the need of the native citizens. After all, not all students attending high school are aiming at being admitted by a famous college. For example, in mountainous areas, a course teaching students how to recognize a variety of plants and animals and thus instill them skills to develop modern ways of agriculture in hilly areas, will be popular and welcomed. Likewise, a compulsory swimming course is needed for coastal areas while, apparently, it is not in the mountainous areas mentioned above.
As is discussed above, despite its advantages of endowing students’ educational equality and colleges convenience to arrange courses, the regulation to require students to study the same national courses is unwise, specifically for countries of large areas and various ethical compositions.
It is true that the requirement of providing the same courses for all the students will benefit a lot regarding both students and the nation. For students, such measure protects them from educational inequality and ensures the right of being viewed equally. In respect to the nation and the following college education, the same curriculum will present the universities students with similar academic background, correspondingly, the arrangement of courses and activities will be easy to undertake, regardless of where the students are from.
However, such rules may encounter difficulties in its process of carrying out, especially for the nations that cover huge areas and which contains a large number of various peoples, who possess so different cultures and values that the same educational material may be proper in one place but forbidden in another. Take the province of Tibet in China for example, courses involving religious stuff are not good choices there, even teachers just inculcate students the objective history of a religion other than persuade them to convert. Commonsense tells us that, in the history classes, such introduction of a religion may be inevitable.
Another example to illustrate the negative influence of the compulsory education which proffer same national curriculum is the case of Chinese National Entrance Examination, which is a must for students who would like to enter a university. Such a rule renders a failure in Chinese high education.
Compared to the requirement to provide all the same curriculum, the educational officials may consider the opposite choice- take the specialty of the local culture into account and initiate a educational system that really meet the need of the native citizens. After all, not all students attending high school are aiming at being admitted by a famous college. For example, in mountainous areas, a course teaching students how to recognize a variety of plants and animals and thus instill them skills to develop modern ways of agriculture in hilly areas, will be popular and welcomed. Likewise, a compulsory swimming course is needed for coastal areas while, apparently, it is not in the mountainous areas mentioned above.
As is discussed above, despite its advantages of endowing students’ educational equality and colleges convenience to arrange courses, the regulation to require students to study the same national courses is unwise, specifically for countries of large areas and various ethical compositions.
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