雅思大作文范文：學(xué)校只把孩子培養(yǎng)成良好的公民

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雅思大作文范文：學(xué)校只把孩子培養(yǎng)成良好的公民

雅思大作文題目：

You should spend about 40 minutes on this task.

Write about the following topic:

Some people think that schools are merely turning children into good citizens and workers,rather than benefiting them as individuals.

To what extent do you agree or disagree?

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

【話題分類】

教育類

【題目解析】

題目大意：有些人認(rèn)為，學(xué)校只是把孩子培養(yǎng)成良好的公民和工作者，而不是讓個人受益。

題型特點：本題屬于同意與否題型?？忌殞υ掝}中兩個部分展開討論，并表明自己的立場。

本文結(jié)構(gòu)：開頭段引入話題和表明立場、兩個主體段分別論述題目中兩個部分內(nèi)容（對社會貢獻(xiàn)、個人受益），結(jié)尾重申觀點。

【難點】本題話題并不難理解，但審題過程中應(yīng)該注意將話題相關(guān)概念作具體化處理，避免過于籠統(tǒng)。尤其教育對個人的益處，可以落實到能力提升、興趣挖掘等相關(guān)方面。

【寫作思路】

開頭段：毫無疑問，為了學(xué)生將來對社會有所貢獻(xiàn)，學(xué)校是主要的培養(yǎng)場所。然而，強(qiáng)調(diào)集體利益是否合理，這一點并不確定，因為在正規(guī)教育中也需要尊重和贊揚個體差異。

主體段1：正規(guī)教育的主要貢獻(xiàn)是培養(yǎng)合格的工作者和公民。在學(xué)校教授的核心價值觀中，紀(jì)律是公司和工廠最?？粗械囊粋€特質(zhì)。鑒于復(fù)雜、優(yōu)化的生產(chǎn)流程，前線工作重視遵循指示和保持穩(wěn)定，因此學(xué)校也會教導(dǎo)這些價值。同樣地，課程中會灌輸社會價值觀。課堂上對經(jīng)典著作的耳濡目染和指導(dǎo)分析，經(jīng)常被教師認(rèn)為有利于系統(tǒng)、有效地傳承傳統(tǒng)價值。

主體段2：然而，校本學(xué)習(xí)中不應(yīng)忽視個人成長。教育部門沒有對所有學(xué)生設(shè)定相同期望，而是采取迎合個體差異的政策，這可以激勵學(xué)生發(fā)揮他們原本未被開發(fā)的潛力。事實上，這種以學(xué)習(xí)者為中心的方法與整個社會的利益并不沖突，因為允許學(xué)生探索他們的興趣所在并按照自己的節(jié)奏發(fā)展，可以產(chǎn)生更好的學(xué)習(xí)效果，并最終為他們的組織和社區(qū)做出更大的貢獻(xiàn)。

結(jié)尾段：總之，盡管學(xué)校需要發(fā)揮關(guān)鍵作用，確保畢業(yè)生做好就業(yè)準(zhǔn)備和承擔(dān)社會責(zé)任，但還是應(yīng)該保持靈活，允許個性化成長道路，讓每個學(xué)習(xí)者探索自己獨特的優(yōu)勢和興趣。

【參考范文】

There is no doubt that schools are the main venue for preparing students for their future role of capable contributors to society.However,it is not at all certain that the emphasis on the collective good is justified,since individual differences should be respected and celebrated in formal education,too.

The primary contribution of formal education is to produce qualified workers and citizens.Discipline,among other core values taught at school,is the single most often cited attribute that companies and factories look for.Given their complex,streamlined production workflows,following instructions and prioritizing stability are useful on the frontline and therefore trained at school.Similarly,social values instilled in the curricula.The rich exposure to and guided analysis of canonical materials in the classroom are often cited by teachers as a systematic and efficient way to pass on traditional values of a culture.

On the other hand,personal growth should not be neglected in school-based learning.Instead of setting the same expectation on all students,the authorities have not adopted policies catering to individual differences,which can motivate students to fulfil their otherwise untapped potential.In fact,such a learner-centred approach is not incompatible with the interest of society at large,as students allowed to explore what they are curious about and develop at their own pace can produce better learning results and ultimately contribute more to their organization and community.

In summary,despite the essential role of schools to ensure graduates’job readiness and social responsibility,flexibility should be exercised to allow for personalized growth paths along which each learner explores their unique strengths and interests.

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