以下是小编收集整理的应试教育(Exam-oriented education)（共含5篇），欢迎阅读与借鉴。同时，但愿您也能像本文投稿人“晚向阿巴巴阿巴”一样，积极向本站投稿分享好文章。
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 really is 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 nothing about a person’s true ability and aptitude.
as anxiety-makers, examinations are second to none. 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. it doesn’t matter that you weren’t feeling very well, or that your mother dies. little things like that don’t count: the exam goes on. no one can give of his best when he is in mortal terror, or after sleepless night, yet this is precisely what the examination system expects him to do. the moment a child begins school, he enters a world of vicious 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 embarked on a career? 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. they lower the standards of teaching, for they deprive the teacher of all freedom. teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. the most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
the results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. examiners are only human. they get tired and hungry; they make mistakes. yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. they work under the same sort of pressure as the candidates. and their word carries weight. after a judge’s decision on you have the right of appeal, but not after an examiner’s. there must surely be many simpler and more effective ways of assessing a person’s true abilities. it is cynical to suggest that examinations are merely a profitable business for the institutions that run them? this is what it boils down to in the last analysis. the best comment on the system is this illiterate message recently scrawled on a wall: ‘i were a teenage drop-out and now i are a teenage millionaire.’
应试教育(exam-oriented 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 really is 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 nothing about a person’s true ability and aptitude.
as anxiety-makers, examinations are second to none. 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. it doesn’t matter that you weren’t feeling very well, or that your mother dies. little things like that don’t count: the exam goes on. no one can give of his best when he is in mortal terror, or after sleepless night, yet this is precisely what the examination system expects him to do. the moment a child begins school, he enters a world of vicious 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 embarked on a career? 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. they lower the standards of teaching, for they deprive the teacher of all freedom. teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise. the most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.
the results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. examiners are only human. they get tired and hungry; they make mistakes. yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. they work under the same sort of pressure as the candidates. and their word carries weight. after a judge’s decision on you have the right of appeal, but not after an examiner’s. there must surely be many simpler and more effective ways of assessing a person’s true abilities. it is cynical to suggest that examinations are merely a profitable business for the institutions that run them? this is what it boils down to in the last analysis. the best comment on the system is this illiterate message recently scrawled on a wall: ‘i were a teenage drop-out and now i are a teenage millionaire.’
get an idea about the topic
what’s your definition of education? education is the activities of educating or instructing or teaching; activities that impart knowledge or skill, knowledge acquired by learning and instruction or the gradual process of acquiring knowledge. do you agree?
related words and phrases
academic degree 学位 university entrance exam 高考
compulsory education 义务教育 alum 校友(可指男女)
affiliated school 附属学校 national exam 全国统考
branch school 分校 academic record 学习成绩
vocational school 职业学校 foreign affairs office 外事办
university of liberal arts 文科大学 master of business administration (mba) 工商管理硕士
university of science and technology理工科大学junior college 两年制大专
normal university 师范大学 humanities 人文学科
correspondence school 函授学校 introductory course 基础课程
night school for adults 成人夜校 required course 必修课
in-serve training course 在职进修班 elective/optional course 选修课
curriculum 课程 major n. 专业；主修
quality education 素质教育 minor n. 副修
semester 学期 open class 公开课
原因:1.新中国时期，国家推动、公办学校、中央集权的管理等；好处是快和步伐齐，坏处是养成老百姓依赖政府的习惯、服从统一管理而缺乏自主性与创造性的习惯，在学力问题上的坏处则是养成偏重全国一致的以国家考试的成绩为最重要评价标准的习惯。所以应试教育是有国家体制原因的。 2.改革开放之后，近代化的急速发展，促成城乡差距、地域差距急速拉大，中、高等教育的先天不足，不可能提供高升学率，于是教育的选拔性突出，升学竞争激化。终生雇佣制只可能一次性选拔职员，于是一次性的学历极为重要。
3.家计――高涨的升学积极性 希望升学的家庭比例急速扩大。对于子女来说，即使对偏重于应试准备的学习本身没有兴趣，但是只得接受它将决定自己的未来这样的来自于父母的价值观。这样，家庭高涨的升学积极性和子女在学习上的努力联系起来。并且形成了学生之间的竞争，进而也产生了激化竞争、自我强化的过程。
当代科技和经济需要的是个性化的、富于创造性的、会不断学习的、善于交往的员工及科技人员；旧的职业越来越快地被新的职业所取代；社会流动已成为社会经济发展的必然需要。从而中国应试模式教育那种一次性、标准性、封闭性、灌输与训练性的教育已不适应时代需要。 对待中国应试教育的措施有以下内容： 1、新学力、极权式统治――韩国、新加坡 ……向新的学力观的过渡，正以政府的强有力的统治为杠杆，在初等、中等教育课程，和大学的`标准化入学考试中进行着。尽管对其是否真正形成了“新”学力尚存争议，但至少可以理解为，这对纳入了新的学力观点的测验具有一种训练的效果。 2、传统的学力、通过竞争评估的统制――美国、英国 这些国家从60年代起进行了近似新学力概念的教育实验，但是到了80年代以后，反而设定了传统式的统一教育课程、学历达成目标，并且通过对其达成度的统一考试等进行严格评估，……（按：这是因为它们长期来的分权制教育管理带来了传统学历太低的问题，与日本及中国的历史情况不同。） 3、新学力、社会共识――芬兰、荷兰 ……芬兰、荷兰、瑞典等北欧国家。……设计了跨科目、学年的授课，学校、教师主体性地参与。……高中之间的显性差距很小。……对于教育的理想状态，包括政府、学校、教师、家庭在内具有一定的共识。
（按：可见并不是每个国家都在留恋传统学力和传统教育制度。总结起来说：应试教育的原因应该从对旧的政治、经济和文化制度中去找，而面对已经进入中国的新的经济、政治和文化的发展需要，应试教育的丧钟应该敲响，为了后几代人的新学力，也就是为了中国未来的发展，必须把教育改革下定决心地进行下去。）
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近年来，国内大大小小的媒体似乎已不再为提倡素质教育而摇旗呐喊了。尽管在相关的教育论坛里还有一些的素质教育论，但这种声音不过是对现行教育隔靴搔痒而已；有的论点归根结底只不过是应试教育的变种罢了。
我何以如此不知天高地厚而出言不逊呢？请君看我下面的求证。
中心论点：考试指挥棒的灵魂是以冰冷的分数衡量学生和老师的成果（或一切以分数为中心）。
论据一：学校对老师按照所教学生的考分来排名次，分出状元、榜眼、探花乃至童生。
论据二：学校硬性规定所有学科的老师都要分析历年来的中、高考试卷并形成论文报告，以此来预测来年的考试试题走向，从而指导自己的教学工作。于是老师为考试而教，学生为考试而学。
论据三：高一级学校以考分来录取学生，中榜者少交学费，落第者必须用价格不菲的白花花的银子铺平求学之路。
论据四：学校以学生升学人数的多少来评定老师的优劣和颁发奖金的数额，社会以升学率来衡量学校的教育质量。
论据五：人打牛，牛打田坎。老师向学生灌输考试知识要点和应考技巧，家长以考分高低奖惩孩子。
论据六：从星期一到星期五，若是冬天，学生是天不见亮就上学，披星戴月才回家。毕业班的学生还要在星期六补课。每天整整十节正课，如果早自习只算半节，则有十节半课（晚自习除外）。课程全部是毕业和升学考试要考的科目。
论据七：老师和家长眼中的“优生”面对如此的苦学也精疲力竭而厌学，为此离家出走或轻生的也屡见不鲜。
论据八：各科考试试题都有一二道题令老师也抓耳挠腮，美其名曰“拉差距”的试题；考倒了学生，实现了考试的筛选目的。为了考高分，学生有做不完的试题，老师有讲不完的问题。老师为了让学生早日熟练地适应考试制度，每学期除了中期和期末考试外，每个月要举行月考，平时的大大小小的测试只能算例行公事了。考试完后，老师又要分析学生的试卷和分数，凡是未达到相应分数的学生，哪一学科差了，就由该学科的老师不惜一切手段负责把此生的分数提起来。
结论：中国的现行教育是应试教育发展到极致的辉煌时期，一切都以分数为中心，分数已经成为老师和学生的命根子；由此培养出无数的自私、冷漠、偏执、麻木的考试机器。故有人称中国的教育为现代科举。
★ 中国应试教育
