2010年考研经典短文背诵:第2期

 
As is described in the drawing, a student fails in a knowledge competition simply because his answer to one question, though being 100% correct, is not exactly the same as the so-called standard answer. It is discernable that other students are quite puzzled by why “1+2=3” is wrong while “2+1=3” is right.

The drawing reminds its audience of a widespread phenomenon in the area of basic education in China, that is, educators stick blindly to fixed standards without allowing any room of flexibility or variation. Students are required to mechanically remember what is written in the books, but receive no encouragement to question, challenge, and disagree. Consequently, children’s creativity is largely limited or killed, which exerts a detrimental impact on their future development, especially in the current society which puts so much emphasis on creativity, innovation, and inventiveness.

As far as I am concerned, there needs to be a comprehensive renovation in the educational system, where new educational concepts, such as to inspire creation, are installed. Only by new teaching methods other than stiff memorization can we cultivate children into talents who will meet the requirements that society demands. Likewise, this new tendency would also benefit educators themselves to realize their own potential.
 
正如图中描绘的那样，一个学生在一次智力竞赛中的失败仅仅是因为他的答案和所谓的标准答案不是完全一致，尽管他的答案也是完全正确的。我们可以看到其他学生对于为什么1+2=3是错误的而2+1=3是正确的感到十分疑惑。

这幅图实际上是在提醒读者在中国基础教育界存在的一个普遍的负面现象，那就是教育者盲目地坚持标准，而不提供灵活和变化的空间。老师要求学生们机械地背诵书上的知识，但是从来不鼓励学生质疑、提出挑战或者不同见解。因此，孩子们的创造力受到了限制和扼杀，这对于他们的未来发展是有害的，特别是现代社会十分强调创新性和独创性。

我认为需要对教育系统进行一次全面的革新，加入一些新的教育理念，如鼓励创新等。我们只有通过新的教育方法、而不是死记硬背， 才能把孩子们培养成为适合社会要求的人才。同样，这种新的趋势对于教育者自身也是有好处的，能够使他们开发自己的潜能。