雅思論說(shuō)文寫作經(jīng)典范文：關(guān)于教育問(wèn)題

　　一、教育問(wèn)題

　　1. Do you agree or disagree with this statement？ It is much easier to learn in a small class than in a large one. Use specific examples and reasons to support your answer.

　　在大班學(xué)習(xí)效果好還是小班學(xué)習(xí)效果好的問(wèn)題上人們會(huì)有不同的看法：有的認(rèn)為小班好，也有的認(rèn)為大班好，而我則認(rèn)為大班和小班各有可褒及可貶之處，但更為關(guān)鍵的問(wèn)題是老師如何，也就是說(shuō)，假如老師好，那班大、班小就不會(huì)有什么問(wèn)題。

　　People’s views on the size of a class vary. While some people hold that a small class is better for learning， there are others who argue that a big one is better. On a personal note， I am convinced that each size of classes has its merits and demerits and what really counts is the teacher. That is to say， if the teacher is good， then class sizes would be no big deal.

　　首先，小班、大班各有利弊。拿小班來(lái)講，學(xué)生人數(shù)少，教室里會(huì)相對(duì)安靜些，學(xué)生可以安心地學(xué)習(xí)，這一點(diǎn)應(yīng)該很輕易明白，究竟10人、20人所制造出的聲響會(huì)遠(yuǎn)遠(yuǎn)低于100人、200人所制造出的聲響的。其次，學(xué)生人數(shù)少，任課教師輕易掌控。人太多時(shí)，教師會(huì)感到無(wú)所適從，因?yàn)橐�掌控整個(gè)局面本身就不是一件簡(jiǎn)單的事情。另外，學(xué)生人數(shù)少，可以與教師形成互動(dòng)，教師從而也可以對(duì)學(xué)生實(shí)行針對(duì)性的指導(dǎo)。假如學(xué)生多，一對(duì)一的指導(dǎo)或者說(shuō)一對(duì)幾的指導(dǎo)根本是不可能的事情。但這并非說(shuō)小班就一無(wú)所非，而大班就一無(wú)所是了。事實(shí)證實(shí)，小班輕易形成倦怠和枯燥，所以，也會(huì)對(duì)學(xué)生的學(xué)習(xí)帶來(lái)不利。大班就不同了，因?yàn)樯洗蟀鄬?duì)老師要求高，這樣一來(lái)，教大班的老師就必須做到活力四射、風(fēng)趣幽默，能夠調(diào)動(dòng)班級(jí)氣氛，能夠抓住學(xué)生注重力，那受益的自然是學(xué)生。另外，在一個(gè)大班里，學(xué)生彼此之間會(huì)結(jié)識(shí)更多的朋友，因?yàn)樗麄冇辛烁�大的選擇余地，而結(jié)交朋友本身就是件有意義的事情，因?yàn)檫@可以使學(xué)生們更加喜歡自己的班級(jí)，而這種狀況從長(zhǎng)遠(yuǎn)角度講肯定是有利于學(xué)習(xí)成效的。

　　In the first place， both small and big classes have their own advantages and disadvantages. Let’s take a small class for example. With a small number of students in one class， the classroom atmosphere would be relatively quiet and， therefore， it would be possible for students to concentrate on their learning. This can be easily understood， for， after all， the noise made by 10 or 20 people is much lower than that made by 100 or even 200 people！ Also， with fewer students， the teacher would find it much easier to manipulate the class， that is， to have the whole class under complete control. If there are too many students， the teacher would be at a loss as to what to do in that controlling the situation itself would be challenging enough. Besides， in a small class， the students could have more interactive activities with the teacher and the teacher can give each student whatever instructions or help that he or she needs. When the number of students in a class is much too big， one-to-one or one-to-several tutoring is simply impossible. However， this is not to say that a small class is all good and a big one is all bad. In fact， as researches show， a small class is more likely to give rise to tiredness and boredom， which hinders learning. In this respect， a big class prevails as it places higher pressure on the teacher， thus compelling him or her to be more energetic and more humorous so as to create a more lively learning atmosphere and， therefore， having the students’ attention. Who will benefit from all these？ The students！ Of course！ Moreover， in a big class， the students could get to know more people， thereby making more friends as they have more choices. And making friends itself is meaningful in that it makes the class a more attractive place and in the long run， this makes for students’ learning.

　　其次，我們應(yīng)該承認(rèn)：班小、班大絕對(duì)沒(méi)有老師來(lái)得關(guān)鍵。不管班級(jí)多小，哪怕只有一個(gè)學(xué)生，但假如老師不合格，根本就不懂教學(xué)，那學(xué)生也無(wú)法專心聽講，也就無(wú)法真正學(xué)到知識(shí)。相反，假如老師好，哪怕有一千名學(xué)生，也照樣可以保證老師講得起勁，學(xué)生聽得有滋味，學(xué)習(xí)的效果也就不言自喻了。我曾經(jīng)參加過(guò)一個(gè)500人的班級(jí)學(xué)習(xí)，因?yàn)槔蠋熀�，學(xué)生們都喜歡他，所以，我們都學(xué)得很開心，而且，為了坐得離老師近，很多學(xué)生提前1小時(shí)就去搶前排的座位。這充分說(shuō)明了一點(diǎn)：老師是關(guān)鍵。

　　In the second place， we must acknowledge the very fact that no matter how small or big a class is， it is simply not that important as the teacher. Even in a class where there is only one student， if the teacher proves to be inefficient， not knowing how to teach at all， it would be impossible for the students to listen attentively， so there would be no way for them to really learn anything. Quite the opposite， if the teacher is good， then no matter how many students there are in one class， say， 1，000 of them， the teacher would still be able to teach enthusiastically and the students listen enjoyably， and the learning effect would be beyond any doubt. I had the experience of sitting in a 500-student classroom. The teacher was warmly received by the students and so we all learned happily. Moreover， just for the sake of securing a seat close to the teacher， many students would go to the classroom 1 hour earlier. This well confirmed the point that the teacher is what really counts.

　　基于以上論證，我們說(shuō)，班級(jí)規(guī)模的大小本身不會(huì)對(duì)學(xué)生的學(xué)習(xí)產(chǎn)生什么影響，真正決定學(xué)生學(xué)習(xí)熱情的更為關(guān)鍵的因素是教師的優(yōu)劣。

　　From the above discussion， we can safely come to the conclusion that the size of a class does not have much influence on the students’ learning effect. What is really more crucial in this issue is the quality of the teacher.