專八閱讀訓(xùn)練：Examinations Exert a Pernicious Influence on Education

　　Examinations Exert a Pernicious Influence on 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 device anything more efficient and reliable than examinations. For all the pious claim that examinations text 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 you 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 of 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 died. 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 a 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 memorize. 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 freedoms. 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 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. Is it 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.’

　　1. The main idea of this passage is

　　[A] examinations exert a pernicious influence on education.

　　[B] examinations are ineffective.

　　[C] examinations are profitable for institutions.

　　[D] examinations are a burden on students.

　　2. The author’s attitude toward examinations is

　　[A]detest.

　　[B] approval.

　　[C] critical.

　　[D] indifferent.

　　3. The fate of students is decided by

　　[A] education.

　　[B] institutions.

　　[C] examinations.

　　[D] students themselves.

　　4. According to the author, the most important of a good education is

　　[A] to encourage students to read widely.

　　[B] to train students to think on their own.

　　[C] to teach students how to tackle exams.

　　[D] to master his fate.

　　5. Why does the author mention court?

　　[A] Give an example.

　　[B] For comparison.

　　[C] It shows that teachers’ evolutions depend on the results of examinations.

　　[D] It shows the results of court is more effectise.

　　答案詳解

　　1. A 考試對教育具有有害的影響。文章第一段就點(diǎn)明：考試是測試記憶的好方法，是測試在巨大壓力下快速工作的技巧的好方法，卻測不出一個(gè)人的真正能力和水平。第三段集中指出：考試不是促進(jìn)學(xué)生廣泛閱讀，反而限制其閱讀;考試不能使學(xué)生追求更多的知識(shí)，而是誘導(dǎo)學(xué)生進(jìn)行應(yīng)付考試的突擊式學(xué)習(xí)。他們降低了教學(xué)水平，因?yàn)樗麄儎儕Z了老師的一切自由。常常以考試結(jié)果而不是所教課程來評(píng)定老師，是他們不得不以他們所輕視的考試技巧來培訓(xùn)學(xué)生。第二段和第四段也涉及其后果。

　　B.考試無效。這是考試后果的一個(gè)方面。C.考試對教育機(jī)構(gòu)有利。這也是一個(gè)方面。D.考試對學(xué)生是一種負(fù)擔(dān)。

　　2. C 批評(píng)的。第一段中作者明確指出，考試方法依舊，不能測出人的能力和水平。第二段點(diǎn)名，這種無用的考試決定人生的成敗。第三段說考試最成功的考試者經(jīng)常不是最佳的受教育者，他們是在脅迫下最佳獲得考試技巧者，而好的教育應(yīng)能培養(yǎng)人的獨(dú)立思考。第四段涉及閱卷者又累又餓，常犯錯(cuò)誤，不得不在限定時(shí)間披閱一大堆匆忙中七扭八歪寫出的卷子。最后一句“我過去是一個(gè)是來歲的輟學(xué)者，現(xiàn)在我是一個(gè)年輕的百萬富翁”畫龍點(diǎn)睛地指出，考試指揮下的教育的失敗。這一切都說明作者對考試的批評(píng)態(tài)度。

　　A.嫌惡，厭惡。此答案從意義上說是對的。但語法不通，因?yàn)檫@是個(gè)東西，而is后要求是名詞或形容詞。B.贊成。D.漠不關(guān)心的。

　　3. C 考試。答案在第二段，考試是最終憂慮制造者，那是因?yàn)樵S多事情取決于考試：它們是我們社會(huì)中成功或失敗的標(biāo)志。你的未來可能全取決于這決定性的一天。

　　A.教育。B.教育機(jī)構(gòu)。D.學(xué)生自己。

　　4. B 培養(yǎng)學(xué)生進(jìn)行獨(dú)立思考。第三段第一句話點(diǎn)明：好的教育應(yīng)該是培養(yǎng)學(xué)生自己獨(dú)立思考。

　　A.鼓勵(lì)學(xué)生廣泛閱讀。教學(xué)生如何應(yīng)考。C.教學(xué)生如何應(yīng)考。D.掌握自己命運(yùn)。

　　5. B 作對比，答案在最后一段倒數(shù)第二句“審判官裁決后，你有權(quán)力上訴，而披閱考卷人給分后，學(xué)生可沒有上訴權(quán)”后面又談及“一想到考試只對進(jìn)行考試的機(jī)構(gòu)有禮，未免太自私了。這酒是最終分析歸納的東西。”所以作者呼吁，可定還有許多更簡便，更有效的評(píng)估人真正能力的方法。

　　A.給出一個(gè)例子。C.表示老師是由考試結(jié)果評(píng)定好壞。這是第三段講的不分內(nèi)容，教師他們自己常由考試結(jié)果而不是所教課程優(yōu)劣來評(píng)定。所以他們不得不對學(xué)生進(jìn)行應(yīng)試技巧教育，降低教學(xué)水平。D.表明審判官裁決更有效。

　　Vocabulary

　　1. pernicious 有害的，惡性的，破壞性的

　　2. knack 竅門，訣竅

　　3. embark 乘船，登記

　　4. write off 勾銷，注銷。確認(rèn)某食物已損失或無效

　　5. syllabus 教學(xué)大綱

　　6. cram 塞入，把某物塞進(jìn)，突擊式學(xué)習(xí)(尤指應(yīng)考)，以注入方式教人

　　7. duress 威脅，逼迫

　　8. stack 堆，垛

　　9. scrawl 寫/畫(的內(nèi)容不工整，不仔細(xì))潦草的筆跡，七扭八歪的字

　　10. script 講稿，劇本，腳本，筆試答卷

　　11. cynical 憤世嫉俗的，自私得為人不齒的

　　12. boil down 熬濃，濃縮，歸納

　　難句譯注

　　1. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite.

　　【參考譯文】盡管所有那些虔誠的說法說考試能測定你所知道的東西，但其結(jié)果常常是適得其反，這是眾所周之的常識(shí)。

　　2. As anxiety-makers, examinations are second to none.

　　【結(jié)構(gòu)簡析】second to none固定搭配，義：不亞于任何人或事物。

　　【參考譯文】(測)考試作為憂慮的制造者，真是出類拔萃。

　　3. induce cramming

　　誘人采用突擊式學(xué)習(xí)方式。Cram盡力塞入，應(yīng)試突擊學(xué)習(xí)。EX: cram for a chemistry test.為應(yīng)付化學(xué)考試而臨時(shí)抱佛腳。Cram pupils以填鴨式教學(xué)生。

　　4. Yet you have to mark stacks of hastily scrawled scripts in a limited amount of time.

　　【參考譯文】他們不得不在限定的時(shí)間內(nèi)，給一大堆匆忙涂寫而成的筆試答卷批分。

　　5. And their word carries weight.

　　【參考譯文】可他們的話/文字(這里指分?jǐn)?shù))有份量(有影響)。

　　6. This is what it boils down to in the last analysis.

　　【參考譯文】這就是最終分析所歸納的一切。

　　寫作方法與文章大意

　　這是一篇類似分類寫作的文章。羅列了考試種種惡果。作者首先指出考試難以測定人的真正能力和水平，反而是適得其反。二是考試是憂慮的制造者，因?yàn)樗鼪Q定了人的成敗命運(yùn)。三是考試促使學(xué)校進(jìn)行應(yīng)試技巧教育，否定了教會(huì)人獨(dú)立思考、擴(kuò)大視野。四是教師或者說測試人又累又餓，犯錯(cuò)誤，還得在限定時(shí)間披閱成堆的試卷，他們的壓力和考試者一樣很大，而他們的話――分?jǐn)?shù)有份量，審判官的裁決，你有權(quán)上訴，而他們的裁決――一筆定終身。

　　最后引用“輟學(xué)者成為百萬富翁”來點(diǎn)明測試這種形式對教育的壞影響。