4.29大陆雅思大作文7分范文及解析：鼓励学生评价和批评老师

双边类大作文，社会类话题

Some people think in order to continually improve the quality of education, high school students should be encouraged to evaluate and criticize their teachers. Others feel that this would result in a loss of respect and discipline in classroom. Discuss both these views and give your own opinion.   

题目来源：2021年4月29日大陆雅思大作文

题目大意：

有人为提升教育质量，应该鼓励高中生评价和批评他们老师。其他人认为这将导致对老师不尊敬和影响课堂秩序。讨论双边观点，给出你的立场。 

思路解析：

这又是一道双边类大作文，双边讨论类的题目，可以自由讨论双方各自的利弊，文章的观点可以是中立或单边支持。如果题目中双边观点完全对立，那建议选择单边支持会比较好写，而这道题目中两者观点并不完全对立，因此老师也选择中立，对两者都予以反驳；

这道题目中甲方观点中含有一个因果逻辑，要提升教育质量，就要鼓励高中生批评老师，而乙方观点同样也含有一个因果逻辑，批评老师被认为会导致不尊重老师和课堂秩序。双方观点中，其因果逻辑都缺乏必然性，所以可以分别予以反驳。

首先来看为了提升教育质量，鼓励高中生评估和批评老师。这么做的好处在于，一是通过学生的评价反馈，老师能够发现自己教学中存在的问题并加以改进，比如知识点是否讲清楚，和学生互动上是否有效；二是因为评价机制的存在，老师也会感受到压力和动力，很多老师可能也不希望自己的评价比其他老师更低。但是同样存在明显的问题，一方面学生的评价和批评可能是完全凭着个人喜恶来进行，而不是客观的标准。另一方面，老师为了提升学生的评价，可能会迎合学生搞好师生关系，而不是通过改善教学质量，这也就导致原先的目的并没有办法实现。

其次来看另一方的观点，这样做会导致对老师不尊敬和影响课堂秩序。这个问题可能会存在，比如刚刚所说，老师为了迎合学生，当学生犯错时可能并不会对学生进行批评，导致了课堂秩序变差。但是，这个问题也是可以避免的。学校可以通过合理的机制，来引导学生做出有效的评价，同时保证对老师的评价不会仅仅来源于学生而双边类是用一个更加综合的方式。同时，批评老师也不能作为不尊重老师的一种标准，在合理的情况下，学生能主动进行评估和对老师提出批评，本身也是一种批判思维的体现。

高分范文示例：

There is a belief that high school students judge or criticize their instructors will lead to successful education, while others are more concerned about the repercussions of this approach, namely the loss of respect for teacher and disruption in classrooms. From my perspective, neither view is justified enough to represent the entire picture; it is oversimplified to venerate either opinion over the other.   

On the one hand, it is simplistic to associate the criticism of teachers with improved educational quality. The advocates may assume that students’ judgement may act as an impetus for teachers to reflect on their pedagogies or expertise; nevertheless, those championing this conviction oversimplify the connection between the premise and conclusion – the ramifications of students’ comments on teachers are outcomes of complex causal configurations which act conjointly. The same cause which is sufficient for educational improvement in one situation may result in opposite consequences as they are joined by other causes in different situations, whether these be students’ prejudice against or emotional bonds with individual teachers. 

By the same token, it is also an assumption to say that students’ criticism about instructors will entail disrespect and disorder in classrooms. Those who stick to this apprehension also base their conclusion on an irrelevant connection between the cause and effects – students challenging their teachers should not be considered as an indicator of their respect for authority and classroom disciplines; by contrast, it is difficult for me to see this approach as anything other than the manifestation of their critical thinking capability, which has nothing to do with their attitudes towards school etiquette. 

From what has been discussed above, it is my conclusion therefore, it is simplistic to assume high school students’ criticism on teachers as a bless or curse on education – the ramifications of the approach should be discussed in relation to contexts. 

相关词汇和语法结构：

Criticism 批评  

Pedagogy 教学法  

Expertise 学识  

Prejudice 偏见   

Disrespect 不尊重  

Etiquette 规矩