2017年英语四级高分范文解析

　　Is It Right to Require Class Attendance?

　　Required class attendance， like an old custom， is so common in Chinese colleges and universities that many teachers and even students themselves simply assume it a good practice.　But is it wise to do so? It does contribute to the rise in the number of students attending class. But is there any proven correlation between attendance and performance in a course? The value of required attendance is being questioned by more and more teachers and students.

　　Why is class attendance required? The reason seems fairly distinct and understandable. For one thing， to ensure that all the students in his or her class are attending it has been considered one of the responsibilities of the teacher in the long run.　A strong sense of responsibility is acting on the teachers and making them feel lose face or even guilty if they are facing just several students in a classroom which should be filled with many more of them. Also playing a part is that teachers have to find ways to evaluate their students， and attendance， which is a perfect measurable factor， can be their good choice apart from mere paper marks.

　　But does that make sense? Have teachers achieved their goal? Take the first glance and people may say "yes"， because you can easily find that in the courses which require class attendance there are always a lot of students.　But things are not just simply what they look like， however. "I'm tired of the course，but I've got to attend it. So I leave after my name is mentioned by the teacher." A college student said so and if you have experienced college life， you'll find he's not alone in saying so. In some courses attendance checking has been somewhat a burden to the students and they have developed several ways to escape classes while still retain good record on the teachers' handbook.One way is to leave silently after attendance checking， and there's still other ways such as asking others to reply when his or her name is called， etc. Even just talk about the students who never escape classes. We can hardly assume they're really "taking" the course because none of the available data shows any proven correlation between attendance and performance in a course. One may be sitting in the classroom， but who knows whether he or she is just sitting there daydreaming all the time?What surprises us is that there are students who get high marks without attending many classes. So now we seem to have reached a corner： how to explain all these phenomena? Is class attendance requirement really a ridiculous thing or have we missed something important that gives us the answer?

　　Just consider the teachers' goal again and we can get more out of the problem. The point of all the things is that we should find a better way to arouse the students' enthusiasm and efficiency to study and attendance requirement is just one of the methods. One's course performance is measured by his or her efforts and efficiency rather than the time he spends to attend class.　A student may have a high rate of attendance but low study efficiency. What's more， if we make a close research about the college education we can see why college education is not welcome. A sense of being compelled to study and not being trusted is the most important factor in it.　Students in colleges tend to think they are already grown-ups who're responsible for what they can do and what they want to do.　The attendance checking makes them feel that they are treated like children and thus may destroy the enthusiasm of study or even cause them to cheat the teachers in different ways.　Another factor that bears the same importance is the classes， or to say the teachers them selves. Why do students fail to follow the courses? One thing that can not be denied is that many classes are simply too boring.Teachers only repeat　their materials　from　the　textbook and students feel they can gain nothing from it. For the third but not the least one， students do lack a strong desire to study and responsibility for themselves these days. Their life is filled with too many things such as PCs， TVs， and a lot of other things.These make them impetuous and unable to sit down quietly studying.

　　"Awareness of the problem is half of the solution，" Once Edison mentioned. Now that we have reached the conclusion that mere attendance requirement is not right， nor necessary， what shall teachers and students do to find the other half of the solution and end the "hide and see" game?

　　First， maintaining students attention and interest is still a big challenge for the classroom lecturers. One way for professors to meet the challenge is to brighten the classes with anecdotes for comic relief.　Another way is to integrate visuals into classroom activities. Still another way is to punctuate the classes with discussion. Through all these methods the students' enthusiasm of study may be aroused and they would have the desire to study instead of being compelled to sit in the classroom thinking how to escape it.

　　Students themselves should take actions to solve the problems too.　The essence of the problem is how to improve their study quality and students themselves，　as those who benefit from all the endeavors， must give an active response to teachers and the society. Just as Newton once said， "Exploring the unknown is the happiest thing in my life."Students must develop their interest and desire to learn in classes. They should try their best to follow the courses to get knowledge from them instead of making all kinds of excuses to escape classes.

　　After all， taking all these factors into account， we may safely arrive at the conclusion that to require class attendance is not an effective way to ensure the students' study quality and efficiency， but it stands for the endless endeavor of educators to improve the standard of education and to give students better tourscs. Awareness of the problem is the first step and other effective measures are being taken. We have strong belief that the situation in the near future will be better and students as well as the teachers will both get high efficiency and interest from the classes.

　　Just try and believe it! We cast our eyes forward because there will be a brighter future of education!

       要求上课,就像一个古老的习俗,是如此普遍在中国高校,许多教师和学生也自己只是假定它是一个好的实践。但是这样做是明智的吗?它有助于学生的数量也在增加,但是上课有什么证明出勤和表现之间的相关性在课程?上课点名制度的价值正在受到越来越多的教师和学生。

　　为什么需要上课吗?原因似乎是相当不同的和可以理解的。首先,以确保所有的学生都在他或她的阶级参加它一直被认为是老师的责任从长远来看。责任心强是作用于教师,使他们感到丢脸或甚至内疚,如果他们正面临只是几个学生在教室里应该充满更多的学生。也在发挥作用,教师必须找到方法来评估他们的学生,并出席,这是一个完美的衡量因素,可以是他们不错的选择除了纯粹的纸标志。

　　但这是否有意义吗?有教师达到了他们的目标?迈出第一眼,人们可能会说“是的”,因为你可以很容易地发现在课程需要上课总是有很多学生,但是事情并不只是简单的模样,然而。“我厌倦了课程,但是我必须参加它。所以我离开后,我的名字是提到老师。”一个大学生这样说的,如果你有经验丰富的大学生活,你会发现他不是一个人在这么说。在某些课程出勤检查已经有点负担,学生和他们已经发展了好几种不同的方式来逃课而仍然保持良好的记录,在教师手册的一个方法是不动声色的离开后,考勤检查还是其他方面如要求别人回答,他或她的名字叫做等等。甚至只是谈论学生从不逃课。我们几乎不能假设他们是真正的“以”课程,因为没有可用的数据显示任何证明出勤和性能之间的相关性在课程。一个可能是坐在教室里,但谁知道他或她只是坐在那里做白日梦?我们感到惊异的是,有学生得到高分没有参加很多课程。所以现在我们似乎已经达到了一个角落:如何解释这些现象?是上课的要求真的可笑的事情或有我们错过了一些重要的事情给了我们答案吗?

　　只是考虑到教师的目标再次和我们可以得到更多的问题。这一点在所有的事情是,我们应该找到一个更好的方法来激发学生的热情和效率研究出勤要求只是方法之一。其发展性能是衡量他或她的努力和效率而不是时间他花上课。学生可以有一个高速率的出勤但低学习效率。更重要的是,如果我们做一个关于大学教育密切研究我们可以看到为什么大学教育不是欢迎。某种意义上的被迫学习和不被信任是最重要的因素在它。在高等学校学生倾向于认为他们已经是成年人谁是负责他们所能做的,什么是他们想要做的。勤检查使他们觉得他们像对待孩子,因此可能会破坏学习的热情,甚至导致他们作弊的老师在不同的方式。另一个因素,熊同样的重要性是类,或说老师他们自我。为什么学生未能遵循课程吗?一件事,不能否认是那么多的课太无聊的老师只有重复他们的材料从教材和学生感到他们可以获得任何东西。第三但不是最少的一个,学生缺乏一个强烈的欲望去学习和责任为自己这些天来。他们的生活中充满太多的事情如电脑、电视、和许多其他的事情这些让他们冲动的和无法坐下来安静地学习。

　　“意识到这个问题的解决方案的一半,“一旦爱迪生提到。现在我们已经得出这样的结论:纯粹的出勤要求是不正确的,也不是必要的,老师和学生应当如何找到其他解决方案的一半和结束“隐藏和看”的游戏吗?

　　首先,保持学生的注意力和兴趣仍然是一个大挑战。的一个方式,教室讲师教授迎接挑战是照亮类与轶事搞笑。另一种方法是整合到课堂活动的视觉效果。还有另一种方法是更加深了类与讨论。通过这些方法,学生们的学习积极性可能引起和他们渴望学习,而不是被迫坐在教室里思考如何逃避它。

　　学生自己应该采取措施来解决这个问题太。问题的实质是如何提高他们的学习质量和学生本身,因为那些受益于所有的努力,必须给一个积极响应老师和社会。正如牛顿曾经说过,“探索未知,是我生命中最快乐的事”。学生必须培养他们的兴趣和学习欲望在类。他们应该尽力遵循课程从他们获得知识,而不是制造各种借口来逃避类。

　　毕竟,把所有这些因素考虑在内,我们可以得出以下结论,即要求上课不是一个有效的方法来保证学生的学习质量和效率,但它代表着无尽的努力的教育者提高教育的水准和给学生更好的tourscs。认识问题是第一步和其他有效的措施被采取。我们有坚定的信念,在不久的将来的情况会更好的和学生以及教师都将得到效率高、兴趣类。

　　简　评

　　一些同学在论及考评制时，往往从个人角度出发予以批判，观点有失客观。而本文作者抓住了问题的核心——单纯的考勤制并不能提高学习效果，以缜密的文思，清晰的语言对考评制这一教育手段进行了全面，深入的分析。本文不失为议论文中的佳作。

　　文章的布局严整，说理层次非常分明。先是提出问题(第一段)，接着陈述考勤制的初衷和现实效果(二三段)，进而分析考勤制的弊病及不受欢迎的原因(四段)，再论及解决问题的方法(五六段)，最后总结全文(七八段)。所有论证紧扣“考勤制”和“学习效果”的关系这一中心议题，步步深入，将复杂的道理讲得清清楚楚。

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