雅思雙邊討論類大作文教育類話題孩子應(yīng)該盡早上學(xué)7分范文分析

隨著全球化的加速和教育的多樣化，越來(lái)越多的學(xué)生選擇留學(xué)，而在申請(qǐng)國(guó)外大學(xué)時(shí)，語(yǔ)言考試是繞不開的一環(huán)，本文和大家說(shuō)一說(shuō)：雅思雙邊討論類大作文教育類話題 孩子應(yīng)該盡早上學(xué) 7分范文分析，一起往下來(lái)看看吧。

Nowadays some people say that children should go to school as young as possible. While others believe that children should go to school when they are at least seven years old. Discuss both views and give your own opinion. (題目來(lái)源：2019年12月14日亞太雅思大作文)

1、題目大意

有人認(rèn)為孩子應(yīng)該盡可能早的上學(xué)，而其他人認(rèn)為孩子應(yīng)該至少七歲以上才能上學(xué)討論雙方觀點(diǎn)并給與你個(gè)人觀點(diǎn).

2、寫作思路

兩種觀點(diǎn)均缺乏合理性。

第一種觀點(diǎn)的不合理在于我們沒有辦法定性什么樣的學(xué)生情況可以被認(rèn)定為是盡可能早?？赡苓@個(gè)概念太過(guò)模糊，即便相關(guān)的體系測(cè)試系統(tǒng)能夠檢測(cè)出孩子是否已經(jīng)心智成熟到可以接受教育，也無(wú)法準(zhǔn)確檢測(cè)他們是否可能在入學(xué)后長(zhǎng)期專注，或者是過(guò)早接受教育會(huì)不會(huì)由于對(duì)他們童年時(shí)期自由度的過(guò)多限制而對(duì)未來(lái)產(chǎn)生影響。

雖然這意味著孩子應(yīng)該被給與一個(gè)上學(xué)的年齡限制，但是這個(gè)限制也不應(yīng)該太絕對(duì)。科學(xué)家和人類學(xué)家可能給予了一個(gè)很科學(xué)的7歲后上學(xué)的建議，但這個(gè)建議不應(yīng)該是一個(gè)特別固定的狀態(tài)，因?yàn)樗]有涵蓋對(duì)于不同地區(qū)孩子的具體情況，以及孩子在特定地區(qū)所獲得教育的具體內(nèi)容。因而，固定的入學(xué)年齡應(yīng)該在考量到這些決定因素后來(lái)被具體制定，可以略早也可以略晚。

3、提綱

4、高分范文

I would discuss in this essay why neither of the two views is persuasive enough, and I certainly agree that there should be a minimum age for the school access but it should not be always that fixed.

The suggestion that children should go to school as soon as possible would sound not so doable because of its ambiguity. It sounds reasonable that children are allowed to go to school when they are ready to accept rudimentary education mentally and physically, and that is why people think they are supposed to enjoy their study life as soon as possible. Whereas the only problem is that no one can define a system of differentiation towards this. Just what type of personal condition is possible enough to go to school? The quantification fails to be set up because of the obscurity of this definition. It is true that one could be testified with related examining system to ensure whether he or she is qualified enough to be injected with school knowledge and whether one has the basic logic thinking, but the related measurements can never be that sound to guarantee such kids can always focus on their schooling if put in primary education when they are too young, or even more severe, they would not deprived of their freedom in their early childhood and this would not be harmful to their future. If so, that is certainly not possible, and the potential hazards would be certainly hidden if the children were truly sent to school too soon.

The concern elicited above lead to why some consider the regulation of setting up a minimum age limit for children to go to school, but it, actually, should not be implemented too absolutely to be always seven. I have never doubted this restriction of age may have been examined by experts or anthropologists and it seems to be somewhat the most scientific period to provide most infants with elementary education since they may be mature enough to get access. However, would it be too strict a rule for the entire world to obey without including the consideration towards, say, the concrete contents of different types of education, or other tangible conditions of the next generations in specific locations? What the policy has failed to be practical is that it just has fixed the minimum age of students, but not unified the education modes or other related standards at the same time：rules could certainly be relaxed if the first-step education in a country is relatively easy involving mostly the playful elements that are suitable even if the education receivers are much younger; sometimes the limitation has to be more rigorous when children are inculcated with things that are above-average difficult.

In conclusion, I would agree that related criteria should indeed be given on what age is the best timing for schooling, but must be well-rounded enough by considering as many determinants as we can.

5、相關(guān)詞匯

Persuasive 有說(shuō)服力的

Minimum age 最低年齡

Doable 可行的

Ambiguity 模糊的

Rigorous 嚴(yán)格的

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