GMAT考試作文機經(jīng)AI部分 5月7日更新（十三）.

　 GMAT考試已于2012年5月4日更換題庫，這是舊的GMAT考試最后一次換庫了，這也是GMAT作文AI部分的最后一次換庫了。新的GMAT考試將于6月份于大家見面，而AI作文將被刪除。因此，希望參加最后一次舊GMAT的考生好好努力，爭取旗開得勝！以下是2012年5月的GMAT作文AI部分機經(jīng)更新，更新日期從12年5月7日開始！

　　20.(5次)

　　原始寂靜：

　　V1(BY: cherie_w) 學(xué)校主要功能是teach academic skills not to teach and social skills.

　　原題：

　　Schools should be responsible only for teaching academic skills and not for teaching ethical and social values.

　　學(xué)校只應(yīng)該負責(zé)教學(xué)術(shù)技能而不負責(zé)教道德價值和社會價值。

　　參考思路：

　　1. 雖然學(xué)校的主要職能應(yīng)該是將知識和技能傳遞給學(xué)生,但道德價值和社會價值的教導(dǎo)同樣也是學(xué)校的一個義務(wù).因為對每一個學(xué)生個體而言,其正確的世界觀人生觀的養(yǎng)成甚至是比知識和技能更重要的.試想一個道德不健全或是和社會價值標準相背離的孩子就算他有再優(yōu)秀的學(xué)術(shù)能力我們又怎么能指望他們會擁有成功的人生呢?而學(xué)校作為學(xué)生生活的很大一個組成部分占據(jù)了學(xué)生非睡眠時間一半甚至更多的時間,它對正確道德社會價值的養(yǎng)成是責(zé)無旁貸的.

　　2. 有些人可能會反駁說,每個孩子都是獨立的個體.有他的特殊性,道德和社會價值的教導(dǎo)應(yīng)該留給家長來完成.這樣的說法貌似有一定的道理.但我們必須要承認的是,每個家長的能力甚至是道德水平也是良莠不齊的,我們怎么可以指望他們一定可以給孩子正確的引導(dǎo).事實上我們正需要學(xué)校來充當(dāng)這個引導(dǎo)的角色.因為我們無法控制家長的水平,卻可以相對容易的確定教師的水平.

　　3. 當(dāng)然我上面所論述的價值觀只是基本的和應(yīng)該被社會的每個個體所普遍認同的.我并不贊成學(xué)校灌輸給學(xué)生更為具體的價值觀.因為這顯然是有悖于個體發(fā)展的多樣性的.

　　參考范文：

　　The speaker asserts that schools should teach only academic skills, and not ethical or social values. I agree with the speaker insofar as instruction on certain moral issues is best lt to parents and churches. However, in my view it is in the best interests of a democratic society for schools to teach at least the values necessary to preserve freedom and a democratic way of life, and perhaps even additional values that enrich and nurture a society and its members.

　　We all have in interest in preserving our freedom and democratic way of life. At the very least (prep. 最低限度), then, schools should provide instruction in the ethical and social values required for our democracy to survive—particularly the values of respect and tolerance. Respect for individual persons is a basic ethical value that requires us to acknowledge the fundamental equality of all people, a tenet of a democratic society. Tolerance of differences among individuals and their viewpoints is required to actualize many of our basic constitutional rights—including life, liberty, pursuit of happiness, and freedom of speech and religion.

　　While respect and tolerance are the minimal values that schools should teach, the list should ideally go further—to include caring, compassion, and willingness to help one another. A democracy might survive without these values, but it would not thrive. Respect and tolerance without compassion, it seems to me, breed a cool aloofness that undermines our humanity, and leaves those in the worst position to suffer more and suffer alone—an unhealthy state for any society.

　　Admittedly, schools should avoid advocating particular viewpoints on controversial moral issues such as abortion or capital punishment. Instruction on issues with clear spiritual or religious implications is best lt to parents and churches. Even so, schools should teach students how to approach these kinds of issues—by helping students to recognize their complexity and to clarify competing points of view. In doing so, schools can help breed citizens who approach controversy in the rational and responsible ways characteristic of a healthy democracy.

　　In sum, schools should by all means rrain from indoctrinating our young people with particular viewpoint on controversial questions of morality. However, it is in a democratic society’s interest for schools to inculcate the democratic values of respect and tolerance, and perhaps even additional values that humanize and enrich a society.

相關(guān)鏈接：

1.GMAT考試作文機經(jīng)AI部分 5月7日更新（十四）

2.GMAT考試成功法則之作文篇

3.GMAT考試 5月7日更新GMAT閱讀機經(jīng)(三)