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French education

法蘭西教育

Bac blues

會考后的憂傷

Moves are afoot to reconsider France's harshgrading system

法國正在考慮改革它苛刻的成績評級制度

WARY of competition when it comes to globalmarkets, the French embrace it wholeheartedly in the classroom. As school pupils enjoy theend of their summer holiday, few will relish a return to their harsh grading system. Termlyreports in secondary schools record pupils' marks, in Cartesian fashion, to the nearest twodecimal points. Every child knows how they compare with the average. A result at the school-leaving baccalaureat exam of 16 out of 20 is considered outstanding. For younger children, adictee to test spelling is marked by progressively deducting points for every error, which cancrush the grade down to zero, or even into negative territory.

提到全球市場，就少不了競爭中“戰(zhàn)戰(zhàn)兢兢，如履薄冰”的心態(tài)。而法蘭西一心要將這種小心翼翼奉為教育的信條。享受美好假期的孩子們一想到要回到學(xué)校那苛刻的分級制度，一個個就像霜打的茄子一樣愁容滿面。中學(xué)記錄學(xué)生成績的學(xué)期報告會使用笛卡爾的算法，將大家的成績精確到小數(shù)點后兩位。畢業(yè)會考的成績在16到20分之間的孩子才會被評為優(yōu)秀。而對于這些小朋友們來說，拼寫測試中的聽寫就是扣分的戰(zhàn)斗機,分?jǐn)?shù)被一個一個的錯誤蠶食鯨吞，這會使得他們的分?jǐn)?shù)跌至零分甚至是負(fù)分。

Benot Hamon, the education minister, thinks the system, at least for younger people, is tooharsh. He argues that “in France we are defined by failure”, and this begins with poor grades.He wants schools to “stimulate instead of discourage” and to give pupils more positivefeedback. Mr Hamon has launched a review of the national grading system. It is due to reportearly next year.

法國教育部長博努瓦·哈蒙認(rèn)為，這樣的教學(xué)體制，最起碼對年輕人來說實在是過于苛刻。這位教育部長認(rèn)為“在法國，我們被定義成了不及格”，并且都始于過低的分?jǐn)?shù)。他希望學(xué)校對學(xué)生是“鼓舞促進而不是使其喪失信心”，并且希望學(xué)校可以給學(xué)生更多積極的反饋。哈蒙部長推出了一份關(guān)于全國教育分級制度的反思評論，這份檢討將于明年早些時候公諸于世。

Mr Hamon's concern seems to be over the stress and anxiety that harsh grading inflicts onFrench schoolchildren, and the lack of confidence that this engenders in a country that isalready excessively pessimistic. Fully 75% of the children say they worry about getting poormarks in maths, for example, according to a study by the Paris-based OECD think-tank—onlyjust less than the figure of 78% in South Korea, and far above the 46% in Sweden.

哈蒙部長似乎是想結(jié)束苛刻分級制度給法國中小學(xué)生造成的緊張與焦慮，并提升因此制度造成國家過于悲觀而缺乏已久的自信。例如，根據(jù)位于巴黎的經(jīng)合組織智庫發(fā)布研究數(shù)據(jù)，足足有75%的孩子表示他們擔(dān)心自己的數(shù)學(xué)成績會越來越差。在此項調(diào)查上法國僅略低于韓國，但是卻遠(yuǎn)遠(yuǎn)高于瑞典,在韓國，這樣的孩子占到78%，而在瑞典，卻只有46%。

Last year the education ministry reported on an experiment in middle schools, in which marksout of 20 were abandoned in favour of comments, or vague letter grades. Boys, the reportnoted, disliked a less competitive environment more than girls; stronger pupils disliked itmore than weaker ones. But by creating less stress over failure, the report found, pupils wereencouraged to take risks and participate in class, and often became more confident.

去年，法國教育部在中學(xué)進行了改革實驗，在這些學(xué)校中，笛卡爾的打分方式被摒棄，取而代之的是評論意見或者是模糊的字母等級。報告指出，和女生相比，男生對于這種競爭壓力小的環(huán)境并不太感冒;與那些相對弱一些的學(xué)生相比，那些成績優(yōu)異的學(xué)生也不喜歡這樣的弱競爭氛圍。但是研究者們還發(fā)現(xiàn)，及格帶來的壓力減輕使學(xué)生們受到了鼓勵，更愿意冒險嘗試并且參與課堂活動，并且自信也與日俱增。

Curiously, it was parents rather than pupils who most resisted the absence of grades. Theyworried about over-protected children, and the difficulty of judging their progress. If Mr Hamonis to get anywhere, he may find that his biggest obstacle is pushy parents.

而奇怪的是，最反對模糊分?jǐn)?shù)的不是學(xué)生，而是各位小朋友的家長。這些家長擔(dān)心對孩子的過度保護會難以判斷其長進。如果哈蒙部長隨處看看，他或許會發(fā)現(xiàn)，其實教育中最大的改革就是這些愛出風(fēng)頭的固執(zhí)父母。

【重點解析】

1.return to 回到;返回

例句:Ford never desisted from trying to persuadehim to return to America.

福特從未停止過勸說他返回美國。

2.come to 蘇醒;達(dá)到;來到

例句:There are thousands of students absolutelygagging to come to this university.

肯定有成千上萬的學(xué)生都渴望到這所大學(xué)念書。

3.at least 至少;最低限度

例句:Try to eat at least four slices of bread a day.

每天盡量至少吃4片面包。

4.want to 想去;想要

例句:When life gets hard and you want to give up, remember that life is full of ups and downs,and without the downs, the ups would mean nothing.

當(dāng)生活很艱難，你想要放棄的時候，請記住，生活充滿了起起落落，如果沒有低谷，那站在高處也失去了意義。