专题12 人与社会（考试还是不考试？）
目录
01 场景语料导入...................................................................................................................................1
02 核心词汇清单...................................................................................................................................2
03 题型融合训练...................................................................................................................................4
04 高考真题导航...................................................................................................................................6
05 高考模拟助力...................................................................................................................................7
（语料来源）整合《深化新时代教育评价改革总体方案》政策解读、《经济学人》《卫
报》2025 年教育专题报道及国内外考试制度典型案例。
（难度：中 建议阅读时间：8 分钟）
In a world where education is increasingly intertwined with assessment, the debate over "exams or no
exams" has become a focal point of global discussion. For 18-year-old Li Ming, a high school senior navigating
China's education reform, his perspective on exams was reshaped by both personal experience and broader
societal shifts. Raised in a family that once prioritized test scores above all, Li Ming spent his early teens buried
in textbooks, his self-worth closely tied to rankings. However, as China's "Double Reduction" policy took effect
and the new college entrance examination system emphasized comprehensive evaluation, he began to see exams
through a different lens.
Li Ming's journey of redefining exams started with a school project on educational equity. He researched
how standardized tests, while designed to ensure fairness, often create excessive pressure—students in Asia
spend an average of 3 more hours per day on exam preparation than their Western peers, according to a 2025
report by The Guardian. He also discovered contrasting views from international media: The Economist argued
that exams remain the most objective tool for selecting talent in developing countries, while The Atlantic
criticized them for stifling creativity and individuality. Through interviews with teachers and education experts,
Li Ming learned that China's education reform is not abandoning exams, but transforming them—shifting from
"score-only" evaluation to a system that includes academic performance, practical skills, and community
service.
01 场景语料导入
Inspired by this research, Li Ming initiated a student-led campaign titled "Exams as Mirrors, Not Chains."
He organized workshops where students shared strategies for balancing exam preparation and personal growth,
invited university professors to discuss the purpose of assessment, and created a campus blog to share
international perspectives on exams. During these activities, he found that many peers struggled with "exam
anxiety"—a psychological burden amplified by societal expectations of success. Li Ming realized that the core
issue was not exams themselves, but people's perception of them: exams should be a tool for self-reflection and
progress, not a definitive judgment of one's value.
Later, Li Ming participated in an international youth forum on education, where he exchanged ideas with
students from Finland, Japan, and the United States. He learned that Finland, often praised for its education
system, uses low-stakes assessments to encourage learning rather than competition; Japan has integrated more
practical skills into its national exams to foster innovation; and the U.S. is debating the overreliance on
standardized tests in college admissions. Li Ming's team proposed a "balanced assessment model" that combines
structured exams with project-based evaluations, community service records, and skill demonstrations—
aligning with China's policy of "comprehensive evaluation for holistic development." Their proposal was
recognized by education officials, who noted that it reflected the reform's core spirit: "Exams are not the end of
education, but a means to promote self-improvement and social mobility."
Through this process, Li Ming has grown into a more balanced and resilient young adult. He still prepares
diligently for exams, but no longer lets scores define him. He understands that exams, when properly designed,
can provide valuable feedback and ensure fairness—key points emphasized in China's education policy. As an
education expert told him, "Exams are inevitable in any education system, but their form and purpose can
evolve. The goal is to make exams serve education, not the other way around. A healthy attitude toward exams
helps individuals grow independently and adapt to a changing world." Today, Li Ming continues to advocate
for a rational view of exams, sharing his insights with peers and proving that young people can navigate the
tension between assessment and self-development, embracing exams as a part of growth rather than a
barrier to it.（486 词）（609 词）
(一)核心概念类（考试与教育评价相关）
词汇/短语
词性
中文释义
语境原句摘录
教学重点（学生需掌握）
standardize
d tests
名词
短语
标准化考
试
how standardized
tests, while designed
to ensure fairness,
often create
excessive pressure
1. 同义表达：standardized assessments；2. 场景
拓展：high-stakes tests（高风险考试）、low-
stakes assessments（低风险评估）
comprehens
ive
名词
短语
综合评价
the new college
entrance
1. 常见搭配：implement comprehensive evaluation
（实施综合评价）、improve comprehensive
02 核心词汇清单
evaluation
examination system
emphasized
comprehensive
evaluation
evaluation system（完善综合评价体系）；2. 拓
展：holistic assessment（全面评估）、academic
performance（学业表现）
educational
equity
名词
短语
教育公平
He researched how
standardized tests,
while designed to
ensure fairness,
often create
excessive pressure
1. 核心搭配：promote educational equity（促进教
育公平）、protect educational equity（保障教育
公平）；2. 拓展：educational reform（教育改
革）、academic equity（学业公平）
(二) 行为动作类（考试与自我发展相关）
词汇/短语
词性
中文释义
语境原句摘录
教学重点（语法+应用）
stifle
动词
抑制；扼
杀
The Atlantic criticized
them for stifling
creativity and
individuality
1. 同义替换：restrain、suppress；2. 场景应
用： creativity、development、potential 等语
境，常用搭配“stifle + 创造力/个性/发展”
advocate for
动词
短语
倡导；支
持
Li Ming continues to
advocate for a rational
view of exams
1. 同义表达：promote、champion；2. 用法：
advocate for sth.（倡导某事），advocate
doing sth.（倡导做某事）
navigate
动词
应对；驾
驭
a high school senior
navigating China's
education reform
1. 同义表达：cope with、manage；2. 场景拓
展：navigate challenges（应对挑战）、
navigate changes（适应变化）
foster
动词
培养；促
进
Japan has integrated
more practical skills
into its national exams
to foster innovation
1. 词形变化：fostering（名词/现在分词）；2.
常见搭配：foster creativity（培养创造力）、
foster holistic development（促进全面发展）
(三)观点态度类（考试认知与评价相关）
词汇 / 短
语
词性
中文释义
语境原句摘录
立场倾向
教学重点（情感色彩 + 句型）
rational
形容
词
理性的
advocate for a
rational view of
exams
褒义
1. 同义表达：reasonable、sensible；2.
句型：a rational attitude toward sth.（对
某事的理性态度）
excessive
形容
词
过度的；
过多的
standardized
tests... often create
excessive pressure
贬义
1. 反义词：moderate（适度的）、
appropriate（适当的）；2. 句型：
excessive + 压力/负担/要求（excessive
pressure/burden/demands）
objective
形容
客观的
exams remain the
褒义
1. 同义表达：impartial、unbiased；2.
词
most objective tool
for selecting talent
句型：sth. is objective in + 领域（sth. is
objective in assessment）
(四) 情感与成长类（考试与自我价值相关）
词汇 / 短语
词性
中文释义
语境原句摘录
领域
教学重点（拓展 + 应用）
self-worth
名词
短语
自我价值
his self-worth closely tied
to rankings
个人
成长
1. 搭配：build self-worth（树立自我
价值）；2. 拓展：self-identity（自
我认同）、personal value（个人价
值）
holistic
development
名词
短语
全面发展
promote self-
improvement and holistic
development
教育
价值
1. 搭配：foster holistic development
（促进全面发展）、achieve holistic
development（实现全面发展）；2.
拓展：all-round development（全面
发展）、personal growth（个人成
长）
social
mobility
名词
短语
社会流动
Exams are not the end of
education, but a means to
promote... social mobility
社会
价值
1. 句型：promote social mobility（促
进社会流动）、enhance social
mobility（提升社会流动）；2. 场景
应用：教育政策、社会公平等语境
（一）阅读理解
细节理解题
1.What inspired Li Ming to redefine his perspective on exams?
A. His early experience of being buried in textbooks
B. China's "Double Reduction" policy and comprehensive evaluation reform
C. An international youth forum on education
D. The Guardian's report on student pressure
2.What did Li Ming discover through his research on standardized tests?
A. They are completely irrelevant to educational equity
B. They are criticized by all international media for stifling creativity
C. They bring excessive pressure despite ensuring basic fairness
D. They are abandoned in most developed countries
推理判断题
3. What can we infer from Li Ming's "balanced assessment model"?
A. He believed exams should be completely replaced by practical evaluations
B. He supported the combination of structured exams and comprehensive assessments
03 题型融合训练
C. He thought community service is more important than academic performance
D. He opposed China's college entrance examination reform
4.What does the education expert want to convey?
A. Exams should be abolished to promote holistic development
B. The form and purpose of exams should adapt to educational goals
C. Exams are the only means to ensure social mobility
D. Students should prioritize scores to achieve self-worth
词义猜测题
5.The underlined word "stifling" in Paragraph 2 probably means ______.
A. inspiring B. suppressing C. developing D. respecting
主旨大意题
6.What is the main idea of the text?
A. The negative impact of standardized tests on students
B. Li Ming's campaign to abandon all forms of exams
C. How Li Ming reshaped his view of exams through practice and research
D. The differences between Chinese and Western education systems
（二）语法填空
Education reform and exam evaluation have become vital issues in modern society. With the
implementation of China's "Double Reduction" policy and comprehensive evaluation system, students 1
(experience) significant changes in their learning journey. In recent years, more and more educators and experts
2 (advocate) for a balanced view of exams, arguing that assessments should serve holistic development rather
than mere score pursuit.
An international research center 3 (found) in 2024 has released a report on global exam systems,
highlighting the need to reduce excessive academic pressure. When 4 (design) exam content, educators should
focus on practical skills and creative thinking rather than mechanical memorization. Many schools have invited
psychologists to share strategies with students on how 5 (cope) with exam anxiety, helping them build a rational
attitude toward assessments.
Last semester, our school carried out a series of activities, including exam stress management workshops
and project-based evaluation trials. Students spent weeks 6 (prepare) for both written exams and practical
demonstrations, which enhanced their sense of 7 (achieve) beyond test scores. This experience not only
improved their academic performance but also strengthened their self-worth, proving that exams can be a tool
for growth when 8 (use) properly.
We believe that every individual can make a difference in promoting reasonable assessment methods. With
joint efforts from educators, students, and parents, we can create a more inclusive education environment 9
exams are no longer chains but mirrors reflecting progress. Everyone deserves 10 fair chance to develop their
potential through scientific evaluation.
（三）书面表达
假设你是李华，你校学生会正在举办“理性看待考试，赋能自我成长”主题征文活动，邀请同学
们分享自己对考试的认知、相关经历及感悟。请你结合自身经历，写一篇短文投稿，内容包括：
1.你对考试的原有看法；
2.一次改变你认知的经历；
3.你现在对考试的理性认识。
注意：1. 词数80-100；2. 可适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计入总词
数。
Dear Editors,
I’m glad to share my thoughts on exams and how they’ve shaped my growth.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Yours sincerely,
Li Hua
近3 年考查1 次，2023 年1 月北京卷，七选五，文章主要就如何选择高校提供了
一些建议。
1.（2023 年北京卷，七选五）
It’s a joyful and stressful time of year in the United States for students and their families as they make decisions
about where to attend college. Families often turn to rankings systems to help make a decision. ____35____
When I talk to families as a scholar of higher education, they’re often surprised that teaching excellence is not
counted in rankings. ____36____
Emerging research suggests that courses in lower-ranked universities, on average, scored higher on teaching
than courses in higher-ranked universities. ____37____ The absence of teaching excellence from the rankings is
surprising given the link between high-quality teaching and student success. Quality teaching is one of the most
important predictors of a wide range of college outcomes.
Rankings, however, are only one reason why a low value is placed on teaching in higher education.
Administrators often don’t view teaching excellence as a way to increase enrolment (注册) or funding. ____38____
Research shows that the more time instructors spend on teaching, the lower their salary. What is the result？ Many
instructors continue to teach using traditional lectures, which lead to lower success rates.
04 高考真题导航
____39____ Nevertheless, not much will change until schools with high-quality teaching are rewarded with
more resources, higher rankings and increased enrolments. In the long term, universities, organisations that rank
schools, and others should work to make teaching a valued, core part of the mission.
What should students and their families do? They should give strong consideration to universities where high-
quality teaching is valued, even though the schools may be ranked lower.
A. Higher education has achieved its true potential.
B. Therefore, it’s not highly valued in hiring or promotion.
C. Quality teaching has been an important reputation-building factor.
D. However, the rankings ignore a critical factor: the quality of teaching.
E. Efforts to improve teaching at the university level have recently emerged.
F. They’re even more surprised at how teaching is undervalued by universities.
G. In fact, universities often shift emphasis from teaching to other ranking factors.
1.( 广东省汕头市潮阳区2025-2026 学年高三毕业班12 月份教学质量监测英语试卷笔试部分,七选五)
Effective Mental Health Management for High School Exam Preparation
As the college entrance exam draws near, many high school students are under great pressure, which often leads
to anxiety and low mood. ___16___ With proper mental health management, you can maintain a positive attitude and
improve your study efficiency. Here are some practical tips:
Firstly, acknowledge your emotions. It’s normal to feel stressed, anxious, or even frustrated during this
period.___17___Instead of suppressing your feelings, talk to your parents, teachers, or friends about what you’re
going through. Sharing your worries can help relieve emotional pressure.
Secondly, practice relaxation techniques.___18___For example, you can do deep breathing exercises for 5
minutes when you feel anxious — inhale slowly for 4 seconds, hold for 2 seconds, and exhale for 6 seconds. You can
also try meditation or listen to soft music before bedtime to calm your mind.
___19___Physical activity is a great way to release stress. Go for a walk, run, or play ball games with friends
for 30 minutes every day. Exercise can produce endorphins, which are natural mood boosters. It also helps improve
sleep quality, which is crucial for mental health.
Finally, maintain a reasonable expectation of yourself. Don’t set unrealistic goals that are beyond your
ability.___20___Celebrate every small progress you make, such as mastering a difficult subject or improving your
test score by a few points. This will help you build confidence and stay motivated.
By following these tips, you can keep your mental health in good condition and face the exam with a positive
mindset.
A. Suppressing emotions will only make things worse.
B. Many students don’t know how to handle these negative feelings.
C. Set goals that are too high to challenge yourself.
D. Exercise regularly to release stress.
05 高考模拟助力
E. Relaxation can help you stay calm and focused.
F. Unrealistic goals will only bring more pressure and disappointment.
G. You should focus on comparing yourself with others.
2.（2026 届安徽省耀正优高三上学期12 月月考英语试题 ，语法填空）
In late September, the southwestern city of Chengdu launched a pilot program across eight public and private
schools ____36____ began this fall. Each participating school has chosen two classes of no more than 45 students
each, ____37____ (select) through volunteer sign-ups, as “integrated education” classes. These classes operate
____38____ (separate) and combine middle and high school curricula.
The new model is part of Chengdu’s broader effort ____39____ (reform) the high school entrance system and
is intended to bridge ____40____ (gap) between school stages and ease exam-related pressure. The zhongkao is one
of the most important academic stages in China, ____41____ (determine) whether students advance to academic
high schools ____42____ vocational（职业的）tracks. For many parents, the reform offers long-awaited relief.
“The biggest appeal is being exempt（免除的） from the zhongkao,” one Chengdu parent told domestic media.
She expressed both regret that her child was not chosen for the pilot program and hope for an ____43____ (expand)
of the program. So far, similar “exam-free” initiatives ____44____ (launch) in a few other cities, though they are
typically reserved for top-performing students.
Xiong Bingqi, president of China’s 21st Century Education Research Institute, warned that many parents may
view integrated classes ____45____ a way to avoid academic tracking. “However, as long as the key high school
system remains, anxiety over the zhongkao won’t be eased,” he said.
