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英文を深く 読み取る力が「書く力」「話す力」につながります!


2019/10/09 英検第2回 準1級 writing

“High school education in Japan needs to be improved.”について




下記 Chapter 1 )の続きとなります。

Chapter 2)

People who disagree with a third English exam maintain that would bring more disadvantage rather than good. All areas of education, including those of high school and college, will likely impair their intelligence if it’s put into action. There are a lot of different exams, such as TOEFL and E-KEN, that will be introduced in this system. However, there are no similarities between the different exams. Therefore, we cannot use the results of each exam to evaluate each student’s standards. As a result, excellent students will likely be underestimated, and vice verse.

The supporters, on the other hand, insist that the priority should be speaking. They say that when a native Japanese student try to speak English, their abilities will truly develop. I doubt that it is true. I wonder how beginners will speak English, though they lack the basic knowledge in reading and grammar.  


They are not babies, but teenagers. So, the priority is, firstly, grammar and  reading skill through oral training, including pronunciation and accent. Communicative aspect of English, especially, showing their ideas, should not be employed on the beginner stage. Most English teachers and parents will surely agree to my opinion.



Chapter 1)
High school education in Japan needs to be improved.

This is true and I assure you there are two reasons why this is necessary.

Firstly, the Japanese educational system has old-fashioned aspects that won’t let teachers educate students that can wisely live in the globalized world. Several regulations prohibit teachers from using contents in textbooks or other books that might be conductive to this end. They must also look to parents who are obsessed with the notion that their children matriculate at prestigious universities or collages. All this means that even if teachers try to give them advantageous knowledge and ways of thinking that will facilitate the development of truly intelligent students, they won’t likely enjoy the time and freedom. Doing something in a positive way, such as pursing liberal arts, is hard in current schools. People refer to Japan as a democratic country, but few students are given a chance to realize what democracy means and have no idea as to how to behave as citizens of a democracy. You will realize this is true when you see that most of the voting rates are always low, less than 50 percent.

Secondly, the desire to attend universities is getting stronger. The majority of parents tend to push their children to study hard from an early age, and schools have no problems with this orientation. If students succeed in matriculation at good universities, their high schools will become desirable in the eyes of prospective students and their parents. This kind of enthusiasm has given rise to the motivation of Japanese education, and this is not beneficial, broadly, in terms of Japanese education. Most high schools began to concentrate on imparting skills to pass entrance examinations. The students are made to learn by heart a great deal of knowledge without knowing the background of the words or the information. Deep consideration tends to be ignored. Without this background, they may finally pass the relevant examinations and enter the colleges of their choice. They may explain democracy, but won’t know what to do as citizens in a democratic nation.

As becoming members of the globalized world means encountering and dealing with different people and cultures, Japanese high schools should be freed from the strict regulations, and they should be eager to change their current goals into more suitable goals. Students will learn general critical thinking in the new circumstances, for example, and they will likely deal with various people and situations in a positive way when they take part in the society.