[i习作temp] issue55 april的果实小组作业 [复制链接]

forrc
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电梯直达

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发表于 2006-2-12 02:42:07 |只看该作者 |倒序浏览

issue55: Competition for high grades seriously limits the quality of learning at all levels of education.

1.评分设计合理时，竞争高分有利于激励学生提高学习质量。
2.过于激烈的竞争不利于培养学生学习兴趣,进而限制学习质量。
3.过于激烈的竞争使学生过于专注于分数,而采取不正当手段。

Does competition for high grades seriously limit the quality of learning at all levels of education? Although admitting that competition for high grades is conducive to the quality of learning when there is a properly designed measure to give scores, I mainly agree with the speaker on the assertion that competition for high grades would circumscribe the quality of learning.

As a threshold matter, it's admitted that the competition for high grades may be conducive to the quality of learning when the marking standard is a reasonable and effective way to stimulate the students' yearning for knowledge. Consider, for example, the teacher in my college course named project management suggested that all students would be marked by their performance in the case management process instead by the final examination. Not only did that suggestion demand students to participate in the process, but also to extent their horizontal and knowledge. Since the standard of marking was well designed to correspondent with the content of course, when we were engaging in the course to gain a higher score, we had also acquired essential knowledge relevant with the course. In the contrary, without reasonable standard of marking, the higher score doesn't necessarily mean the better understanding of the course. Thus, only with effective standard of marking the grades competition could be positive for students to enhance the quality of learning.

However, heat competition for high grades would exert much pressure on students, which makes students lose their interests in the subject and decline the quality of learning as a result. The thirst for high grades requires students to concern about content that may be found in examination rather then all the knowledge which they are interested in about the course. To pursue the higher score deprive students' time and energy which is supported to devote into the aspect attract them. Without interest in the course, the learning is tended to be inefficient. Enisten, one of the most outstanding scientists, once said, "Interest is the best teacher". And such is the case,. Therefore, any negative effect on the students’ interests would also affect the quality of learning.

Furthermore, an atmosphere of excessive grades competition is harmful to learning for the reason that it might lead to too much concern on the scores rather than how to acquire the knowledge actually. To get better result, there are always some students who cudgel their brains for some other manners instead of dedicating themselves in the course. Thus, it's not surprising to hear of so many unfair measures which are popular among students, such as cheating in the exam, bribing the professor and even thieving the examination paper to alter the scores. All these behavior is deflected with the original purpose of examination and could hardly achieve the progress in learning.

In sum, although competition for high grades stimulate students to pay more attention to the courses, it inevitably brings out some negative effects which limit the quality of learning for the reasons that it would cause the descend of students' interest and even antipathy. Moreover, some cheating may be attributed in that, which we never expect.

这篇不知为什么，写得尤为艰难…看来还需要more练习。
呵呵，Interest is the best teacher 这句话貌似是爱因斯坦说的。

[ 本帖最后由 forrc 于 2006-2-12 02:49 编辑 ]

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iamGToeflboy
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沙发

发表于 2006-2-12 23:28:51 |只看该作者

Does competition for high grades seriously limit the quality of learning at all levels of education? Although admitting that competition for high grades is conducive to the（enhance the） quality of learning when there is a properly designed measure to give scores, I mainly agree with the speaker on the assertion that competition for high grades would circumscribe the quality of learning.

As a threshold matter, it's admitted that the competition for high grades may be conducive to the quality of learning when the marking standard is a reasonable and effective way to stimulate the students' yearning for knowledge./to begin with admit that the competition for high grades may be conducive to the (enhance the ) quality of learning when the marking standard (grade system)is a reasonable and effective way to stimulate the students' yearning for knowledge / for example, the teacher in my college course named project management suggested that all students would be marked by(evaluated according to ) their performance in the case management process instead(of ) by the final examination. Not only did that suggestion demand students to participate in the process, but also to extent (widen)their horizontal and (increase their)knowledge. Since the standard of marking was well designed to correspondent with(to correspondent with改成and is corresponding to) the content of course, when we were engaging (working hard )in the course to gain a higher score, we also acquired essential knowledge relevant with (to) the course. In the contrary, without reasonable standard of marking(evaluation ), the higher score doesn't necessarily mean the better understanding of the course. Thus, only with effective(是要有效的标准还是要reasonable) standard of marking the grades competition could be positive for students to enhance the quality of learning.

However, heat/heated/ competition for high grades would exert much pressure on students, which makes students lose their interests in the subject and decline(s) the quality of learning as a result. The thirst for high grades requires students to concern about content that may be found in examination rather then all the knowledge which they are interested in about the course. To pursue the higher score deprive students' time and energy which is supported to devote into the aspect attract them./learning for the sake of achieving high grade is misleading and steals students precious time, which can be used to develop their interest / Without interest in the course, the learning is tended to be inefficient. Einstein, one of the most outstanding scientists, once said, "Interest is the best teacher". And such is the case,. Therefore, any negative effect on the students’ interests would also affect the quality of learning.

Furthermore, an atmosphere of excessive grades competition is harmful to learning for the reason that it might lead to too much concern on the scores rather than how to acquire the knowledge actually. /high grade competition is misleading because education amounts to far more than gaining knowledge and capability than one need to excel in one’s major course and professional career, it also facilitates an understanding of themselves and their own way to learn /To get better result, there are always some students who cudgel their brains for some other manners instead of dedicating themselves in (to) the course. Thus, it's not surprising to hear of so many unfair measures which are popular among students, such as cheating in the exam, bribing the professor and even thieving the examination paper to alter the scores. All these behavior is deflected with the original purpose of examination and could hardly achieve the progress in learning.

In sum, although competition for high grades stimulate students to pay more attention to the courses, it inevitably brings out some negative effects which limit the quality of learning for the reasons that it would cause the descend (descending )of students' interest and even antipathy. Moreover, some cheating may be attributed in that, which we never expect.

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iamGToeflboy
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板凳

发表于 2006-2-12 23:32:44 |只看该作者

Does competition for high grades seriously limit the quality of learning at all levels of education? Although admitting that competition for high grades is conducive to the（enhance the） quality of learning when there is a properly designed measure to give scores, I mainly agree with the speaker on the assertion that competition for high grades would circumscribe the quality of learning.

As a threshold matter, it's admitted that the competition for high grades may be conducive to the quality of learning when the marking standard is a reasonable and effective way to stimulate the students' yearning for knowledge./to begin with I admit that the competition for high grades may be conducive to the (enhance the ) quality of learning when the marking standard (grade system)is a reasonable and effective way to stimulate the students' yearning for knowledge / for example, the teacher in my college course named project management suggested that all students would be marked by(evaluated according to ) their performance in the case management process instead(of ) by the final examination. Not only did that suggestion demand students to participate in the process, but also to extent (widen)their horizontal and (increase their)knowledge. Since the standard of marking was well designed to correspondent with(to correspondent with改成and is corresponding to) the content of course, when we were engaging (working hard )in the course to gain a higher score, we also acquired essential knowledge relevant with (to) the course. In the contrary, without reasonable standard of marking(evaluation ), the higher score doesn't necessarily mean the better understanding of the course. Thus, only with effective standard of marking the grades competition could be positive for students to enhance the quality of learning.

However, heat/heated/ competition for high grades would exert much pressure on students, which makes students lose their interests in the subject and decline(s) the quality of learning as a result. The thirst for high grades requires students to concern about content that may be found in examination rather then all the knowledge which they are interested in about the course. To pursue the higher score deprive students' time and energy which is supported to devote into the aspect attract them./learning for the sake of achieving high grade is misleading and steals students precious time, which can be used to develop their interest / Without interest in the course, the learning is tended to be inefficient. Einstein, one of the most outstanding scientists, once said, "Interest is the best teacher". And such is the case,. Therefore, any negative effect on the students’ interests would also affect the quality of learning.

Furthermore, an atmosphere of excessive grades competition is harmful to learning for the reason that it might lead to too much concern on the scores rather than how to acquire the knowledge actually. /high grade competition is misleading because education amounts to far more than gaining knowledge and capability than one need to excel in one’s major course and professional career, it also facilitates an understanding of themselves and their own way to learn /To get better result, there are always some students who cudgel their brains for some other manners instead of dedicating themselves in (to) the course. Thus, it's not surprising to hear of so many unfair measures which are popular among students, such as cheating in the exam, bribing the professor and even thieving the examination paper to alter the scores. All these behavior is deflected with the original purpose of examination and could hardly achieve the progress in learning.

In sum, although competition for high grades stimulate students to pay more attention to the courses, it inevitably brings out some negative effects which limit the quality of learning for the reasons that it would cause the descend (descending )of students' interest and even antipathy. Moreover, some cheating may be attributed in that, which we never expect.

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linuxweed
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地板

发表于 2006-2-14 20:19:38 |只看该作者

issue55: Competition for high grades seriously limits the quality of learning at all levels of education.

1.评分设计合理时，竞争高分有利于激励学生提高学习质量。
2.过于激烈的竞争不利于培养学生学习兴趣,进而限制学习质量。
3.过于激烈的竞争使学生过于专注于分数,而采取不正当手段。

Does competition for high grades seriously limit the quality of learning at all levels of education? Although admitting that competition for high grades is conducive to the quality of learning conducive和 quality搭配确实感觉不对 when there is a properly designed measure to give scores, I mainly agree with the speaker on the assertion that competition for high grades would circumscribe the quality of learning.

As a threshold matter, it's 这里不要缩写的吧?it is admitted that the competition for high grades may be conducive to the quality of learning when the marking standard is a reasonable and effective way to stimulate the students' yearning 嗯. 这个词我要记下来 for knowledge. Consider, for example, the teacher in my college course named project management suggested that all students would be marked by according to their performance in the case of management process instead by the final examination. Not only did that suggestion demand students to participate in the process, but also to extent their horizontal and knowledge horizontal不能这么用的

Main Entry:2horizontal
Pronunciation:*
Function:noun
Inflected Form:-s

: something that is horizontal; especially : a horizontal line *the mood of quiet is emphasized by the horizontals of the lake S.M.Green*
.

Since the standard of marking was well designed to correspondent with the content of course, when we were engaging in the course to gain a higher score, we had also acquired essential knowledge relevant with the course. In the contrary On the contrary 这个错误偶也犯了, without reasonable standard of marking, the higher score doesn't necessarily mean the better understanding of the course. Thus, only with effective standard of marking the grades competition could be positive for students to enhance the quality of learning. quality of learning 反复出现

However, heat competition for high grades would exert much pressure on students, which makes students lose their interests in the subject and decline the quality of learning as a result. The thirst for high grades requires students to concern about content that may be found in examination rather then all the knowledge which they are interested in about the course. To pursue the higher score deprive students' time and energy which is supported supported?不懂to devote into the aspect attract them. Without interest in the course, the learning is tended to be inefficient. Enisten, one of the most outstanding scientists, once said, "Interest is the best teacher". And such is the case,. Therefore, any negative effect on the students’ interests would also affect the quality of learning.

Furthermore, an atmosphere of excessive grades competition is harmful to learning for the reason that it might lead to too much concern on the scores rather than how to acquire the knowledge actually. To get better result, there are always some students who cudgelcudgel 不可以这么用的吧 their brains for some other manners不要是manners, 用concern怎么样instead of dedicating themselves in the course. Thus, it's not surprising to hear of so many unfair measures measure用得也不对which are popular among students, such as cheating in the exam, bribing the professor and even thieving the examination paper to alter the scores. All these behavior is deflected with the original purpose of examination and could hardly achieve the progress in learning.

In sum, although competition for high grades stimulate students to pay more attention to the courses, it inevitably brings out some negative effects which limit the quality of learning for the reasons that it would cause the descend of students' interest and even antipathyantipathy我记着,好用的. Moreover, some cheating may be attributed in that, which we never expect.

感觉写得很匆忙….
还是比我的好多了…

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