ISSUE153球拍。~

hudu464UID: 2512268

ISSUE153

"Students should bring a certain skepticism to whatever they study. They should question what they are taught instead of accepting it passively."

Critical thinking has been long considered as one of the paramount competences since the significant strides we have made in information accessibility. Its ascending importance, however, is not paralleled and matched by corresponding educational reform to equip students with a skeptical mind. Given the status quo of curriculum and pedagogy in mainstream schools, it is necessary, even desirable for students to bring certain skepticism to what and how they are taught.

Controversy over the neutrality of school curriculum comprises one key debate in education. The only agreed-upon statement in these continuous controversies is that there is no curriculum that is absolute neutral. Therefore, the necessity of bringing certain skepticism for students is self-evident as long as they are educated with a curriculum. On one hand are the traditional perceptions of knowledge, what essentialists advocate for. Curriculums based on this conventional knowledge are accused of various kinds of implied inequalities. There are negative stereotypes of women in literature, absence of minority's history and culture in social studies and racial-based picture illustrated in textbooks. Students, especially pre-college students, can be extremely vulnerable to the underlying biased ideas and values in this kind of curriculum. On another hand are those reshaped curriculum based on dissatisfactions over traditional curriculums. Educators in this field proclaim that the social utility of knowledge and practical skills should be attached more importance. One trend derived from these reforms is to design a career-oriented curriculum. This vocational education, however, sometimes is identified as government schemes to alleviate unemployment and is more likely to occupy than educate. Education for students who enrolled in this curriculum could be reduced to mere survival skills training. It is clear that for both traditional and reformed curriculums in education system, a skeptical mindset is necessary for the personal advancement of students.

With current pedagogical development in schools, underachievement in critical thinking are recognized and explained, but seldom acted upon. How adopted pedagogies can contribute to critical thinking development is subject to the content of the curriculum. For the traditional version, as discussed above, didactic approach by which teachers lecture the students and dominate classroom shows a high frequency. Given a relatively fixed and stable body of knowledge, this approach is practical and efficient to explain and transmit knowledge to a class of students. Critical thinking in this case is likely to be overlooked and even suppressed. Reforms targeted at this deficiency of the traditional pedagogy have a sweeping effect all around the world. Progressive movement, for example, challenged the old-fashioned spoon feeding and developed its own way of learning by doing. Exemplary school like Chicago school established by John Dewey proved its merits. These reforms, after so many years of development, remained in theoretical discussion and government report, having no telling effect in real classroom teaching. What're more, the didactic approach is still very powerful across the globe in pre-college education, where primary and secondary students are deprived of their best chances to develop a highly required thinking skill.

Curriculums and pedagogies are two areas in current education system that needs further adjustment to meet the increasing demand for critical thinking skills. While teachers at the center stage of these efforts, parents and other social agencies should work collaboratively to better prepare the next generation for the challenges and chances ahead.

plukaUID: 2721764

ISSUE153
"Students should bring a certain skepticism to whatever they study. They should question what they are taught instead of accepting it passively."


Critical thinking has been long considered as one of the paramount competences since the significant strides we have made in information accessibility. Its ascending importance, however, is not paralleled and matched by corresponding educational reform to equip students with a skeptical mind. Given the status quo（呵呵，查了M-W才知道quo是啥意思，学习了） of curriculum and pedagogy in mainstream schools, it is necessary, even desirable （desirable是值得要，necessary是必须要，哪一个程度更深、更适合放在even后面？）for students to bring certain skepticism to what and how they are taught.（主题句）

Controversy over the neutrality of school curriculum comprises one key debate in education. The only agreed-upon statement in these continuous controversies is that there is no curriculum that is absolute neutral. （这个一致的观点是怎么来的、它可以被哪些事实支持？还有，neutrality究竟指的是什么？没有这些信息，后文的therefore显得单薄）Therefore, the necessity of bringing certain skepticism for students is self-evident as long as they are educated with a curriculum. On one hand （上一句提到思辨的重要，而下文开始讲教育的不足了，前后逻辑联系不是on the one hand可以表示的。事实上前句是后句的结果，因为教育不足，所以才需要思辨。故建议把两部分内容互换位置，让教育的不足紧跟首句不neutral的论点）are the traditional perceptions of knowledge, what essentialists advocate for. Curriculums based on this conventional knowledge are accused of various kinds of implied inequalities. There are negative stereotypes of women in literature, absence of minority's history and culture in social studies and racial-based picture illustrated in textbooks. Students, especially pre-college students, can be extremely vulnerable to the underlying biased ideas and values in this kind of curriculum. On another hand are those reshaped curriculum based on dissatisfactions over traditional curriculums. Educators in this field proclaim that the social utility of knowledge and practical skills should be attached more importance. One trend derived from these reforms is to design a career-oriented curriculum. This vocational education, however, sometimes is identified as government schemes to alleviate unemployment and is more likely to occupy than educate（This vocational education is more likely to occupy than educate，什么意思？）. Education for students who enrolled in this curriculum could be reduced to mere survival skills training. It is clear that（问题在于不clear。两方面的教育弊病都指出来了，但没有直接联系到skeptical thinking。人们会说，好吧，确实有弊病，那我继续改革教育体制就好了，学生不思辨也行。建议点出在此时思辨的重要意义以及不思辨的后果，这才能说clear了） for both traditional and reformed curriculums in education system, a skeptical mindset is necessary for the personal advancement of students. 
本段论述因为教育系统有问题，所以学生要思辨。不足之处在文中已标出了。建议是谋篇布局时一定要想清楚各个观点、发展、支持部分的内在联系，最常见的比如因果、概论与细化、归纳等等。另外要时刻警惕自认为self-evident实际却ambiguous的东西出现。另，再回顾本段段首时我才意识到原来开头的三句一起构成了主题句部分，个人认为不太高效，与后文的联系也有待更圆滑。


With current pedagogical development in schools, underachievement in critical thinking are recognized and explained, but seldom acted upon. How adopted pedagogies can contribute to critical thinking development is subject to the content of the curriculum.(注意，下文并没有论及content!) For the traditional version, as discussed above, didactic approach (approach不等于content吧！？）by which teachers lecture the students and dominate classroom shows a high frequency. Given a relatively fixed and stable body of knowledge, this approach is practical and efficient to explain and transmit knowledge to a class of students. Critical thinking in this case is likely to be overlooked and even suppressed. Reforms targeted at this deficiency of the traditional pedagogy have a sweeping effect all around the world. Progressive movement, for example, challenged the old-fashioned spoon feeding and developed its own way of learning by doing. Exemplary school like Chicago school established by John Dewey proved its merits（哪些merits?). (however) These reforms, after so many years of development, remained in theoretical discussion and government report, having no telling effect in real classroom teaching. What're more, the didactic approach is still very powerful across the globe in pre-college education, where primary and secondary students are deprived of their best chances to develop a highly required thinking skill.
本段论述人们承认思辨的重要却没有采取相应措施。用传统教学法的例子论述思辨被压制的现状，用杜威的例子论述没采取相应措施，方向不错~第二句(how adopted...)貌似冗赘，未在下文论及。

Curriculums and pedagogies are two areas in current education system that needs further adjustment to meet the increasing demand for critical thinking skills. While teachers at the center stage of these efforts, parents and other social agencies should work collaboratively to better prepare the next generation for the challenges and chances ahead.

立论和破题就不讨论了。临考前，在观点的衔接、内容的逻辑方面还是有空间提高的。建议找篇官方范文，都看过了了的话重看一遍也不错，学习它是如何在提出观点句之后紧跟着就做解释、各个观点句之间的内在连接是如何构成的。


本篇给我的感觉是观点不够突出。两个主要论述段，第一个讲思辨的必要性，第二个讲思辨教育的现状，事实性描述占了很大一部分，让作者的观点相形见绌。当然，此类题目本来就是个背景很深厚的东西，若要同意题中论述的话必然需引入大量事实。然而观点当是引领作用的。尤其要考察全文的主题句有没有得到很好的发展。你的主题是思辨教育很必需，第一个论述段搭上线了，第二个却隔了一层纱，没直接搭上——“思辨教育目前不受重视”与“思辨很必需”之间的联系是？嗯，联系也是有的，只是稍微间接了一点。


跟上次比，这一篇有进步，不过要考试了的话，俺拍就没有留情了哦~

plukaUID: 2721764

额……关于necessary和desirable的even问题俺要承认下错误，It is often necessary, even desirable是没问题滴……

小灵易碎UID: 2733622

Critical thinking has been long considered as one of the paramount competences since the significant strides we have made in information accessibility. Its ascending importance, however, is not paralleled and matched by corresponding educational reform to equip students with a skeptical mind. Given the status quo of curriculum and pedagogy in mainstream schools, it is necessary, even desirable for students to bring （a）certain skepticism to what and how they are taught.



Controversy over the neutrality of school curriculum comprises one key debate in education. The only agreed-upon statement in these continuous controversies is that there is no curriculum that is absolute neutral. Therefore, the necessity of bringing certain skepticism for students is self-evident as long as they are educated with a curriculum. On (the)one hand (there) are the traditional perceptions of knowledge, what essentialists(这个词什么意思？我怎么没找到？) advocate for. Curriculums based on this conventional knowledge are accused of various kinds of implied inequalities. There are negative stereotypes of women in literature, absence of minority's history and culture in social studies and racial-based picture illustrated in textbooks. Students, especially pre-college students, can be extremely vulnerable to the underlying biased ideas and values in this kind of curriculum. On another hand（On the other hand）(there) are those reshaped curriculum based on dissatisfactions over traditional curriculums. Educators in this field proclaim that the social utility of knowledge and practical skills should be attached(to) more importance. One trend derived from these reforms is to design a career-oriented curriculum. This vocational education, however, sometimes is identified as government schemes to alleviate unemployment and is more likely to occupy than educate. Education for students who enrolled in this curriculum could be reduced to mere survival skills training. It is clear that for both traditional and reformed curriculums in education system, a skeptical mindset is necessary for the personal advancement of students. (这段的意思是现阶段教授的知识一是无法保持知识的中立和客观态度，另一方面是不够实际，感觉论述有余而例子不够，而且不知道是不是我的错觉，我怎么觉得读到了太多相同的句式there be)



With current pedagogical development in schools, underachievement in critical thinking are recognized and explained, but seldom acted upon. How adopted pedagogies can contribute to critical thinking development is subject to the content of the curriculum. For the traditional version, as discussed above, didactic approach by which teachers lecture the students and dominate classroom shows a high frequency. Given a relatively fixed and stable body of knowledge, this approach is practical and efficient to explain and transmit knowledge to a class of students. Critical thinking in this case is likely to be overlooked and even suppressed. Reforms targeted at this deficiency of the traditional pedagogy have a sweeping effect all around the world. Progressive movement, for example, challenged the old-fashioned spoon feeding and developed its own way of learning by doing. Exemplary school like Chicago school established by John Dewey proved its merits. These reforms, after so many years of development, remained in theoretical discussion and government report, having no telling effect in real classroom teaching. What're more, the didactic approach is still very powerful across the globe in pre-college education, where primary and secondary students are deprived of their best chances to develop a highly required thinking skill.



Curriculums and pedagogies are two areas in current education system that needs further adjustment to meet the increasing demand for critical thinking skills. While teachers at the center (central)stage of these efforts, parents and other social agencies should work collaboratively to better prepare the next generation for the challenges and chances ahead.

如果以hudu的逻辑来看是没有问题的，而且动词形容词的用法也很值得我学习~O(∩_∩)O~第一段质疑what和how的问题，并分别在之后两段以knowledge body和approach来论述。但文章整体感觉缺乏说服力，没有有力的证据表明（例子）你论述的正确性，更像是在反复地、重复地强调观点。
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