Phoenix小组组员1号习作issue 18号

Jane114UID: 2681579

Nowadays, people of ability are considered as a backbone force of social development. Thus, education is the first to be cared. It is a great challenge for us to cultivate our next generation tobe outstanding. To design education specifically to meet everyone's requirements and interests may be a good idea, however, squarely claiming only this can beeffective is not easy to be agreed.

First of all, as universally-accepted,interest is a best teacher. Students are willing to pay a lot of energy and timein the subjects which they are fond of. The efficiency of this kind ofactive-learning is much higher than that of passive-learning which compelled bytheir parents or teachers. Further more, people who concentrate on what they wantto do is of great pleasure, in that active-learning with joy is healthy forchildren both physically and mentally.

Simply put, to let the students learn whatthey want will help them to fully develop their unique potential or talent,this take advantage of cultivating specialists who are necessary for our society.For instance, someone is good at literature but bad at mathematics, if he orshe is forced to study mathematics, it is possible that lots of energy and timeis cost but without any advance. This may result in self-diffident, even leadinghis or her talent is overlooked by his or herself. In that, the educationsystem that can take into account the specific needs and interest of eachstudent is appropriate and rational.

On the other hand, this kind of educationsystem is far from being perfect. Maybe the subjects which students do not careare exactly what of great importance for their full-scale development. Ifstudents only learn what they are interested in, it is not hard to infer thatthey will become narrow-minded. Although expert in their own area, they may notadapt the real world easily. After all, the main power of our society is notthe narrow-minded specialists, but the people who develop in full scale.

Lastly, even if this idea of education isall right, it may not be carried out smoothly. Because it can not be deniedthat comparing to the large number of students, our educational resource is solimited. Confined in such objective condition, it is of little possibility forus to take every student's special interest into account.

In a world, allowing students to learn onlywhat they are interested in will bring up society with specialists rather thancomprehensive developed person. Therefore, only when us give consideration toboth generate education and student's interest can we cultivate our societywith professional as well as general talent.

kusinerlooUID: 2608701

Nowadays, people of ability are considered as a backbone force of social development. Thus, education is the first to be cared. It is a great challenge for us to cultivate our next generation to be outstanding. To design education specifically to meet everyone's requirements and interests may be a good idea, however, squarely claiming only this can be effective is not easy to be agreed.

First of all, as universally-accepted,interest is athe? best teacher. Students are willing to pay a lot of energy and time in the subjects which they are fond of. The efficiency of this kind ofactive-learning is much higher than that of passive-learning which (students are) compelled by their parents or teachers. Further more, people who concentrate on what they want to do is of great pleasure, in that active-learning with joy is healthy for children both physically and mentally.

Simply put, to let the students learn what they want will help them to fully develop their unique potential or talent,this take advantage of cultivating specialists who are necessary for our society.For instance, someone is good at literature but bad at mathematics, if he orshe is forced to study mathematics, it is possible that lots of energy and time is cost but without any advance. This may result in self-diffident, even leading his or her talent is overlooked by his or herself. In that, the educationsystem that can take into account the specific needs and interest of eachstudent is appropriate and rational.

On the other hand建议换一个逻辑词，on the other hand一般要和on one hand联合使用, this kind已经分段了，这里不能再用this kind来指代上一段中的内容of educationsystem is far from being perfect. Maybe the subjects which students do not care are exactly what of great importance for their full-scale development. If students only learn what they are interested in, it is not hard to infer that they will become narrow-minded这句的逻辑有问题，为什么一个没有收到全面教育的人就会成为一个心胸狭窄的人？. Although expert in their own area, they may not adapt the real world easily. After all, the main power of our society is not the narrow-minded specialists, but the people who develop in full scale.

Lastly, even if this idea之前已经提出了好几个idea，这里指的是哪个？of education is all right, it may not be carried out smoothly. Because it can not be denied这个词是想表达什么 that comparing to这个短语用错了，compare to把...比喻为...the large number of students, our educational resource is so limited. Confined in such objective condition, it is of little possibility for us to take every student's special interest into account.

In a world word, allowing students to learn only what they are interested in will bring up society with specialists rather than comprehensive developed person. Therefore, only when us give consideration to both generate education and student's interest can we cultivate our society with professional as well as general talent.

语言方面，LZ语句挺流畅的，意思表达的比较准确。但是在打字的时候，常常把两个单词连在一起...影响阅读

例子方面，LZ没有给出比较好的例子，全篇都是说道理，唯一更够称为例子的也只是“假设一个学生，balabalabala...”，可以考虑适当加入一些例子，毕竟ets在评分的时候，例子是一个重要的考虑因素

逻辑方面，我认为有比较大的问题，在我看来，LZ的文章已经可以作为ARGU的攻击对象了：
LZ的文章全篇只是考虑了学生的“兴趣”这么一个点，而TOPIC里面是“兴趣”和“需求”，如果加入“需求”这么一个因素，LZ的很多立论根本就站不住脚。例如，LZ说“仅仅基于兴趣出发会导致学生没有学到一些他不喜欢但又必须的知识”，但我们可以把这种“不喜欢又必须的知识”归纳到学生的“需求”中去。利用ARGU思想，LZ基本可以归类到“盲目推广”中去。
其次，LZ在第四段的逻辑过于勉强，学生喜欢自己的兴趣就武断推出学生会偏科，没有说明就直接定义专家都是不适应现实社会的人，etc。