issues28 facts and ideas 写作遇到瓶颈了

starshaneUID: 2616355

TOPIC: ISSUE28 - "Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little."
WORDS: 333
TIME: 00:45:00
DATE: 2010/3/21 9:58:34

写到近十篇了吧，怎么感觉issue越来越难写了……想得越来越多越来越复杂……写作时间越来越长……sigh

1，
事实比观念亲切，可以帮助学生接受观念
2，
当初步了解了一个观念后，事实可以帮助学生更好地理解观念
3，
事实可以帮助学生彻底地理解理论，然后理论才能去解释事实。学习很多事实的学生可以得出自己结论，不能说他们学得很少

总结：事实先于理论，可以使学习过程更简单有效；


Although I admit that theories can explain facts, I strongly doubt the speaker's perception that understanding fundamental ideas, trends and concepts before memorizing facts is a more efficient way to study. As far as I am concerned, facts and examples are very helpful to acquaint students to new ideas, to make a deep impression in students’ hearts, and to inspire students to draw their own conclusions. Only in this way can the study process be more efficient for students and help them to learn more.

Memorizing facts can help students to accept new knowledge. In terms of pedagogy, induction is the way to derive a conclusion from massive evidence and facts. Every teacher is using the induction method consciously or unconsciously when they give examples in the introduction part of a new concept because it acquaints students with the otherwise elusive ideas. I remember my first English class in elementary school at the age of 12 when I had never learned English before and had no clue about it at all.
I was a little afraid of this new subject and did not know what to do. Fortunately my teacher cited several examples to illustrate that English is easy and is around us everywhere, like a soap named "Nice", which means "good", and a electric appliance named "Superb". I was enlightened by those facts and accepted the English language. That is how my love affair with English began. In our daily lives we are familiar with facts but not the ideas behind them, thus facts serve as a media connecting us to new meanings.

In the early process of study, contrary to the speaker’s assertion, it is facts that help to explain ideas, not contrariwise. When we have only a faint cognition about a new concept but still find it too profound to assimilate, facts help us to understand the concept, some classical examples even leave lifelong impression. In my class of “Political Economy”, most students are confounded by the idea of “Realism in political economy” despite the definition given by the lecturer. Then the lecturer cited real-world fact as explanation—the Germany’s sacrifice in trade with contiguous states in an effort to gain leverage over them in the early 19s is a demonstration of realism in political economy. There are even more abstruse ideas in physics, philosophy, economics and so on, which could not possibly be assimilated by average students without learning facts.
Sometimes trying to understand theories that are totally beyond the heads of the students can be a suffering, and it is likely that they can never get anywhere. So memorizing important facts is a much easier way to study.

Moreover, in the later stage of study, the function of deduction is more prominent. Deduction means using the concepts and ideas acquired to explain specific facts, however, it is important to point out that deduction is based on the comprehensive understanding of the theories. As mentioned above, students could not fully assimilate ideas without the help of facts, so it is improper to say that studying ideas should be given priority rather than memorizing facts.
Secondly, from the epistemology perspective, facts and questions exist before theories and answers. Students who have learned a large scale of facts will inevitably have some understandings about them. With the guidance of a tutor and exploration by themselves, students can understand the ideas behind the facts and draw their own conclusion—learn by themselves—the ultimate purpose of teaching and learning. So it is also improper to say that a student with abundant practical experience and facts has learned very little or is ignorant.

In sum, memorizing facts can help students to approach, assimilate and conclude new ideas and concepts and make the teaching and learning process easier and more efficient. Theories cannot help to explain facts before they are thoroughly understood and applied by students who, in most cases, need facts to help them explain theories first.

明天的鞋子UID: 2639625

TOPIC: ISSUE28 - "Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little."


1，
事实比观念亲切，可以帮助学生接受观念
2，
当初步了解了一个观念后，事实可以帮助学生更好地理解观念
3，
事实可以帮助学生彻底地理解理论，然后理论才能去解释事实。学习很多事实的学生可以得出自己结论，不能说他们学得很少

总结：事实先于理论，可以使学习过程更简单有效


Although I admit that theories can explain facts, I strongly doubt the speaker's perception that understanding fundamental ideas, trends and concepts before memorizing facts is a more efficient way to study. As far as I am concerned, facts and examples are very helpful to acquaint students to new ideas, to make a deep impression in students’ hearts, and to inspire students to draw their own conclusions. Only in this way can the study process be more efficient for students and help them to learn more.

Memorizing facts can help students to accept new knowledge. In terms of pedagogy, induction is the way to derive a conclusion from massive evidence and facts. Every teacher is using the induction method consciously or unconsciously when they give examples in the introduction part of a new concept because it acquaints students with the otherwise elusive ideas. I remember my first English class in elementary school at the age of 12 when I had never learned English before and had no clue about it at all.
I was a little afraid of this new subject and did not know what to do. Fortunately my teacher cited several examples to illustrate that English is easy and is around us everywhere, like a soap named "Nice", which means "good", and a electric appliance named "Superb". I was enlightened by those facts and accepted the English language. That is how my love affair with English began. In our daily lives we are familiar with facts but not the ideas behind them, thus facts serve as a media connecting us to new meanings.

In the early process of study, contrary to the speaker’s assertion, it is facts that help to explain ideas, not contrariwise. When we have only a faint cognition about a new concept but still find it too profound to assimilate, facts help us to understand the concept, some classical examples even leave lifelong impression. In my class of “Political Economy”, most students are confounded by the idea of “Realism in political economy” despite the definition given by the lecturer. Then the lecturer cited real-world fact as explanation—the Germany’s sacrifice in trade with contiguous states in an effort to gain leverage over them in the early 19s is a demonstration of realism in political economy. There are even more abstruse ideas in physics, philosophy, economics and so on, which could not possibly be assimilated by average students without learning facts.
Sometimes trying to understand theories that are totally beyond the heads of the students can be a suffering, and it is likely that they can never get anywhere. So memorizing important facts is a much easier way to study.

Moreover, in the later stage of study, the function of deduction is more prominent. Deduction means using the concepts and ideas acquired to explain specific facts, however, it is important to point out that deduction is based on the comprehensive understanding of the theories. As mentioned above, students could not fully assimilate ideas without the help of facts, so it is improper to say that studying ideas should be given priority rather than memorizing facts.
Secondly, from the epistemology perspective, facts and questions exist before theories and answers. Students who have learned a large scale of facts will inevitably have some understandings about them. With the guidance of a tutor and exploration by themselves, students can understand the ideas behind the facts and draw their own conclusion—learn by themselves—the ultimate purpose of teaching and learning. So it is also improper to say that a student with abundant practical experience and facts has learned very little or is ignorant.

In sum, memorizing facts can help students to approach, assimilate and conclude new ideas and concepts and make the teaching and learning process easier and more efficient. Theories cannot help to explain facts before they are thoroughly understood and applied by students who, in most cases, need facts to help them explain theories first.

明天的鞋子UID: 2639625

TOPIC: ISSUE28 - "Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little."
直译的话，本题的意思应该是：
学生们在记忆知识的时候应该先学习有助于解释那些知识的理念、潮流和概念。仅仅死学知识的学生是学不到什么东西的。

《作文大讲堂》中，对本题的中文译释为：
学生们应该在学习了解事实的来龙去脉后才记住这些事实。只学习事实本身的学生是学不到多少东西的。

本题题眼：学习者必须先知道其所以然，而后知其然。

其实，我看你的ISSUE的时候，没怎么看明白，感觉是重点放在几个单词上：facts、ideas、trends、concepts
在后面，又出现了examples和theories。

在文中第二段，举例：“Nice”肥皂的例子时候，感觉进行了概念偷换，将examples代替了facts，同时将二者等同起来了
同样的，在第三段解释“Realism in political economy”的时候，用德国贸易牺牲的例子对概念进行了解释，但其实这个也只是example,而不是facts。
我觉得可能你在破题的时候，重点放在了这几个单词上，希望能够从其中统筹全篇
但其实貌似你并没有对这几个概念进行定义和区别
所以使得文章有点儿晦涩难懂


我是按照《作文大讲堂》的译释进行破题的
对本题的理解就是
凡事作为一个事实，是个表象
这个事实背后更深奥的东西（即其来龙去脉，或者the ideas, trends, and concepts that help explain those facts）

本题有两点含义：
（1）学生们应该在学习了解事实的来龙去脉之后才记这些事实。
       这个顺序是错误的，学习是一个循序渐进的过程，人们首先了解到的是事实本身，然后在不断的学习和了解中，才能够掌握其来龙去脉，所以题目在这一点上是存在误区的
（2）只学习事实本身的学生是学不到多少东西的。
       这个我是同意作者观点的，但是我也提出了少许不同的意见。因为在这个信息大爆炸的社会中，每个人的学习能力是有限的，我们只能对有限的事实进行深刻了解和掌握，但对于绝大部分的事实或者信息，我们只能浅显甚至大概地了解，也没必要去深究

以下是我写的提纲，请拍：
        首先同意作者观点，即单纯地只学习事实本身的学生是学不到多少东西的。并举反面事例：如谁谁囫囵吞枣导致学业不精~~，学生应该学习了解事实的来龙去脉。再举正面事例：如谁谁在学习上精益求精，怎么怎么样~~~。
        然后，提出自己观点：并非只能在完全学习了解事实的来龙去脉之后才记住这些事实。学习是一个循序渐进的过程，都是从接触事实的表面开始，然后在慢慢深入，最终了解其来龙去脉，并记住这些事实。（绝大多数情况下，你刚开始接触某些事实的时候，不可能立刻融会贯通，只有在知道这个事实之后，不断地分析理解，才能够真正地掌握）
        最后，提出自己的想法：学习要有选择性。某些事实需要学深学透，但是某些事实只需要大致了解便好，当代社会，信息量如此巨大，人们不可能对每件事情上都了如指掌，只有学会有选择性的学习，才能够得到真正的成长和收获。

starshaneUID: 2616355

3# 明天的鞋子


我又读了一遍自己原来的文章，发现问题在哪儿了：你们议论是从“死记硬背和掌握理论哪个重要“入手，我议论的是“谁先谁后”……所以算是审题有偏差吧，不大明显，从认识论啊逻辑的归纳和演绎两种方法写，造成了你说的“晦涩”……


Although I admit that concepts, theories and trends can explain facts, I strongly doubt the speaker's perception that understanding fundamental ideas, trends and concepts should be given priority to before memorizing facts. As far as I am concerned, facts, especially examples,关于facts和exaple的关系，一句话就够了，算是我对facts的重定义吧 ，本来所有的real-world example就是facts,就不说二者区别了are very helpful to acquaint students to new ideas, to make a deep impression in students’ hearts, thus help them better understand the ideas and concepts behind. While memorizing facts only cannot get students any further on the way to pursue more knowledge.

我ideas and concepts出现的频率还是很高的啊，你是光看theories去了吧，我确实也没有区分这几者……

Sometimes a new idea might be threatening to students, and memorizing facts can help students to accept new things. In terms of epistemology, induction is an important method to learn knowledge by extracting ideas and trends from massive evidence and facts. Every teacher is using the induction method consciously or unconsciously when they give examples in the introduction part of a new concept because it acquaints students with the otherwise elusive ideas. I remember my first English class in elementary school at the age of 12 when I had never learned English before. I was a little afraid of this new subject until my teacher cited several examples to illustrate that English is easy and is around us everywhere, like a soap named "Nice", which means "good", and a electric appliance named "Superb". I was enlightened by those facts and accepted the English language. That is how my love affair with English began. In our daily lives we are familiar with facts but not the ideas behind them, thus facts serve as a media connecting us to new meanings.
我是觉得英文课这个例子用得极烂，但想不出什么说明“事实可以帮助我们接受新生事物”了，归纳法，从一般到个别（从specific facts to concepts behind)

After we accept the ideas, in the early process of study, contrary to the speaker’s assertion, it is facts that help to explain ideas, not contrariwise. When we have only a faint cognition about a new concept but still find it too profound to assimilate, facts help us to understand the concept, some classical examples even leave lifelong impression. In my class of “Political Economy”, most students are confounded by the idea of “Realism in political economy” despite the definition given by the lecturer. Then the lecturer cited real-world fact as explanation—the Germany’s sacrifice in trade with contiguous states in an effort to gain leverage over them in the early 19s is a demonstration of realism in political economy. There are even more abstruse ideas in physics, philosophy, economics and so on, which could not possibly be assimilated by average students without learning facts.
Sometimes trying to understand theories that are totally beyond the heads of the students can be a suffering, and it is likely that they can never get anywhere. So memorizing important facts is a much easier way to study.
政治课这个例子我觉得挺好啊，就是有些抽象的concepts学生是无法理解的，只能靠事例

However, it is indeed dangerous for students to memorize only facts, for they failed to catch the essence of learning knowledge— to give explanation and prediction by using the knowledge they already learned. In the later stage of study, the function of deduction is more prominent than induction. Deduction means using the concepts and ideas acquired to explain specific facts which probably never been discussed before. Deduction is based on the comprehensive understanding of ideas and theories which are meant to explain the world. Through deduction students can truly utilize the ideas, theories and concepts they learned from facts to answer new questions. Only those students who proficiently use concepts and ideas to explain facts around them desert the name of “wise” and “learned”.
演绎法，从一般到个别，指用所学的知识解释个别现象，这样学到的知识啊concepts ideas theories才有用武之地。光学事实不用的学生是学得很少

（Secondly, from the epistemology perspective, facts and questions exist before theories and answers. Students who have learned a large scale of facts will inevitably have some understandings about them. With the guidance of a tutor and exploration by themselves, students can understand the ideas behind the facts and draw their own conclusion—learn by themselves—the ultimate purpose of teaching and learning. So it is also improper to say that a student with abundant practical experience and facts has learned very little or is ignorant.）这段我个人认为写得有点偏，“实践经历和事实与理论概念同样重要”，放在新的这篇下多余了，删掉



In sum, memorizing facts can help students to approach and assimilate new ideas and concepts and make the teaching and learning process easier and more efficient. As long as ideas and theories are thoroughly understood and applied by students, they can help to explain facts. Students who learned only facts have learned really little.