[yw3s]3.21 Issue28 by showkid

showkidUID: 2427308

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: 362(623)

TIME: 00:45:00

DATE: 2010-3-21 下午 03:20:24 (3:40)

I fundamentally agree with the author's claim that students who have learned only facts have learned very little. But I don't think it follows that students should memorize facts only after they have studied the relative knowledge that explains those facts.

First, we can not denying the fact, in most circumstances, that students have learned very little when they have learned nothing but the facts.

At the level of study, it is difficult to learn the subjects that is involved too much theoretic for most students. For example, lessons about law always tell students some specific rules of law. Most students only try to recite the code of law, in order to pass the exam, but seldom know how the specific rules contribute to the system of the law or how the law achieves its function. Another example is physics, which is mainly about abstract theories and formulas. A considerable number of students spend much time on studying this subject, while finally learning nothing more than how to recite the formulas and how to finish their homework by imitating the process of the examples.

At the level of daily life, few students can learn something valuable from the sermon of their teachers or parents. For instance, when i was a young boy, my mam always worn me that i should spare enough time so that i can finish my home-work timely. But i never pay much attention on his suggestion. Only after that i found time was so limited that i must work till the late night to finish my home-work, I finally understand the value of my mam's words.

On the other hand, we can not infer that students should memorize facts only after they have studied the relative knowledge that explain those facts, from the facts that litter students have learned a lot when they have learned only facts. For example, in China every high-school student must take part in the university entrance examination if they want to continue their study. Comparing with the assignments and knowledge they need to know, the time is so limited. They must focus on the book knowledge itself, rather than the relative details. They must reciting and remembering as much as possible in a short time, so that to get a high score in the finally examination. Another instance, a college student, major in electronic engineering, is very interested in ancient poetries. It is regularly that he will spend his part-time to read and recite some poetry, but hardly will he try to find some books about the ancient poetry to learn the further details, such as the history background of this poetry, or even rhetoric used in this poetry. It seems to be not that important and meaningful, for this college student, to know that much about the relative details..

In fact, when it comes to whether students should learn the facts first or should learn the relative knowledge that explain the facts first, the suggestion should be various according to the different situation of the different people in the different. Such as, the badly need of the students in a certain period, or his special interest, or distinct grade of a student.

In sum, the foothold of the author, that students who have learned only facts have learned very little, is correct. But the author made a wrong deduction, as he overlooked the complex of this issue. Finally, i fundamentally agree with the author’s assertion but do not the further conclusion.

starshaneUID: 2616355

1# showkid
[yw3s]3.21 Issue28 by showkid

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: 362(623) TIME: 00:45:00 DATE: 2010-3-21 下午 03:20:24 (3:40) I fundamentally agree with the author's claim that students who have learned only facts have learned very little. But I don't think it follows that students should memorize facts only after they have studied the relative knowledge that explains those facts. First, we can not denying DENY吧 the fact, in most circumstances, that students have learned very little when they have learned nothing but the facts. At the level of study,（在学习的层面上？感觉用得不是很地道啊） it is difficult to learn the subjects that is involved too much theoretic for most students.这句话语法错得好厉害啊…… It is difficult for most students to study subjects which involve too many complicated theories. For example, lessons about law always tell students some specific rules of law. Most students only try to recite the code of law, in order to pass the exam, but seldom know how the specific rules contribute to the system of the law or how the law achieves its function. Another example is physics, which is mainly about abstract theories and formulas. A considerable number of students spend much time on studying this subject, while finally learning nothing more than how to recite the formulas and how to finish their homework by imitating the process of the examples. At the level of daily life, few students can learn something valuable from the sermon of their teachers or parents. For instance, when i was a young boy, my mam always worn warned me that i should spare enough time so that i can finish my home-work timely. But i never pay much attention on his suggestion. Only after that i found time was so limited that i must work till the late night to finish my home-work, I finally understand the value of my mam's words. 1， I要I要大写 2， 感 感觉生活层面这是在讲“长辈说教”与“实践经验教训”的关系……和“ideas” “facts”有点差别吧，facts 主要是作为理论的例证吧 On the other hand, we can not infer that students should memorize facts only after they have studied the relative knowledge that explain those facts, from the facts that litter students have learned a lot when they have learned only facts. For example, in China every high-school student must take part in the university entrance examination if they want to continue their study. Comparing with the assignments and knowledge they need to know, the time is so limited. They must focus on the book knowledge itself, rather than the relative details. They must reciting and remembering as much as possible in a short time, so that to get a high score in the finally examination. Another instance, a college student, major in electronic engineering, is very interested in ancient poetries. It is regularly that he will spend his part-time to read and recite some poetry, but hardly will he try to find some books about the ancient poetry to learn the further details, such as the history background of this poetry, or even rhetoric used in this poetry. It seems to be not that important and meaningful, for this college student, to know that much about the relative details.. 我帮你总结下提纲： 主题句：学生学了些facts,很浅薄，所以不能得出“应该先学facts”的结论。 第一个例子，“高考很难，大家学得很辛苦，所以大家要背”。 第二个例子，工科生喜欢背古诗词，但不会研究古诗词。 结论：事实背后的理论没什么重要的，不需要。 我觉得1，缺乏推断过程2，例子不大恰当（古诗词的背景啥的不能算理论吧）3，整个分论点跟题目有点脱节……注意题目是facts 和ideas,但这两个关键词出现很少…… In fact, when it comes to whether students should learn the facts first or should learn the relative knowledge that explain the facts first, the suggestion should be various according to the different situation of the different people in the different. Such as, the badly need of the students in a certain period, or his special interest, or distinct grade of a student. ……我个人不是很喜欢这种把话说得很圆，但是又没有掷地有声铿锵有力的论证过程的写法。 甚至感觉你基本没有论证……光在举例子…… In sum, the foothold of the author, that students who have learned only facts have learned very little, is correct. But the author made a wrong deduction, as he overlooked the complex of this issue. Finally, i fundamentally agree with the author’s assertion but do not the further conclusion.

感觉文章语言不甚流畅……加强基本功吧