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本帖最后由 kingwyf87 于 2010-6-28 22:55 编辑
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习作正文
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The issue is a complex and controversial one that whether students learn very little if they only learn the facts. Different people have their respective ways of looking at this issue. In my point of view, I agree that the ideas, trends, and concept do help explain facts. Rather, I hold that learning facts will be significant to be abstracted to build concepts, and sometimes we do not require learning ideas and trends that behind the facts. My view will be greatly strengthened by the following discussion.
Admittedly, the ideas, trends, and concept will be helpful for students to better understand the phenomenon in daily life. Take the natural phenomenon, rainbow, for example. We may see a beautiful rainbow when the sun coming out after raining in the summer. Students may learn the fact but feel confused and are curious about why the white sunlight can turn into many lights with different colors. The mystery of rainbow can be interpreted simplify and clearly, if students learn a little about the principle of optics—the scattering and reflecting may easily occur when the sunlight, which mixes with many lights with different wave lengths, is passing through the water droplet in the sky. Students will not only learn the facts and also figure out why and how, which will gratefully contribute to their further studies.
However, most scientific researches originate from facts, which can be further abstracted to form the ideas, trends, and concept. The example of Mendel can illustrate this point well. Mendel enjoys a higher reputation as the figurehead of the new science of genetics for his study of the inheritance of certain traits in pea plants. As a scientist, he conducts innumerable experiments on pea plants in his farm for years. It is the facts he learned from these experiments that led him to conclude two generalizations, the Law of Segregation and the Law of Independent Assortment, which later became known as Mendel's Laws of Inheritance. Student may learn nothing but the facts when they are doing the scientific research because they may conduct the unique and creative work without any prior knowledge that can be used to help them. But it would be useful to their future studies if students deal and analyze the facts carefully and insightfully.
What’s more, we may not require knowing the ideas, trends, and concepts which are little help to explain the facts and even wasting our valuable time. Take the study of a foreign language for instance. With a rapid development of modern society, the world becomes a small international village, which requires us to learn a second language that will be helpful to communicating with people in different part of the village. Two things, word, and grammar, are significant for the language beginners. We may not pay much attention to the figure out the questions such like why where are the words come from, and why the grammatical rules are strictly following in that way, especially we are not interested the culture of the language. For most people, we take the second language just not as anything else but a communication tool. The words are just we see, the grammatical rules are just like that, and we’d better focus on these facts not others.
To sum up, basing my conclusion on the illustrations and exposition mentioned above, accordingly, I hold that it is helpful to explain the facts by learning the ideas, trends, and concepts. Yet, it is also useful for students to learn the facts because they may contribute to exploring unknown areas, if they deal and analyze the facts carefully and insightfully. What’s more, the ideas, trends, and concepts may turn out to be stumble and do little help with the facts.
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Revised By nanfeng25899
=======================
批改标注:
1。红色,表示“错误”
2。洋红,表示“用法欠妥当”
3。蓝色,是我的批注
4。绿色,表示“很精彩的文字”
The issue is a complex and controversial one that whether students learn very little if they only learn the facts.【我在审这个题目是我个人认为重点应该在前面的那句话吧,后面的一句是前面的原因】Different people have their respective ways of looking at this issue. In my point of view, I agree that the ideas, trends, and concept do help explain facts【我觉得do explain the facts只是修饰语,而不是需要咱们白表达看法的关键,关键在于only after】. Rather, I hold that learning facts will be significant to be abstracted to【没看懂。。。】 build concepts, and sometimes we do not require learning ideas and trends that【不需要that】 behind the facts. My view will be greatly strengthened by the following discussion.
Admittedly, the ideas, trends, and concept will be helpful for students to better understand the phenomenon in daily life. Take the natural phenomenon, rainbow, for example. We may see a beautiful rainbow when the sun coming【语法有问题】 out after raining in the summer. Students may learn the fact but feel confused and are curious about why the white sunlight can turn into many lights【许多种光是这样表达么?即使可以也应该是不可数的吧】 with different colors. The mystery of rainbow can be interpreted simplify and clearly, if students learn a little about the principle of optics—the scattering and reflecting may easily occur when the sunlight, which mixes with 【不是混合而是包含】many lights with【感觉用of更好吧,这是本质属性吧】 different wave lengths, is passing through the water droplet in the sky. Students will not only learn the facts and also figure out why and how, which will gratefully contribute【前面想写的是greatly吧,红藕面应该用单三】 to their further studies.
However, most scientific researches originate from facts, which can be further abstracted to【不懂,。。。】 form the ideas, trends, and concept. The example of Mendel can illustrate this point well. Mendel enjoys a higher reputation as the figurehead of the new science of genetics for his study of the inheritance of certain traits in pea plants. As a scientist, he conducts innumerable experiments on pea plants in his farm for years. It is the facts he learned from these experiments that led him to conclude two generalizations, the Law of Segregation and the Law of Independent Assortment, which later became known as Mendel's Laws of Inheritance. Student may learn nothing but the facts when they are doing the scientific research because【没有因果的关系吧】 they may conduct the unique and creative work without any prior knowledge that can be used to help them. But it would be useful to their future studies if students deal and analyze the facts carefully and insightfully.
What’s more, we may not require knowing the ideas, trends, and concepts which are little help【helpful】to explain the facts and even wasting our valuable time.【这是接哪里的??如果是接require的话,意思不太对】 Take the study of a foreign language for instance. With a rapid development of modern society, the world becomes a small international village, which requires us to learn a second language that will be helpful to communicating【communicate吧】 with people in different part of the village. Two things, word, and grammar, are significant for the language beginners. We may not pay much attention to the figure out the questions such like why where 【去掉why】are the words come from, and why the grammatical rules are strictly following in that way, especially we are not interested the culture of the language. For most people, we take the second language just not as anything else but a communication tool. The words are just we see, the grammatical rules are just like that, and we’d better focus on these facts not others. 【感觉有点中国】
To sum up, basing my conclusion on the illustrations and exposition mentioned above, accordingly, I hold that it is helpful to explain the facts by learning the ideas, trends, and concepts. Yet, it is also useful for students to learn the facts because they may contribute to exploring unknown areas, if they deal and analyze the facts carefully and insightfully. What’s more, the ideas, trends, and concepts may turn out to be stumble【这是动词吧】and do little help with the facts.
综合评价:
1 逻辑方面,我个人觉得你有写跑题,题目的重点并不在于ideas等是否能帮助解释事实,而在于“我们是否应该在记忆知识之前去学习帮助我们解释那些知识的ideas等,因为仅仅死学知识是学不到什么的”,题目是一个因果命题
2 语言方面,表达方式比较单一吧,尤其help用到了很多次,尽量不要多次重复。
3 语法方面,这次的文章中还是有一些语法问题的,希望注意一下。
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