issue28 7.17

heartleadingUID: 2850897

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."

The issue asserts that students should learn about ideas, trends, and concepts before they memorize facts, then claims that students who learn only facts learn very little. Although I agree with that students learn very little without the ideas, trends and concepts, the claim unfairly formulates the learning process, which impede the learning of concepts, trends, and ideas.

I concede the certain advantages of learning facts after the study of ideas, trends, and concepts. With a all-around study, not limiting to the facts, students can grasp the subjects so that they are more likely to remember the facts solidly. Nevertheless, I disagree the learning about ideas, trends, and concepts always precedes the facts learning with two reasons.

In the first place, memorizing a fact precede learning the opinion and meaning, in some circumstances, is helpful to understand the tedious ,abstract, and tiresome theories. This is true in bacteriology, cytology and some subtle areas. For instance, in the experiment of cell division, we classmates had to observe how the chromosomes change. Then our biological teacher told us the process of the changing so that we better grasp the how the division conducted. Nonetheless, the opponents perhaps will take the examples of some cases in which students only focus on facts, ignoring the learning with relevant knowledge. As a result, students can only solve problems in special certain circumstances. Namely, students cannot be flexible to solve the real problems consequently.

In the second place, in certain fields there is no ones to speak of ideas, trends, and concepts. That's to say this statement fails to consider in certain other spheres ideas, trends, and concepts are derived from experiences and facts in person typically. Namely, the rote learning is the only way. This is especially true in philosophy, linguistics, and other pure theoretical learning. For example, when learning the English, France and other foreign language, what we learned first is the alphabet and the vocabulary of them. The structure, rhythm of language, and the language sense have to come from the long time rote learning. Therefore, students have to learn facts only to get an intuitive grasp in some subtle areas.

To sum up, facts are meaning only combined with the ideas, trends, and concepts. Yet, in some circumstances, facts learning before the relevant opinions stimulate the learning of concepts, trends, and ideas.

neverjustUID: 2848024

sorry小h，昨天的作业组里安排的是我来帮你改，因为有点事情，耽误了进程，很抱歉
我一定在明天中午之前帮你看完

heartleadingUID: 2850897

2# neverjust

没事的 我不着急 你先忙要紧事

neverjustUID: 2848024

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."

The issue asserts that students should learn about ideas, trends, and concepts before they memorize facts, then claims that students who learn only facts learn very little. Although I agree with（ms不该有这个with，记忆中应该是agree sth./agree with sb.） that students learn very little without the ideas, trends and concepts, the claim unfairly formulates the learning process, which impede the learning of concepts, trends, and ideas.

I concede the certain advantages of learning facts after the study of ideas, trends, and concepts. With a all-around study, not limiting to the facts, students can grasp the subjects so that they are more likely to remember the facts solidly. Nevertheless, I disagree the learning about ideas, trends, and concepts always precedes the facts learning with two reasons. （个人觉得前两段可以合并，都是在撂出自己的看法）

In the first place, memorizing a fact precede learning the opinion and meaning, in some circumstances, is helpful to understand the tedious ,abstract, and tiresome theories. This is true in bacteriology, cytology and some subtle areas. For instance, in the experiment of cell division, we classmates（个人建议：we students或my classmates） had to observe how the chromosomes change. Then our biological teacher told us the process of the changing so that we better grasp the（去掉） how the division conducted. Nonetheless, the opponents perhaps will take the examples of some cases in which students only focus on facts, ignoring the learning with relevant knowledge. As a result, students can only solve problems in special certain circumstances. Namely, students cannot be flexible to solve the real problems consequently.

In the second place, in certain fields there is（应与前面field单复数一致） no ones to speak of ideas, trends, and concepts. That's to say this statement fails to consider in certain other spheres ideas, trends, and concepts are derived from experiences and facts in person typically. Namely, the rote learning is the only way. This is especially true in philosophy, linguistics, and other pure theoretical learning. For example, when learning the（去掉） English, France and other foreign language（s）, what we learned first is the alphabet and the vocabulary of them. The structure, rhythm of language, and the language sense have to come from the long time rote learning. Therefore, students have to learn facts only to get an intuitive grasp in some subtle areas.

To sum up, facts are meaning only combined with the ideas, trends, and concepts. Yet, in some circumstances, facts learning before the relevant opinions stimulate the learning of concepts, trends, and ideas.

我觉得你的两个例子举得都可以，但好像都不是那么的好。
第一个细胞分裂，我记得细胞分裂好像需要很长的时间。。所以老师直接让学生观察，观察之前还什么都不讲好像不是太现实。如果是我，我可能会举物理或者化学的实验。比如说，水蒸发了，我们只是知道水要蒸发，却不知道为什么会蒸发之类的。然后带着问题去找答案。
第二个语言学习，我觉得我可能会讲一讲词根的重要性。
水平有限，欢迎探讨，个人建议，仅供参考。