思考后的Issue 29_去除一切新东方jargon

GabrielGaoUID: 2800551

思考后的Issue 29_去除一切新东方jargon_希望大家多多评点！多谢多谢！

Human civilization has never seen a knowledgeexplosion like the one we have today. Students are always smothered by allkinds of facts together with a complicated consist of concepts andtheories.  In my view, as per learningprocess, whether to learn facts before theory or reversely is a case-by-casestudy. Therefore, with a balance maintained, students can realize how to constructbetter theories on facts as well as understand more facts in light of theories.


Theories are necessary in allowing students to understandand explain new information and knowledge in our daily lives. In science, a theorytakes the form of an axiom, an equation or a convention. In terms of art, it canexist in an idea, a trend or a concept. In other words, after students study ina theoretical way, they can better catch the essence of the facts. For example,in modern mechanics, the concept of gravity is extremely important. However, nophysics teacher can cite all facts related to gravity in our real world,because it is just too prevalent. But students are able to explain many factsand experiments after this concept is taught. Next, students may be able toexplain how an object moves on a slope and what if friction is considered withgravity. This illustrates the point that students can learn better fromtheoretical ideas rather than memorizing facts. Furthermore, since facts areonly uncorrelated fragments of knowledge and sometimes minutia, students can seethe big picture so as to come a habit to generalize from the world of facts. Thisgeneralization is multi-faceted, as students can distinguish the truth or falseand also conclude the similarities and differences of the facts. Students canutilize theories to interconnect all the facts they learned via practice.


On the other hand, over emphasis on studying theorybefore facts can belie the benefits of learning facts before generalization. Thereare times when education can have a better result if we fully understand theadvantage to focus on facts. For example, in medical education that requiressound ability of observation, relying on theories rather than symptoms to makejudgment is neither effective nor even ethical. Sometimes, several reasonsmight mingle together to cause the disease so that recalling theories on thetextbooks will not work efficiently. Also sometimes, without a bold postulationbased on a fact, time would be wasted on finding the true theoretical reasonfor the symptoms, and the patient’s life will be in danger. Another aspectworth mentioning is that theoretical study is sometimes monotonous due to itsabstract nature. But facts are more intriguing in various ways to inspire astudent to learn. In this sense, to utilize the vividness to facilitate thelearning process is naturally more desired than retaining the insipidtheoretical instruction.


Therefore, a balance between the learning and usageof the two must be maintained. And this maintenance needs to be contingent onthe level of aptitude of the learner. Take the study of a student of journalismas an example. Facts means details and hence specialization, so a junior undergraduatestudent must be more sensitive to facts than theory. Only in this way can thisstudent cultivate the attentiveness to nuance that may reflect bigger ideas inour society. Theory means generalization and hence deeper comprehension. Whenthis student becomes a more mature scholar or luminary in media industry, he orshe might not be able to remember all facts, but can develop a theory that can produceinsights to any news or social affairs.


Overall, learning theory to guide the learning offacts can help us understand the essence of the knowledge but can possibly makethe learning process dull. Leaning facts before theory can elicit efficiency inlearning some subjects but can isolate the knowledge we learn. So do students whohave learned only facts really have learned very little? I think it depends onhow facts and theories are regarded and used as a whole in our learningprocess.

GabrielGaoUID: 2800551

小弟之前写过一些Issue，按照北美范文的模板练的。总觉得会限制自己。而且那些jargon有的自己都觉得很装逼。虽然说模板能够理清思路并且扩充字数。但是我感觉在让别人认清结构上没什么帮助。而且大家都写北美范文的模板简直太前篇一律了。

但是我认为Argument还是要模板的——毕竟30分钟太短了。我想再写提纲看范文的同时理出自己的模板。

希望大家给出宝贵意见。还有不到一个月了，新加坡机考。