issue 28 学习之记忆

crazyjooUID: 2805124

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: 612         

position:the speaker's threshold claim is fundamentally correct while the speaker's conclusion over generalized the process of study.

1. to learn about the ideas and concepts before memorization of facts holds certain advantages.
   1.1 incite students' interest  (Watt: steam machine, /''Uncle Tom's cubin'' influence, rhetoric skill)
   1.2help students memorize what they learned fairly quickly(Galileo:The Leaning Tower of Pisa  falling his revolutionary experiments with falling objects  physcial formula/)
2. to learn by just memorizing the facts is actually counterproductive to study.
      2.1 cannot use what they learn in new situation
3.However, it is not necessary to always place to study the ideas, trends, and concepts prior to memorization of facts.
     3.1 multiplication table/periodic element table/the vocabulary of foreign language
     3.2 moral standard
  Confucius said: "do not impose on others what you yourself do not desire."  
孔子说﹕“己所不欲﹐勿施于人。”  

(还有4天。。还是超时啊。。没时间把道德砍掉了，我的重点是要将记忆前置的重要性，是不是应该将提纲里的1,2合并简化一下呢？求教！）


The speaker makes a threshold claim that students will learn little by only learning only facts, and then draws and conclusion that students should not memorize facts until they have studied the ideas, trends, and concepts that help explain those facts. In my point of view the speaker's threshold claim is fundamentally correct while the speaker's conclusion over generalized the process of study.

Admittedly, to learn the relevant ideas and concepts which help explain the facts of a discipline hold certain advantages. For one thing, the trends and ideas behind those facts are usually more interesting and less complex than the facts. Therefore, students will gradually become more and more interested in the facts rather than be deterred by the complexity of the facts.  By learning the background story of the invention of steam machine, students might become curious about Watt's way of thinking and begin to ask themselves: How could he create such a marvelous machine be observing the movement of the kettle? Can I also think in that way? Similarly, students of literature will be impressed by the tremendous influence of  "Uncle Tom's Cubin" and tend to pay more emphasis on the study of the writer's delicate rhetorical skills.

Likewise, to study the ideas and trends will also help students memorize the facts. Students learn little about physics can hardly explain those complex and abstract physical formulas because they cannot grasp the gist of them. Fortunately, they would have a clear understanding of them and hence memorize them well when teacher introduce them the revolutionary experiment on the leaning tower of Pisa conducted by Galileo. The concepts of law of free falling objects make those torpid formulas vivid and visible.

Moreover, mere memorization of facts will inevitably be counterproductive to study. Although to memorize facts seems to be easier than to understand the facts for many students, it actually deviates from the original direction of education. That is to say, to cultivate people with critical thinking and ability of analyze. Learning only facts has many limitations. For example, you might solve this problem by using that facts you have memorized, however, it is highly possible that you cannot solve another problem which has little difference from the former one. It is sad to see that one who has memorized tons of facts but only can solve few problems. The intent nature of memorization causes this situation to take place. Those ideas and concepts grant them a insightful understanding of what they learn and enable them to draw inference about other cases from one stances. As a result, those students who place high value on memorization can only use their knowledge to solve specific problems which are deeply grained in their mind.

However, we should not ignore that sometimes memorizing facts do better than studying the relevant concepts explaining those facts to master some aspects of knowledge and some disciplines. Multiply table, period element table and vocabulary of foreign language are all striking examples. It is impolitic to teach students the ideas and concepts before they have actually memorized the them because they are comparatively basic and are the foundations of the ideas and concepts. Even the famous mathematicians cannot make students who have not mastered the multiplication table understand the machination of algorithm. It is useless to teach students grammar of French before they can spell some French words.

As shown above, I wholeheartedly agree the speaker's claim that merely memorizing the facts is detrimental to students. Nevertheless, the speaker unnecessarily extends the conclusion to embrace all disciplines. All in all, learning the ideas and concepts and memorizing facts are indispensible parts of study and they benefit each other well.

starfirezhuUID: 2842465

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: 612         
[Implication]: It is strongly proposed to learn ideas, trends and concepts before you learn facts!
[Position]: People learn things in many different ways, flexible, changeable, repeatedly!
注意，找准Position，下面才好写！学习的方法不是一成不变的！应该是灵活机动，多次反复。归纳：从事实到规律，从个别到一般；演绎：从规律到事实，从一般到个别。归纳是人类学习的基本方法，不容否定！！

position:the speaker's threshold claim is fundamentally correct while the speaker's conclusion over generalized the process of study.

1. to learn about the ideas and concepts before memorization of facts holds certain advantages.
   1.1 incite students' interest  (Watt: steam machine, /''Uncle Tom's cubin'' influence, rhetoric skill)
   1.2help students memorize what they learned fairly quickly(Galileo:The Leaning Tower of Pisa  falling his revolutionary experiments with falling objects  physcial formula/)
2. to learn by just memorizing the facts is actually counterproductive to study.
      2.1 cannot use what they learn in new situation
3.However, it is not necessary to always place to study the ideas, trends, and concepts prior to memorization of facts.
     3.1 multiplication table/periodic element table/the vocabulary of foreign language
     3.2 moral standard
  Confucius said: "do not impose on others what you yourself do not desire."  
孔子说﹕“己所不欲﹐勿施于人。”  

(还有4天。。还是超时啊。。没时间把道德砍掉了，我的重点是要将记忆前置的重要性，是不是应该将提纲里的1,2合并简化一下呢？求教！）


The speaker makes a threshold claim that students will learn little by only learning only facts, and then draws and conclusion that students should not memorize facts until they have studied the ideas, trends, and concepts that help explain those facts. In my point of view the speaker's threshold claim is fundamentally correct while the speaker's conclusion over generalized the process of study.

Admittedly, to learn the relevant ideas and concepts which help explain the facts of a discipline hold certain advantages. For one thing, the trends and ideas behind those facts are usually more interesting and less complex than the facts. Therefore, students will gradually become more and more interested in the facts rather than be deterred by the complexity of the facts.  By learning the background story of the invention of steam machine, students might become curious about Watt's way of thinking and begin to ask themselves: How could he create such a marvelous machine be observing the movement of the kettle? Can I also think in that way? Similarly, students of literature will be impressed by the tremendous influence of  "Uncle Tom's Cubin" and tend to pay more emphasis on the study of the writer's delicate rhetorical skills.

Likewise, to study the ideas and trends will also help students memorize the facts. Students learn little about physics can hardly explain those complex and abstract physical formulas because they cannot grasp the gist of them. Fortunately, they would have a clear understanding of them and hence memorize them well when teacher introduce them the revolutionary experiment on the leaning tower of Pisa conducted by Galileo. The concepts of law of free falling objects make those torpid formulas vivid and visible.

Moreover, mere memorization of facts will inevitably be counterproductive to study. Although to memorize facts seems to be easier than to understand the facts for many students, it actually deviates from the original direction of education. That is to say, to cultivate people with critical thinking and ability of analyze. Learning only facts has many limitations. For example, you might solve this problem by using that facts you have memorized, however, it is highly possible that you cannot solve another problem which has little difference from the former one. It is sad to see that one who has memorized tons of facts but only can solve few problems. The intent nature of memorization causes this situation to take place. Those ideas and concepts grant them a insightful understanding of what they learn and enable them to draw inference about other cases from one stances. As a result, those students who place high value on memorization can only use their knowledge to solve specific problems which are deeply grained in their mind.

However, we should not ignore that sometimes memorizing facts do better than studying the relevant concepts explaining those facts to master some aspects of knowledge and some disciplines. Multiply table, period element table and vocabulary of foreign language are all striking examples. It is impolitic to teach students the ideas and concepts before they have actually memorized the them because they are comparatively basic and are the foundations of the ideas and concepts. Even the famous mathematicians cannot make students who have not mastered the multiplication table understand the machination of algorithm. It is useless to teach students grammar of French before they can spell some French words.

As shown above, I wholeheartedly agree the speaker's claim that merely memorizing the facts is detrimental to students. Nevertheless, the speaker unnecessarily extends the conclusion to embrace all disciplines. All in all, learning the ideas and concepts and memorizing facts are indispensible parts of study and they benefit each other well.