Issue28 第一篇习作 求拍 点评思路和结构

sillydsUID: 2985444

题目：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."
字数：693          用时：03:00:00          日期：2011/3/13 21:39:20

The author holds the view that students should take precedence of studying ideas, trends and concepts, which help explain the facts, over memorization of facts. Students benefit little if they merely study the facts. I agree that study of ideas, trends and concepts are important and often prioritized before facts memorization. But it can not be described as "only after", which means confining sequencing strictly.

To begin with, I want to emphasize that students are studying in the pursuit of knowledge while the study of those concepts and ideas is to promote our understanding of the facts and subsequently to memorize them. Such study is necesary for students since it matches the purpose of study.

In addition, study of ideas, trends and concepts which can explain the facts can also enable students convert the facts into valuable knowledge and subsequently apply into the reality. Many people have ascribed the financial crisis in 2008, which bring great impact on the financial markets of America and even the world, to the overuse of finance derivatives. When asked about how to prevent the crisis occurs, students, who simply remember the facts, may see prohibition of derivatives as the best solution without realizing that such solution would restrict further and sound development of financial markets. But after studying the principles of securization and the root for the crisis, students can learn that oversecurization of assets have covered up potential risks of those over-performing loans and subsequently most people were unable to distinguish the risks when they buy the derivatives. Thus, the government should enhance supervision on risk management of derivative products. Without learning the concepts and ideas, the facts are merely the facts in students’ memorization, meaningless for application. Obviously, students learn little if they only learn the facts.

Admittedly, I consider concept learning is important for students. But whether facts should be memorized only after learning the concepts, trends and ideas is doubtful. In my opinion, the sequencing differs according to different knowledge.

On one hand, giving priority to concept-study is important and can help students memorize the facts better. Simply put, prior concept-study better match the law of memorization. According to the modern scientific research, there are two kinds of memorization in human brain. One is rote memorization, the one formed when you mechanically stuff something undigested in your brain, such as memorizing facts without learning. The memory will be easily lost. But if the ideas, trends and concepts behind the facts are assiminated through studies and are viewed times by times, those facts would turn into another kind of memorization called comprehensive memorization. Exploration into those concepts and ideas of the facts help students to digest the knowledge and to absorb them as their own nutrition.

However, in some cases, facts can be memorized first to arouse students’ interests in study. For instance, the beautiful color changes or magical phenomenon in the chemistry experiments are attractive for students. Thanks to curiosity of the phenomenon, students are more interested in exploring the “secrets” behind and learn the concepts and principles better. Besides, there are some cases that the concepts, trends or ideas are too abstract for students to understand at the beginning of learning or the facts are already the commonplace for students. Then, facts memorization would be prioritized in order to provide students more specific and real feelings. For years, we have been told the fact that price will increase if the product suppy greater than the demand. Only after we learn the supply-demand graph in economics, knowing that price is the intersection point of the two lines, do we understand that price results from the equibrilium between supply and demand. Memorizing facts first does not mean to ignore the concepts, trends and ideas. It is only a change in leaning methods. Even though memorization first, students will learn a lot as long as the study of concept, trends and ideas have not been dismissed.

In sum, there is no need to prior the learning of ideas, trends and concepts to memorizing the facts. But students should not learn only the facts, otherwise they learn little and can not reach the purpose of study.

另一篇习作 求拍
issue170 https://bbs.gter.net/thread-1246286-1-1.html

sillydsUID: 2985444

顶

leolimapleUID: 2844370

2# sillyds
谢谢拍砖和点评我上课回来立马帮你改~！！

leolimapleUID: 2844370

3# leolimaple
The author holds the view that students should take precedence of studying ideas, trends and concepts, which help explain the facts, over memorization of facts. Students benefit little if they merely study the facts. I agree that study of ideas, trends and concepts are important and often prioritized before facts memorization. But it can not be described as "only after", which means confining sequencing strictly.

To begin with, I want to emphasize that students are studying in the pursuit of knowledge while the study of those concepts and ideas is to promote our understanding of the facts and subsequently to memorize them. Such study is necesary for students since it matches the purpose of study.

In addition, study of ideas, trends and concepts which can explain the facts can also enable students convert the facts into valuable knowledge and subsequently apply into the reality. Many people have ascribed the financial crisis in 2008, which bring（brought） great impact on the financial markets of America and even the world, to the overuse of finance derivatives. When asked about how to prevent the crisis occurs, students, who simply remember the facts, may see prohibition of derivatives as the best solution without realizing that such solution would restrict further and sound development of financial markets. But after studying the principles of securization and the root for the crisis, students can learn that oversecurization of assets have covered up potential risks of those over-performing loans and subsequently most people were unable to distinguish the risks when they buy the derivatives. Thus, the government should enhance supervision on risk management of derivative products. Without learning the concepts and ideas, the facts are merely the facts in students’ memorization, meaningless for application. Obviously, students learn little if they only learn the facts.

Admittedly, I consider concept learning is important for students. But whether facts should be memorized only after learning the concepts, trends and ideas is doubtful. In my opinion, the sequencing differs according to different knowledge.

On one hand, giving priority to concept-study is important and can help students memorize the facts better. Simply put, prior concept-study better match the law of memorization. According to the modern scientific research, there are two kinds of memorization in human brain. One is rote memorization, the one formed when you mechanically stuff something undigested in your brain, such as memorizing facts without learning. The memory will be easily lost. But if the ideas, trends and concepts behind the facts are assiminated through studies and are viewed times by times, those facts would turn into another kind of memorization called comprehensive memorization. Exploration into those concepts and ideas of the facts help students to digest the knowledge and to absorb them as their own nutrition.

However, in some cases, facts can be memorized first to arouse students’ interests in study. For instance, the beautiful color changes or magical phenomenon in the chemistry experiments are attractive for students. Thanks to curiosity of the phenomenon, students are more interested in exploring the “secrets” behind and learn the concepts and principles better. Besides, there are some cases that the concepts, trends or ideas are too abstract for students to understand at the beginning of learning or the facts are already the commonplace for students. Then, facts memorization would be prioritized in order to provide students more specific and real feelings. For years, we have been told the fact that price will increase if the product supply greater than the demand. Only after we learn the supply-demand graph in economics, knowing that price is the intersection point of the two lines, do we understand that price results from the equibrilium between supply and demand. Memorizing facts first does not mean to ignore the concepts, trends and ideas. It is only a change in leaning methods. Even though memorization first, students will learn a lot as long as the study of concept, trends and ideas have not been dismissed.

In sum, there is no need to prior the learning of ideas, trends and concepts to memorizing the facts. But students should not learn only the facts, otherwise they learn little and can not reach the purpose of study.


你的文章写得很很好呢~第一次就写这么好。语汇丰富；长短句结合地好；经济学的例子也很好证明了你的观点；逻辑思维也很不错，比起来我逊色多了，所以也只能改改你的错字~ANYWAY，继续努力，相信你的习作会更好的~不断羡慕中啊！有新的习作就登出来我也会帮忙改的~

sillydsUID: 2985444

4# leolimaple

谢谢你的修改啊，下次过去回拍
求拍
issue153   https://bbs.gter.net/viewthread.php?tid=1247846&extra=
issue144   https://bbs.gter.net/thread-1247670-1-1.html
issue170   https://bbs.gter.net/thread-1246286-1-1.html