issue28 很简单的一个题目，但就是写不出东西，举不出例子！！Feint！请各位高人

happyman2000UID: 136936

Issue 28 students should memorize facts only after they have learned the ideas, trends and concepts that help explain those facts. Students who have learned only facts have learned a little.
学生们只有在学习了事实的来龙去脉后才有必要记住这些事实。只学习事实本身的学生是学不到多少东西的。

I fundamentally agree that only after students have learned the ideas, trends and concepts that help explain facts, the process of memorizing is most efficient. Therefore, high-qualified teachers should teach students relevant explainable information as more as possible.

For some facts which have complicated backgrounds and processes, historical facts for example, there is no doubt that teachers should explain the relevant knowledge and fact as detailed as possible. Merely the historical facts are not meaningful. Students can learn nothing from the boring history of the Civil War in America if some critical relevant information such as the slavery, independent constitution and America-British relationship, etc. failed to be taught them. The point behind this example is very intuitive: the more explanations, the more impressively, and thus the more permanently students remember the facts.   

Also there are some facts that are very profound, abstract and complex so that some explainable evidences are always necessary and useful to help student understand them impressively. Experienced teachers often adopt this method when they teach student some important but hard-understood theories. For example, when the calculus is concerned, if teachers can tell some storied about why Newton determined to invent it and how he invented it, students are certain to be feel this theory more approachable. If more detailed process of disputes around the calculus between Newton and religionists can be provided, the efficiency in students’ studying will enhance greatly. Perhaps, the variety of ability in this respect is a primary difference between a good teacher and a secondary one.

Even for some intuitive facts, it is also useful to memory by telling students some explainable information. Take remembering words for example, there is no other things more boring than it: everyone suffers from the fact that remembered words will be quickly forgot if only he/she does not contact them for several days. But if someone can tell him/her the origins or other interesting things about some words, he/she will find that these words will become very easy to be remembered.

Despite its benefits to the process of purely memorizing, to learn about the ideas, trends and concepts behind the facts can also do benefit to develop an inquisitive characteristic, which is the common origin of almost all geniuses. (不知道举什么例子好，help！！)

dogscatsUID: 138946

有点难，想想！！

brilliant77UID: 11224

这个？
e=mc*c  to  a primary school boy is only one simple formula, while to a erudite physicist it can be apllied to make nuclear bombs .

happyman2000UID: 136936

多谢各位！
不过，能否再给点稍详细点的建议！

雨&彩虹UID: 132532

这种观点是有一定道理的,因为如果是那种简单单纯的信息输入, 必然会与ROTE  MEMORIZE没有什么区别, 没有经过任何思维处理的信息是杂乱无序的, 这就是为什么要强调思考, 去探索一些相关的概念理念, 来更好的加强对FACTS的理解,同时也深刻了自己的思维.

但是反过来说,是不是有些FACTS,在我们没有具备相关的理解能力的时候就不需要去记忆了呢.当然不是这样了, 因为从小到大,我们去背一些东西,接受一些信息,这样在不断接受理念的时候把这些相关信息进行分类处理,如果一切都要等到思维成熟到能搞清FACTS的时候,恐怕信息量就很有限了,

范文有一篇文章写的相当不错,有时间去看看:)

happyman2000UID: 136936

范文在哪？能否指个路！

雨&彩虹UID: 132532

等我给你找找好不好:) 我也看完好久了,都不晓得放在哪里了

paisleyUID: 64183

自己搜索呀，happyman，用站内搜索，输入关键词就好了

fc827UID: 139570

正好。 我的文章还没有人改
     


No.1  ISSUE 28 多多指教(有什么事例可以举呢)
"Students should memorize facts only after they have studied the ideas, trends and concepts that help to expain those facts 。Students who have learned only facts have learned very litttle"

The speaker asserts that the process of understanding the relevant ideas, trends and concepts should come first when students memorize facts.I strongly agree with the speaker insofar as the significance of understanding the relevant knowledge , as discussed below , makes great contribution in both epistemology and methodology . IN SOME CASES, however, fact-memorizing dosen’t necessary should come after the study of pertinent ideas.
Epistemologically speaking, pertinent ideas and concepts contribute significantly to the process of understanding as well as memorizing. Facts and knowledge, primarily predicated on human observation and logic thinking as well as imagination , are largely the result of how we human being come to menifest the internal SELF and the external world, by way of both reasoning and emotion. The process of fact-abtaining , however, no matter how emotional the facts are , conforms strictly to logic reasoning , in that the establishment of facts depend on disinterested scientific and logic reasoning rather than on subjective imagination and fantasies .Moreover, the attainment of facts is a cumulative work involving the precise reasoning and generalization of several generations.Thus, facts are not accidental but dew to certain intrinsic development, the credibility of which has been justified by history.Therefore, when we study the relevant ideas, concepts underlying the backgound or history of the very fact, we in fact learn to re-establish the fact through strict reasoning . Even if we are ignorant of the fact , we are likely to deduce it out . IN THIS SENSE, the study of pertinent ideas and concepts contribute to our deeper understanding
and,in turn, our precise memorization.
ON a methodological level, the study of backgound knowledge , as the speaker asserts, can serve to better solve the potential problems we may encounter .The trend and concept , to some extent reveals how facts spring from its initial stage , the process of which is full with conflict between innovation and conformity, between different systems and groups. The possibility that we may encounter similar conflict in our application of these facts to practical use, understandably, can’t be eliminated.Thus, the study of the backgound can offer us similar scenario we possibly meet , revealing the root of all conflict and obstacles, implying the indispensible condition that nurture the facts, and suggesting the feasible means to deal with the problem . the stufy of history is a fitting example. Prior to the knowledge od certain celebrities and historical events, we ‘d better understand , backwards and forwards, the process during which all these facts develops.By doing so , we can avoid the same mistakes and faults which may have a chilling effect on our practical work.
In some cases , nevertheless, memorizing a fact can possibly proceed learning about its significance and meaning .For children who are not mature enough to understand the backgound , mere fact-memorizing of the facts may be the priority of study .And in certin fields where only the facts counts and the process is far less significant to our everyday life, the study of the later can be ignored. In addition, in such an “information explosion”period, it’s impossible to understand all trends , concepts and ideas .Instead , we can best work ourselves out by selectively study the backgound that is best associated with our carrer.
In sum, undrstanding the relevant ideas, trends and concepts before memorize facts can evoke students potential both in accquisition and application of knowledge.As for whether to carrry on this fomular , however, depends on a case—to---case scrutiny concerning the age of the students, the character of the given subject and the significance of the pertinent knowledge in practical work.

lyra339UID: 137464

Students should memeorize facts only after they have studied the ideas, trend, and concepts that heip explain those facts. Students who have learned only facts have learned very little.

During the process for anyone to study, which he should learn at the first step? whether the pure facts or the ideas, trends, and concepts that help explain those facts? In my view, the ultimate aim and effective method of study call for a balance between both facts and ideas or concepts that help explain those facts.
In the first place, there often is misconception that the more facts one gains, the high level he accieves in study. In other words, people usually assume the ultimate aim of study is grasp knowledge as wide and profound as possible. As a matter of fact, the ability to understand new knowledge and apply those knowledge is the real aim of study. Thus, in order to acchieve the ultimate aim, students should pay much attention to the ideas, trends, and concepts that help explain facts. The ideas, trends and concepts that often appear in the form of axioms, formulas, and certain rules can be applied to broad fields and all kinds of facts. For instance, the principle that supply and demand of a market interact with each other and should keep a balance always can be used to no only markets in some capitalist economy like that in America and Canada but also can explain phenomena in socialist economy such as that in China. Obviously, that principle is much useful than the pure facts that what the economic condition is in single country. In addition, in order to explore the unkown world, it is necessary to study the ideas, trends, and concepts. As we know, in most of cases, the existing axioms and formulas are also suitable for something that is unknow to us. Therefore, assuming and then testing something utilizing the known ideas and concepts is the most important way for scholars and scientists to explore the unknown world.
Simply but, without ideas, trends and concepts, the abundant facts become even a burden for students. They can do nothing but just accumulate more information. However, those information cannot become their own wealth; study also mean misery for them: the more facts they gain, the heavier burden they take. As a result, the exploration of unknown world and the development of science would be stagnant.
On the other hand, should we draw the conclusion that facts could be ignored since the ideas, trends and concepts are so important? Definetly not! Firstly, although scientists ultilize ideas, trends and concepts to explore the unknow, all their actions cannot be carried out without facts. In other words, facts is the substantial basis for exploration; the hypotheses and the tests rest on facts. Any process that leads to certain scienific conclusion is begin from facts: scientists observe hundreds of thousands of facts, find out the common characteristic of them, and then draw the conclusion. Secondly, without facts, the ideas, trends and concepts become meaningless. The functions of ideas and concepts are to deal with facts. In the absence of facts, the process of study like a building without bricks, it is impossible to success.
In a word, ideas, trends, concepts and facts are two aspects of the whole process of learning, without any one, students can not study in an effective way and achieve the ultimate aim.
我也贴一篇，还有一个问题，大家对于文章的结尾都有什么好意见吗？我每次都不知道该怎么写，是总结原文好呢，还是深化主题好呢？如果总结原文是将每段的中心改写吗？

feier521UID: 109747

intuitive facts 是指什么？