本帖最后由 蓝太阳 于 2011-6-11 16:50 编辑
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Students should always question what they are taught instead of accepting it passively.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
提纲:
1、学生应该有质疑精神——质疑精神的定义——因为通过质疑他所学的知识来培养创新精神。但是怎样培养质疑精神呢?主要有两点。
2、对于初学者,要为他们传授基本思想、准则和理论等。用1+1=2来说明基础知识的重要性,同时鼓励学生质疑。
3、掌握基本知识后应多加质疑,举知道1+1=2后,如果质疑2>1有利于开拓思维,能学更多东西。再举杠杆原理的发现来说明基础知识的重要,同时质疑精神也必不可少。
4、但是,质疑态度不能过激,过激导致一事无成。例如:质疑1+1为什么等于2
5、最后总结基础知识和质疑缺一不可,同时不能过度质疑。
------------------------------------------------------------------------------------------------------------------------------------------- In learning career, students should have the ability to question what they have learned, in terms of skepticism which generally refers to any questioning attitude of knowledge, facts, or opinions/beliefs stated as facts, or doubt regarding claims that are taken for granted elsewhere, through which students can develop the capacity of creativity gradually. But how can they learn to think critically in learning? There are two critical meanings to this ability, as follow.
First, for the beginning learners they should construct in their minds the basic ideas, principles, and theories that are inherent in content. This is a process of internalization. At this time, beginners should equip them with knowledge that is new to them without questioning it, just because they do not have the ability to question, and what they are learning has been proved true for years . In the algebra, one plus one is two, however, some may question why. When they question such kinds of knowledge, we should praise them for this action which is significant in their learning even in academics, and tell them that the one thing they should do is to remember it, and keep in mind what they are taught. Not knowing one plus one is two, how can they know one is less than two?
The second occurs when learners effectively use those ideas, principles, and theories as they become relevant in learners’ lives. This is a process of application. When a student know one plus one is two, he/she may ask why one is less than two? Good teachers may tell them that if two students (student A and student B) each one have an apple, and I give student A an other apple, student A’s is more than B’s. Then he/she will know two is less than two plus one and even more complicated questions. Just because of this basic knowledge and thinking critically, students can learn faster. With the accumulation of knowledge, one can understand things thoroughly and explain phenomenon reasonably. Take Archimedes who discovered the concepts of levers for example. Having been distracted by four boys playing on the beach with a drift wood plank, he determined to under stand the principles that so easily allowed a small weight (one boy) to lift a large weight (three boys). Based on his thinking and observation, Archimedes, finally, discovered the concepts of levers. Lacking of either some basic principles of mechanics or skepticism, how can he discovered the principle, the most common and basic lifting system ever devised? Therefore it is of particular importance to cultivate students’ critical thinking skills so that by the time they face a problem which has no definite and correct answer, their minds won’t freeze when regarding what is to be done.
Admittedly, undue skepticism might prove to be counterproductive. Skepticism does not mean to be skeptical of anything. Nor does it mean to doubt without evidence. For example, if a student question one plus one is two again and again, he/she will never find the answer. Because it is an axiom.
To sum up, students should cultivate themselves the two critical meanings---learning basic ideas, principles, and theories and using them with thinking critically--- to make further career, avoiding question excessively.
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