Issue28 教育高频，计时写的，必二十四小时内回拍

iverUID: 198348

Issue28 教育高频，比回拍
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作者：寄托家园作文版普通用户     共用时间：45分3秒     494 words
从2005年2月13日18时42分到2005年2月13日19时45分
------题目------
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.
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    Whether will students learn very little if they learned only facts? Should student memorize facts only after they have studied the ideas, trends, and concepts, which help to explain those facts? The speaker asserts so. As far as I am concerned, I fundamentally agree with the speaker's claim that students who have learned only facts will learn very little. However, it is not necessarily the case that after studying the ideas, trends, and concepts students can memorize facts.  
   
     Firstly, I will give the reason why students will learn very little if they just learn facts. As the dead facts make no sense to the development and progress of students, student will never make great progress if they only learn facts. A telling example is the case when students learn the periodic table of elements. It is not only dreary to memorize the table without knowing the meaning of it, but of no avail, therefore, teacher should impart some basic knowledge about the chemistry elements included in the periodic table.

     In fact, mastering the fundamental knowledge, principle and theory will serve to guarantee student understand the facts, thus, students will master facts. I nevertheless disagree with the statement as for that only after students have studied the ideas, trends, and concepts that they begin to memorize facts. In the first place, students become bewildered and confused about the abstract ideas, concepts. For example, if the chemistry teacher tell students the process of inventing the periodic table of elements, and give some formula indicating how the substance reactive in to make the elements understood, students will be confused what is the elements on earth. So, the result will be disappointing, as the students will never master the table.
     
     The second reason has to do with that some concepts should become adopted only by linked with the facts. Such as in the economic field, the economics students may never understand completely what the demand and supply is, the dynamic relations between them. In fact, if the teacher gives students some examples illustrating the process of the market while analyzing the abstract concepts to student, the concept become easy to understand, as well as the facts are vivid enough to be easily memorized.

    Finally, if students act as what the speaker says, in some fields, there will never breakthrough. Human being always thinks that they themselves are the center of the universe ago. And if the students accept such kind of ideas, maybe even now people still have the same opinion. Therefore, by the way the speaker asserted, people may possible never cultivate new ones.

    In the finally analysis, as the construction of basic conceptions, ideas, students will have the fundamental understand about facts, so they will learned much quickly with high efficiency, however, sometimes the basic concepts may obstruct the development of students. The optimal way is that learning concepts, ideas and trends while investigate the facts at the same time.

sblbaslerUID: 175229

[B]说实话，这篇文章只是大致看了一下，其实本来打算仔细看的，但看的比较费解，你的意思是不是说只记住事实不行，但理解以后也不一定行。但我觉得你举的那个元素周期表的例子不是很好，我觉得那是个案，结尾本来想看看你到底有什么想法你的那句话
as the construction of basic conceptions, ideas, students will have the fundamental understand about facts,我又没看懂，所以我觉得这篇文章就是赞同的态度就挺好。实在不好意思，个人愚见[/B]

pringleUID: 195431

Whether will students learn very little if they learned only facts? Should student memorize facts only after they have studied the ideas, trends, and concepts, which help to explain those facts? The speaker asserts so. As far as I am concerned, I fundamentally agree with the speaker's claim that students who have learned only facts will learn very little. However, it is not necessarily the case that after studying the ideas, trends, and concepts students can memorize factshowever一句你的意思是什么? 是说: 学习现象的涵义及原因etc,不是学生能记住现象的必要条件(如是这个意思,我觉得应该是only after...). 还是: 并不一定学生学习了原因涵义就能够记住现象?  我对这一句题设的理解是: 只有学习了解释现象的ideas, concepts之后, 学生才应该去记住这些现象. 也即, 学生记住现象的必要条件是他们学习了ideas等..

Firstly, I will give the reason why students will learn very little if they just learn facts这一句应该去掉,直接用第二句当本段论点. As the dead?? facts make no sense to the development and progress of students, students will never make great progress if they only learn facts. A telling example is the case when students learn the periodic table of elements. It is not only dreary to memorize the table without knowing the meaning of it, but of no avail,->. therefore, teacher should impart some basic knowledge about the chemistry elements included in the periodic table. 个人觉得这个例子therefore之前,支持了本段论点(只学现象,长进不大). 但therefore之后的说法,是在说,教师应该解释这个现象(周期表)相关的概念(concept,idea)等. 这虽是本段论点的潜台词,但没有直接支持本段论点. 个人认为应该继续这个例子,说明如何没有用处,如何令人没有长进. 深入说明本分论点. 比方说一个小娃娃只要下功夫就可以背诵周期表,但根本对它没有任何意义, 他也不能通过这个增进任何对化学的理解.甚至极端一点,这种苦读还扼杀了它的想象力.

In fact, mastering the fundamental knowledge, principle and theory will serve to guarantee student understand the facts, thus, students will master facts.上段therefore之后的部分应该放到这里,单算一段.

However, I nevertheless(去掉) disagree with the statement as for 去掉 that only after students have studied the ideas, trends, and concepts that去掉 they begin to memorize facts. In the first place, students become bewildered and confused about the abstract ideas, concepts. For example, if the chemistry teacher tell students the process of inventing the periodic table of elements, and give some formula indicating how the substance reactive in to make the elements understood, students will be confusedwith what is->are the elements on earth. So, the result will be disappointing, as the students will never master the table. 还是那个问题, 我觉得题设并不是说只要学习了解释现象的ideas等, 学生就能记住现象.而是:记住现象的前提是已经学习了解释这些现象的ideas等.

The second reason has to do with->to this point is that some concepts should->would become adopted only by->when linked with the facts. Such as in the economic field, the economics students may never understand completely what the(去掉) "demand" and->, "supply", and the dynamic relations between them is->are. In fact, if the teacher gives students some examples illustrating the process of the market while analyzing the abstract concepts to student, the concept become easy to understand, as well as the facts are vivid enough to be easily memorized.

Finally, if students act as what the speaker says, in some fields, there will never breakthrough(本论点觉得和我的理解也一致). Human beings always thinks->thought that they themselves are->were (不过觉得用we were 更好一点) the center of the universe ago. And if the students accept such kind of ideas, maybe even now people still have->hold the same opinion. Therefore, by the way the speaker asserted, people may possible never cultivate new ones.觉得本段论证很充分.例子很简单,也很好.

In the finally analysis, as the construction of basic conceptions, ideas, students will have the fundamental understand about facts, so they will learned much quickly with high efficiency, however, sometimes the basic concepts may obstruct the development of students. The optimal way is that learning concepts, ideas and trends while investigate the facts at the same time.


总体觉得: 如果是您所理解的题设意思情况下,论证比较充分. 但可能我理解的题设意思和你不同, 不能有更多评价. 这个既然是高频,我们应该确认一下题设的准确含义, 可
提请斑竹帮忙.

我是打算这样写这个issue: 1.   同意只学现象,会学的很少. 较详细说明.(这一点和你一样)
2.   学习现象的同时学习原因对学习很有帮助.(你也有这方面说明). 举例子.
3.   但2.并不意味着只有学习了原因才去学习现象,有时仅仅学习现象也是很有用的. (如你说的,如果这样, 就不会有进步了.) 并且,有很多现象的原因我们也并不知道, 或者我们知道的是错误的.
4.   总结.三个小观点统一说一下.

希望能继续切磋.

iverUID: 198348

谢谢sblbasler，pringle高见！
其实写这篇时确实没有很好的想法．
等写完后觉得写得确实很烂呀，真的！

我本来的想法是这样的：
同意speaker的＂Students who have learned only facts have learned very little＂，但是反对＂Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts.＂
但是，写完后，发现自己写的完全不是这个样子，把facts和concepts，ideas，trends的关系弄的很乱，自己都不懂了，也怪不得二楼的如此评论．

谢谢二位的评论！我会继续努力的！
也会关注你们的文章！

bluelegend66UID: 161638

总体看了看  ，语言你还是刻意的话了工夫的 ，可是~~效果目前还不理想，你只注重换掉通用的词 但是并没有注意语言的感觉
二~普通词用的灵活还是好处多多的~一 顺眼 二 容易理解 三你自己的限时的效果也会随着放弃这种刻意 而大大提高
明天还要赶PAPER  今天到这  好好加油
我作文栽在打字上的哈  ~~嘿嘿 脸红

iverUID: 198348

谢谢5楼!
刚才查了本书,发现是这样翻译题目的:
学生只有在学习了事实的来龙去脉之后,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