ISSUE51 个人第一篇，自己改过一次，欢迎继续拍，有链必回

sunfloweringUID: 2297792

Whether education should be designed to meet the individual needs and interests of each student or not has long been discussed in the whole society. Though this view seems to be appealling at the first glance, I cannot agree with it after further reflection.

The undeniable deficiency of this argument is that they are negligent of the bare fact that the purpose of education is to make people civilized and society more advanced and harmonious, so education should serve the public. Obviously, education's efficiency is  based on its generalization, because the resource of education is limited and should be effectively uesed to benefit as many people as possible. On the contrary, if education is specially designed to meet  the individual needs and interests of each student, maybe it will be not only far from truely effective but also closer to waste the resource.

On the other hand, quality of education is as important as efficiency. Each student is different from others on intellect, interest and characteristics. Some may be good at maths, some may be interested in history, and some may do well in arts or sports. It's really imperative to consider about the individual needs and interests of each student. For instance, Einstein, who subversed the tradition theorical system of Physics, he was considered to be a stupid children by his teachers when he was a little boy because he can not catch up with his classmates in some courses  which were attached to much importance. However, the education which met his interest in Physics finally made him famous for his fundamental achievement. The other example is QianWeichang. He majored in history firstly and then he found that he was very interested in physics. Fortunately, the university did not restricted him and gave him the chance to change his major, which made him be a famous scientist in this area. The last thing supporting this view I want to say is that Tsinghua University enrolled WuHan regardless for his poor performance on maths and gave him education which was fit for him, and Wu finally became a famous scholar on history.

As the efficiency and the quality are two inconsistent aims, I think it is wise to interwine the above two points to form a organic whole: attaching the most importance to efficiency and then improve every student's individual and special interests on the base of efficiency. A helpful method may be that schools apply students special courses as the complementarity of the general curriculum. For example, if there are some students who are apt at or have an interest in chemistry, the further and more abstruse knowledge about chemistry should be given to they on extra classes.

In sum, for what have been discussed above, final conclusion could be drawn that education will be truely effective only when its generalization and speciality are given the same importance and combined together. And speciality should be on the base of generalization. Only by this way can education be actually effective.

[ 本帖最后由 sunflowering 于 2007-2-3 10:34 编辑 ]

sunfloweringUID: 2297792

Whether education should be designed to meet the individual needs and interests of each student or not has long been discussed in the whole society. Though this view seems to be appealling and convincing at the first glance, I cannot agree with it after further reflection.

The undeniable deficiency of this argument is that they are negligent of the bare fact that the purpose of education is to make people civilized and society more(可以去掉) advanced and harmonious, so education should serve the public. Obviously, education's efficiency is based on its generalization, because the resources of education is(are) limited and should be effectively used to benefit as many people as possible. On the contrary, if education is specially designed to meet the individual needs and interests of each student, maybe it will be not only far from truely effective but also closer to waste the resources, for that many young students really do not know what are their own real interests and need educators’ conduct. Morever, some students’ interests do not last long, so it is unwise to arrange the curriculum only according to their interests and needs.

On the other hand, quality of education is as important as efficiency. Each student is different from others on intellect, interest, characteristics and so on. Some may be good at mathematics, some may be interested in history, and some may do well in arts or sports. It's really imperative for educators to consider about the individual needs and interests of each student. For instance, Einstein, who subversed(subverted) the traditional theorical(theoretical) system of physics and was seemed to be the greatest scientist in the history, he(去掉，前面只是插入语) was considered to be a stupid children by his teachers when he was a little boy because he can（could） not catch up with his classmates in some courses such as handwork which were attached to much importance in the ordinary education. However, the education which met his interest in physics finally made him famous for his fundamental and significant achievement. And(加入连接词会更好) the other example is QianWeichang. He majored in history firstly and then he found that he was very interested in physics. Fortunately, the university did not restricted him and gave him the chance to change his major, which made him be a famous scientist in this area. The last thing supporting this view I want to say is that Tsinghua University enrolled WuHan regardless for his poor performance on mathematics and gave him education which was fit for him, and Wu finally became a famous scholar on history.（个人感觉例子还不是很好：（）

As the efficiency and the quality are two inconsistent aims in current situation, I think it is wise to interwine the above two points to form a organic whole: attaching the most importance to efficiency and then improve every student's individual and special interests on the base(basis) of efficiency(it). A helpful method may be that schools apply students special or extra courses as the complementarity of the general curriculum. For example, if there are some students who are apt at or have an interest in chemistry, the further and more abstruse knowledge about chemistry should be given to they on extra classes.

In sum, for what have been discussed above, final conclusion could be drawn that education will be truely effective only when its generalization and speciality are(或者应该是is?) given the same importance and combined together. And speciality should be on the base(basis) of generalization. Only by this way can education be actually effective.

[ 本帖最后由 sunflowering 于 2007-2-3 10:38 编辑 ]