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The author suggests that students should bring a certain skepticism to what they study instead of accepting it passively. In my point of view, I generally agree with the author’s assertion, however, we should not overlook some circumstances under which passively accepting the knowledge is more effective.

In the first place, bringing a skepticism to what they are learning could help people comprehend the knowledge profoundly. For example, when a physical phenomenon is shown to students, they may question why it is like this or what cause this happen. If students do not get the answers in the class, they may look for information via the library or the Internet by themselves. Finally, when students clear all the factors behind the physical phenomenon, they will deeply understand the series of such physical things. Moreover, through such process, students can also improve their abilities of finding and selecting information. Therefore, to question what they are taught will bring students better comprehension of knowledge.

In addition, questioning what they study may help people find the flaws of the existing knowledge system. Just as an old saying goes, “No man is infallible.” The development of our society is based on the correcting the foregoing mistakes（前述的错误是什么？）, a fitting example of which is the story about Galileo. Galileo dropped balls of different masses from the Leaning Tower of Pisa to demonstrate that their time of descent was independent （irrelevant with 是不是好点）of their mass. This was contrary to what Aristotle had taught: that heavy objects fall faster than lighter ones, in direct proportion to weight. If we do not question anything we are taught, the imperfect parts will never be found out, and our society will never step forward.

To the contrary, if students are only allowed to accept passively, they may lose their passion to learn more and ability to think independently. On the one hand, young students may struggle if they are always told to recite some boring and difficult things. As a result, students might have no interest in such courses and do not want to learn any more. On the other hand, if students accept whatever they study without a skepticism, they may be lack of the ability to think independently and the ability to innovate. In brief, the skepticism is very necessary for students.

However, it is better to accept the knowledge passively for students, when they are going to begin some new lessons. There may be a lot of new things they have to recite, which form the knowledge foundation for such courses.(我个人觉的，质疑精神是一个逐渐培养出的品质 ，刚开始学一门时不具备质疑的精神以后还会习惯被动接受知识，质疑只是表达自己的疑惑不代表一定要去否定它们。学生学新知识时就不能提问了吗？太简单的问题就不能问吗？) Questioning whatever they study at the very beginning is not sensible, because there are too many questions to ask which will take students too much time, besides, the questions they ask now may be too simple and too naive. After acquiring enough information, the answers for these questions might be found easily. In this situation, it is a judicious decision just to remember what they are taught and leave most of the questions behind.

In sum, students should question what they are taught except learning some new subjects. Questioning can help them comprehend the materials and find the flaws of the existing knowledge.

结构:
0. 同意作者观点,但有特别的情况需要排除
1. 质疑帮助学生深刻理解
2. 质疑发现问题
3. 只让学生被动接受不提问题,会产生厌学情绪和失去创造力
4. 但是刚开始学习新的一们学科的时候,打基础还是要先死记硬背比较好