ISSUE51 [FF小组]第一次作业 by crazy_calm

crazy_calmUID: 2260690

因为一月中旬考试，刚刚开始准备，这是第四篇issue吧。。。所以没有时间限制，边写边查字典，我已经放入word里面清除了基本的单词拼写错误。那么拍作的人就可以主要集中在文章构思的逻辑，以及语法句法词法使用中的一些明显错误上了，多谢~~
此外可能因为没时间概念，词数个人感觉有些多了，到最后上战场也不一定能打的出来，如果能够提出精简的意见也很欢迎~~~

讨论后做了修改，可以直接看这篇https://bbs.gter.net/thread-888767-1-1.html
有兴趣者也可以看看下面这篇做个比较~~


加上提纲：
提纲：
态度：教育，尤其是狭义的教育，不仅仅是为被教育者设计的，其最终目标是为了社会的和谐发展。

一、定义我要讨论的教育。
题目中隐含所指教育为狭义的教育，即在学校等教育机构中所受的教育。学校教育的特殊性体现在规范的模式和明确的效果上。

二、既然我们讨论的是学校教育，那么学校教育的目标到底是什么。
培养人：思想品德、知识技能、身心健康。
服务社会：培养出的人构成和谐的社会并促进社会的不断发展。

三、既然学校教育最终要为社会服务，所以教育体系内部的诉求不足以作为评价学校教育的标准。
以大学中理工分科的做法使很多大学毕业生进入社会中不能很好适应工作的例子说明，个人的兴趣或需要如果缺乏宏观目标的指导，盲目针对兴趣的教育设计是失败的。

四、但是因需施教的确是很好的教育模式，可以最大程度挖掘个人的潜能，对于个人的自我认识和自我塑造极为有效。
举将军与士兵的例子，说明不同潜质的人需要不同的教育方法。

五、可是因需施教虽然好，但是过于理想化，在学校教育中条件难以具备。（不现实的方法不会是有效的方法。）
1、物质：教育成本过高，教育模式难以规范。
2、精神：公平与否，学生的兴趣与需要如何发掘。

结论：因需施教固然是一种理想的教育方式，但是学校教育的社会性以及现实的局限性决定了真正有效的学校教育需要在成就个人与服务社会中求得平衡统一。

我大概的思路是顺承，一个问题接一个问题，而因需施教则是让步，虽然好但不现实。所以我觉得最后一段批过于理想化是必要的，也没有冲突，正好构成了让步的逻辑关系。

Issue 51 Education will be truly effective only when it is specially designed to meet the individual needs and interests of each student.

time: infinite... words: 645

What is the standard to assess the effectiveness of certain form of education? The answers may be various, which leads to other questions like which type of education are we talking about and how do we define effectiveness? The statement above uses word student which indicates that the education that we are about to discuss may be more focused on its narrow definition, the schooling education. Effective institute education should not be designed only in the consideration of student's demand but ultimately for the harmonious development of human society.

Two exceptional features of schooling which differs from home and social education are its normative mode and explicit goal. Unlike the latter two types of education whose non-normative and unsystematic influences to individuals result in uncertainty of their outcomes, schooling is initially designed to cultivate persons with robust body and healthy mind as well as basic knowledge and abilities for better adaption of real society which can be eventually constituted by educated people. It is the virtuous cycle of this education that ensures the continuous development of society. So schooling serves a greater purpose other than personal interests.

In that case, inner demands, such as student's needs or interests in schooling education system seems inadequate for assessing the system itself. Effectiveness of schooling mostly depends on whether the students it cultivates fit and contribute to the society well. Separation of science and engineering in higher education shows a proper example. In most of the universities worldwide science and engineering are divided into different subjects for students of different academic interests in theories or applications. Students choose their courses fully on their own just according to interests, and sometimes needs for credit points, rarely consider the relations between what they learn and what they will use in future. This design is gradually proved to be ineffective because the task in real job always asks for both scientific minds and engineering hands. The limitations of students’ knowledge and abilities resulting from inappropriate design of education eventually affect the development of society. Personal interests need regulations and guidance from upper benefits of both individual and society.

Admittedly, interest plays an important role in learning. As Albert Einstein, one of the greatest physical scientists in Twentieth Century had said and I quoted, interest is the best teacher. Studying with passion and desire makes one acquire the knowledge on his or her initiative that would definitely increase the effectiveness of education. Moreover, individual intellectual and interest differences naturally demand specific education design aimed to tap the potential of each student. Take military school for example, if the educators carry out only one type of method that prepares people to become general for all its students, most of them would fail and even accomplish nothing, simply because not all people have the potential to be a general. A well-trained army needs only one good general but tens of thousands of different branches of soldiers. Why push one to become a bad general while he is competent for a good soldier?

However, teaching according to individual interest is actually an ideal method and hardly can be achieved in institute educations. High cost of human resources and fees mean a lot of people can not afford this education which obviously violates the principle of general education. How to conceive the normative pattern of schooling while technically each student should take a different curriculum? Even if we don't consider the economic predicament, then how to find out every student's personal needs and interests? How to make this education system impartial? These questions shows that institute education designed for student's needs and interests are unpractical which indicates it is certainly ineffective.

In sum, although specifically designed education is an ideal teaching method, the social calls of schooling and its confinement in practice decide that the real effective schooling seeks balance between individual accomplishment and social evolvement.

[ 本帖最后由 crazy_calm 于 2008-10-29 17:10 编辑 ]

oyhdUID: 2490181

先说下我的那篇,最后一段我贴错了.:funk:
因为写完我也发现太单薄,贴到WORD里改了,但忘了贴回记事本(我是记事本先在里写,然后在word里改的)......
你来帮我再看一下,我来看一下你的.
After the middle school students going to the university or college ,they always know what they really need by reason of that they now study for a clear goal . So the education should be designed to fulfill their need. Providing that a student want to became a physical scientist and have learned much of a course in this field , however ,to make everyone understand this course the professor can just give some general introductions. That student would have to learn all by himself/herself if he/she want to learn something new. How can you expect the education to be effective when it cannot give any useful information ? Therefore ,to insure the effectivity in this senior education level , the education should be arranged with the regard to the individual’s need.

oyhdUID: 2490181

Issue 51 Education will be truly effective only when it is specially designed to meet the individual needs and interests of each student.

time: infinite... words: 645

What is the standard to assess the effectiveness of certain form of education? (The answers may be various, which leads to other questions like which type of education are we talking about and how do we define effectiveness?这句分两句来写可能会更好) The statement above uses word student which indicates that the education that we are about to discuss may be more focused on its narrow definition, the schooling education. Effective institute education should not be designed only in the consideration of student's demand but ultimately for the harmonious development of human society.

Two exceptional features of schooling which differs from home and social education are its normative mode and explicit goal. Unlike the latter two types of education whose non-normative and unsystematic influences to individuals result in uncertainty of their outcomes, schooling is initially designed to cultivate persons with robust body and healthy mind as well as basic knowledge and abilities for better adaption of real society which can be eventually constituted by educated people. It is the virtuous cycle of this education that ensures the continuous development of society. So schooling serves a greater purpose other than personal interests.(我觉应该是rather than meet personal interests)

In that case, inner demands, such as student's needs or interests in schooling education system seems inadequate for assessing the system itself. Effectiveness of schooling mostly depends on whether the students it cultivates fit and contribute to the society well. Separation of science and engineering in higher education shows a proper example. In most of the universities worldwide science and engineering are divided into different subjects for students of different academic interests in theories or applications. Students choose their courses fully on their own just according to interests, and sometimes needs for credit points, rarely consider the relations between what they learn and what they will use in future. This design is gradually proved to be ineffective because the task in real job always asks for both scientific minds and engineering hands. The limitations of students’ knowledge and abilities resulting from inappropriate design of education eventually affect the development of society. Personal interests need regulations and guidance from upper benefits of both individual and society.

Admittedly, interest plays an important role in learning. As Albert Einstein, one of the greatest physical scientists in Twentieth Century had said and I quoted, interest is the best teacher. Studying with passion and desire makes one acquire the knowledge on his or her initiative that would definitely increase the effectiveness of education. Moreover, individual intellectual and interest differences naturally demand specific education design aimed to tap the potential of each student. Take military school for example, if the educators carry out only one type of method that prepares people to become general for all its students, most of them would fail and even accomplish nothing, simply because not all people have the potential to be a general. A well-trained army needs only one good general but tens of thousands of different branches of soldiers. Why push one to become a bad general while he is competent for a good soldier?

However, teaching according to individual interest is actually an ideal method and hardly can be achieved in institute educations. High cost of human resources and fees mean a lot of people can not afford this education which obviously violates the principle of general education. How to conceive the normative pattern of schooling while technically each student should take a different curriculum? Even if we don't consider the economic predicament, then how to find out every student's personal needs and interests? How to make this education system impartial? These questions shows that institute education designed for student's needs and interests are unpractical which indicates it is certainly ineffective.

In sum, although specifically designed education is an ideal teaching method, the social calls of schooling and its confinement in practice decide that the real effective schooling seeks balance between individual accomplishment and social evolvement.

语言不是我的能力所修改的就逻辑来看你的文章很完整,每段论证也很充分.
你正面说:兴趣有助于学习
反面说:1.教育不只是满足兴趣
       2.过于注重兴趣会让人迷失.
           3.注重兴趣的教育只是理想话的,现实没法达到.(个人感觉这一段和前面的段落有点小冲突)
不过如果是我的话,你的段落的顺序我可能会变一下.
第一段:Admittedly ,兴趣有助于学习
第二段:however,教育不只是满足兴趣
第三段:In addition,过于注重兴趣会让人迷失.

注重兴趣的教育只是理想话的,现实没法达到这个观点有可能就不用了.
当然可能我读的还不够深刻,对你理解上有偏差.所以你下次可一把提纲也贴上来,方便改个时候好参考.


PS:我发现需要定义的名词可能不是effective而是need,至少我两对need的理解不一样.