Issue 28 WDI小组 BY 飘飘

飘飘zlyUID: 2200552

TOPIC: ISSUE28 - "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."
提纲:
1.
（原因本身合理）Learn only facts have learn little。
In this situation, students only know the price of facts, not the value of ones. Price is transient, whereas the value is durable. 只知道孤立的事实，通过死记硬背（rote memorize）的方式只记住的它的price，而得不到它的价值。（只知道数学公式就不会学到怎样用它解决实际问题；只记得化学元素就不会知道化学反应在生活的应用；）
2.
(因果关系合理）In realty, students not only know the price of faces, but the value of ones. 在学知识以前先学习有助于理解事实的概念会使学生对fact有个系统的认识，让学生更深刻是认识facts，更全面理解fact,有助于记忆。
3.
4.
（攻击因果关系）死学知识是学不到什么东西，但是我们没有必要先学习了相关的理念趋势和概念之后再记忆，记忆和学习是相辅相成的过程。可以在学习fact的过程中，学到并且记住很多知识。更重要的是我们要了解学习相关事实知识和事实之间的关系。这种关系是一种逻辑思维方式，它也适用于其他类似的事实和相关内容之间。这样学生不仅记忆起来更加容易，而且还掌握了一种思维方式学到更多的知识。


The speaker contend that students can learn very little by learning only facts so that they should memorize facts only after learning the ideas, trends, and concepts. I strongly agree with the statement that learning only facts learns quite little, however, the suggestion seems plausible that does not conform to the learning process.

Learning only facts, in my view, is not a useful way to learn and memorize the fact. In this way, students only learn about the price of facts, not the value of ones. Common sense is that the price is short-lived whereas the value is long-lived. By rote memorizing fact only is a way to get only the price, in that students cannot assimilate the facts and learn the essence and value of facts. In learning process, only memorizing only mathematic signs does not mean that student can apply it to address real problems by them; only memorizing the chemical elements in periodic table does not mean that student can make use of the chemical reactions to benefit in our lives; only memorizing the location and time of event happened in the past does not mean students know the meaning and influence in the current times. These phenomena illustrate that learning only facts cannot enable us to learn about much more from facts, let alone in practice which is the key of learning facts.

Furthermore, it seems ostensibly reasoned that the way, the speaker make a suggestion, is that student should memorize facts only after having studied the ideas, trends, and concepts relevant to facts. Rote memorization is not an effect way to acquire facts without the command of knowledge. If students learn a few of ideas, trends, and, more important, concepts explaining facts before memorizing facts, it might be conducive to understand and appreciate facts. When student learn about math axioms, it is necessary for student to know the concepts and ideas which involve in this axiom. Student, if not, cannot understand and assimilate facts of axiom, only by rote memorization. Under this circumstance, learning the related ideas, trends, and concepts concerning about the facts helps students understand the meaning of axiom and learn much from comprehending the related facts.

Notwithstanding, the speaker ignores the interaction between leaning the related ideas, trends, and concepts and memorizing the facts. The processes of memorizing facts, indeed, establish a relationship between facts and these relevant ideas, trends and concepts, whose relation is of significance to memorize facts. It is an unsound learning process that students first only learn the ideas, trends, and concepts that make us better memorize facts, and then comprehend and remember them. The progress of learning between studying and memorization is not isolated. A method to memorize facts suggested by the speaker breaks this relationship and interaction. On the face, learning about relevant facts such as ideas, trends, and concepts ahead of memorizing facts provides students with only a way adapting to memory, not with thinking methods applying to a kind of problems. Students should pay attentions to logical thinking which helps students learn about more knowledge in memorization process. This course of logical cognition also serves students to memorize the similar kind of facts. It is more beneficial for students to learn about much more facts, even more easily to memorize facts, because students have command of the essence of remembering facts.

In short, students, in studying process, cannot learn only by memorizing facts, in which it makes no difference for their studying. From that reason, memorizing facts that are combined with their relevant ideas, trends, and concepts is a useful way for students, what is more, finding out the logical relation in facts. The latter one provides a thinking-way, better for students to memorizing facts and learning various kind of knowledge.