issue28 范文的疑惑——这样写可以吗？

zhangheng1020UID：2130513

范文的issue28我的问题是，可以再段落中间加上阿拉伯数字1，2，3作为结构的模式吗？似乎很少在其他的范文中间见过。不知道考试这样使用是否可以？

Issue 28
"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."

The speaker makes a threshold claim that students who learn only facts learn very little, then concludes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the conclusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightful and useful new ones.

Turning first to the speaker's threshold claim, I strongly agree that if we learn only facts we learn very little. Consider the task of memorizing the periodic table of elements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical elements, or about anything for that matter.

As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one learns ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.

Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. 这个独立一段的转折用法。

In the first place, I see no reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the information in the periodic table, this student would come away from the first two lessons bewildered and confused, in other words, having learned little.

In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.

我的问题是，可以再段落中间加上阿拉伯数字1，2，3作为结构的模式吗？似乎很少在其他的范文中间见过。不知道考试这样使用是否可以？

In the third place, strict adherence to the speaker's advice would surely lead to ill-conceived ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to seek out facts that support their prejudices and opinions, and overlook or avoid facts that refute them. One telling example involves theories about the center of the universe. Understandably, we ego-driven humans would prefer that the universe revolve around us. Early theories presumed so for this reason, and facts that ran contrary to this ego-driven theory were ignored, while observers of these facts were scorned and even vilified. In short, students who strictly follow the speaker's prescription are unlikely to contribute significantly to the advancement of knowledge.

To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.

28. "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."
学生们在记忆知识的时候应该先学习有助于解释那些知识的理念、潮流和概念。仅仅死学知识的学生是学不到什么东西的。
局部和整体之触类旁通

fact
fact
AHD:[f²kt]
D.J.[f#kt]
K.K.[f#kt]
n.（名词）
Information presented as objectively real.
实情：代表客观现实的信息
A real occurrence; an event:
事实：真实存在的事情；事件：
had to prove the facts of the accident.
不得不证明车祸的真实存在
Something having real, demonstrable existence:
真相：有真实的、可论证的存在的事物：
Genetic engineering is now a fact.
遗传工程现在是实在的技术
The quality of being real or actual:
真实性：真实的或实际的性质：
a blur of fact and fancy.
真实和幻想掺杂不清
A thing that has been done, especially a crime:
行为：已做的事，尤指犯罪：
an accessory before the fact.
事前从犯
Law The aspect of a case at law comprising events determined by evidence:
【法律】 案情：经证据证明的法律案件的法律构成要件的某方面：
The jury made a finding of fact.
陪审团对案件进行判决

in (point of) fact
In reality or in truth; actually.
实际上，确实情况；事实上

Latin factum [deed] [from neuter past participle of] facere [to do] * see dh¶-
拉丁语 factum [行为]  [] 源自facere的中性过去分词 [做] *参见 dh¶-

Fact has a long history of usage in the sense “allegation of fact,”  as in  “This tract was distributed to thousands of American teachers, but the facts and the reasoning are wrong”   (Albert Shanker). This practice has led inevitably to the introduction of the phrases true fac

[ 本帖最后由 zhangheng1020 于 2006-1-31 01:14 编辑 ]

11yaoyaoUID：177037

123这样的方法,我记得在东方的课上老师说过,最好不用