同主体第一期 Issue51

bluecoffeeUID: 2269264

Issue51 “Education will be truly effective only when it is specifically designed to meet the individual needs and interests of each student.”

TIME: 2:15:00    WORD: 714

Should education be specifically designed according to each student’s individual needs and interests, in order to achieve true effectiveness, as the author asserted? It is true that much of the success of education can be attributed to personal needs and interests, either in the respects of subjective or objective demands. However, these individual will should not be over emphasized and dominate the design of whole education system.
There’re mainly two reasons supporting the author’s stands. The first is about a natural character of the mind and emotion of general human beings. Almost everyone has had the experience of gaining higher efficiency and achievement when dealing with something really consistent with his/her interests or needs. For a student, if the school curriculum and the teaching methods well meet his/ her interests, the instinctive enthusiasm can be evoked, along which come greater recognizing ability and creativity, and as a result likely will lead to the expected effectiveness.
The second reason comes regarding the objective demands that most people will choose a career for earning a living, either according their interests or realistic necessity. So there should be such kind of education designed to help them prepared for these future or already-urgent demands.
In spite of all the benefits of the asserted individual needs and interests dominating instruction, education designers should not be totally optimistic, if they take a balanced consideration with the possibility and limitation of such design in the whole procedure of education. On one hand, for the problem of possibility, the designer must first understand the true needs and interests of each individual student, and then consider the details of teaching process with their professional wisdom. There is obvious possibility that many education receivers, especially the younger ones at their earlier stage of education period, have no, or at the least not a clear and definite, idea about their true needs or interests. What’s more, even a senior student may consider a particular area-usually new for him/her-meaningless only by an outside glance. Thus, unless he/she is forced by a seemingly rigid and compulsive education program to get into deeper in this area, he/she may probably lose the opportunity to find and further chase for all the pleasure and value in a currently unfamiliar area. Finally, although the designers can have some ideas about students’ needs and interests, which tend to vary significantly among different individuals, they may find it quite different to cover all these needs with a definite and performable education design. After all, too flexible a design is likely to be equal to no design.
On the other hand, for the respect of limitation, consider of the aims and functions of different periods in the whole education, solely individual needs and interests are far from sufficient to provide a full direction, especially in regard to the “life-long” education. At the junior period, young students are expected to receive complete instruction for necessary knowledge as well as the basic ability of reading, writing and thinking. Although many children complain schooling to be interesting, they are still demanded to learn as they are told to. What’s more, they should also receive those moral dogmas which often seem even farther from attracting. Yet, whatever, these fundamental educations should “yield” less for the mere sake of students’ interests. When students reach higher stage of education, they may become especially interested in one or a few fields and wish to devote more time studying further, thus, the relevant education process should allow them more choices and the freedom to make decisions. For example, there can be required and selective courses in high schools, and students can major or sub-major in one or a few subjects in universities and colleges. It’s probably most convincing that in the very period of “career education”, it is almost totally individual needs and interests, usually for a particular career, that decide all the affairs of education. In a word, the student’ individual needs and interests should be given different emphasis according to different education periods.
To sum up, as personal needs and interests can greatly influence the effectiveness of education, both education designers and students and teachers should consider them seriously, give them balanced and proper ponderance during the overall periods and areas of education, in the hope of achieving high effectiveness.

smailingfishUID: 2246243

你的标题格式不对吆

yanglcUID: 2265921

Issue51 “Education will be truly effective only when it is specifically designed to meet the individual needs and interests of each student.”

TIME: 2:15:00    WORD: 714

Should education be specifically designed according to each student’s individual needs and interests, in order to achieve true effectiveness, as the author asserted? It is true that much of the success of education can be attributed to personal needs and interests, either in the respects of subjective or objective demands. However, these individual will should not be over emphasized 中间多了个空格 and dominate the design of whole education system.

There’re mainly two reasons supporting the author’s stands. The first is about a natural character 我觉得就用一个nature就可以了 of the mind and emotion of general human beings. Almost everyone has had the experience of gaining higher efficiency and achievement when dealing with something really consistent with his/her interests or needs. For a student, if the school curriculum and the teaching methods well meet his/ her interests, the instinctive enthusiasm can be evoked, along which come greater recognizing ability and creativity, and as a result likely will lead to the expected effectiveness.

The second reason comes regarding the objective demands that most people will choose a career for earning a living, either according their interests or realistic necessity. So there should be such kind of education designed to help them prepared for these future or already-urgent demands.

In spite of all the benefits of the asserted individual needs and interests dominating instruction, education designers should not be totally optimistic, if they take a balanced consideration with the possibility and limitation of such design in the whole procedure of education. On one hand, for the problem of possibility, the designer must first understand the true needs and interests of each individual student, and then consider the details of teaching process with their professional wisdom. There is obvious possibility that many education receivers, especially the younger ones at their earlier stage of education period, have no, or at the least not a clear and definite, idea about their true needs or interests. What’s more, even a senior student may consider a particular area-usually new for him/her-meaningless only by an outside glance. Thus, unless he/she is forced by a seemingly rigid and compulsive education program to get into deeper in this area, he/she may probably lose the opportunity to find and further chase for all the pleasure and value in a currently unfamiliar area. Finally, although the designers can have some ideas about students’ needs and interests, which tend to vary significantly among different individuals, they may find it quite different to cover all these needs with a definite and performable education design. After all, too flexible a design is likely to be equal to no design.

On the other hand, for the respect of limitation, consider of the aims and functions of different periods in the whole education, solely individual needs and interests are far from sufficient to provide a full direction, especially in regard to the “life-long” education. At the junior period, young students are expected to receive complete instruction for necessary knowledge as well as the basic ability of reading, writing and thinking. Although many children complain schooling to be interesting, they are still demanded to learn as they are told to. What’s more, they should also receive those moral dogmas which often seem even farther from attracting. Yet, whatever, these fundamental educations should “yield” less for the mere sake of students’ interests. When students reach higher stage of education, they may become especially interested in one or a few fields and wish to devote more time studying further, thus, the relevant education process should allow them more choices and the freedom to make decisions. For example, there can be required and selective courses in high schools, and students can major or sub-major in one or a few subjects in universities and colleges. It’s probably most convincing that in the very period of “career education”, it is almost totally individual needs and interests, usually for a particular career, that decide all the affairs of education. In a word, the student’ individual needs and interests should be given different emphasis according to different education periods.

To sum up, as personal needs and interests can greatly influence the effectiveness of education, both education designers and students and teachers both的话，我觉得写成designers and receivers就可以了 should consider them seriously, and give them balanced and proper ponderance ponderance 和ponderation两个词在MW里面都没有，我觉得用meditation好一点 during the overall periods and areas of education, in the hope of achieving high effectiveness.

非常好的文章，我绝对写不出来~用词造句还有思路都非常好。敬佩你啊！

bluecoffeeUID: 2269264