教育.docx
- 文档编号:26692047
- 上传时间:2023-06-21
- 格式:DOCX
- 页数:14
- 大小:27.62KB
教育.docx
《教育.docx》由会员分享,可在线阅读,更多相关《教育.docx(14页珍藏版)》请在冰豆网上搜索。
教育
Education:
Ascomputersarebeingusedmoreandmoreineducation,therewillsoonbenoroleforteachersintheclassroom.What’syouropinion?
PassageOne:
Nowadays, computerisrapidlygrowinginitspopularityineducationforitsmarvelousfunctions.However,therearisesaquestionwhetherteacherswillstillenjoyavitalroleineducationasbefore,whichhasarousedwideconcernsinthepublic.YetIam,andprobablyalwayswillbeamazedwhenIhearpeoplesayingthatteachersarenolongerimportantineducationwiththeadventofcomputers.Iguessthismightbeaplausiblehypothesiswereitnotforthefollowingpoints.
Onasubstantivelevel,itisoftenthecasethatteacherscanbenefitstudentsinmanywaysthatcomputerscannot.Indeed,teachersoftenbringstudentsahostofknowledgeandideasoutoftextbooks,suchasethics,issuesinhumanbehaviorandsuchkindofthings,eveniftherewerenohardevidencetosupportthepointthatteachersareusuallyservingastheguideforstudents,arolewhichcanneverbeperformedbycomputers,thereareplentyofvividexamplesthatsupportit.WhenIwasstudyinginhighschool,oneofmyteachershelpedmewithmystudyandtaughtmehowtodealwithdifficultiesinmylifeaswell.Sothesebenefitsareimpossibletobegainedfromcomputers.
Inaddition,amoresubtlepointcanbemadeisthatyoungstudentsaremoresusceptibletotheadverseinfluenceofcomputers.Itisageneralprinciplethatjuvenilesusuallylackinthesenseofjudgmenttotellrightfromwrong,sotheymaybemorelikelytobedistractedfromstudybythelurethatcomesalongwithcomputers.Therefore,teachersaresuperiortocomputersincultivatingstudents.
Althoughitisallverywelltosuggestthatteachersinvariablyenjoythemostcriticalroleinfosteringyoungpeople,letusnotlosesightofthedramaticmeritsbroughtaboutbycomputers,andcomputersdoopen thefrontiersofthedevelopmentofeducation.
Nevertheless,Iamstillinclinedtotakesideswiththeopinionthatteacherscannevergivewaytocomputers.Asissooftenpointedout,thesignificantthingistomakecomputersfacilitateteachers’job.
PassageTwo:
Thereisnodoubtthateducationandthelearningprocesshaschangedsincetheintroductionofcomputers.Thesearchforinformationhasbecomeeasier,andconnectivityhasexpeditedthedataavailability.Thoughexpertsystemshavemadecomputersmoreintelligent,theyhavenotyetbecomeasubstituteforthehumaninteractioninthelearningprocess.Inmyopinion;whatcanbeexpectedisachangeoftheteachers’role,butnottheirdisappearancefromtheclassroom.
Nobodycanarguethattheacquisitionofknowledgeismorefunandeasierwithcomputers.Themereactivityoftouchingandexploringthisdeviceconstitutesandenjoyabletaskforthelearner.This,accompaniedwiththerelaxingattitudeandsoftwareinteractivity,usuallyconduceabettergraspingofnewknowledge.Atahighereducationallevel,theavailabilityofdigitalbooks,simulatorsandotheracademicmaterials,providethestudentwithaneveraccessiblesourceofinformationthatwouldotherwisenotbeathand.
Butbesidestheincreasingcomplexityofintelligentsoftware,theneedofhumaninteractioninthelearningprocesswillalwaysbepresent,atleastintheforeseeablefuture.Humanbeingsareneededtodeterminewhatthespecificneedsofeachindividualare.Theexpertiseofateacherinhowtoexplainandadaptcomplexconceptstodifferentindividualscanhardlybemimickedbyacomputer,nomatterhowsophisticatedthesoftwareis.
Ascomputersarebecomingacommontoolforteaching,teachersshouldbemoreawareoftheirroleasguidesintheacquisitionofknowledgeratherthantransmittersoffacts.Theyhavetobeopenmindedtothechangesthataretakingplace,keepupdatedandserveasaproblemsolverinthelearningprocess,thusallowingstudentstodiscoverthefactsforthemselves.
Tosummarize,inmypersonalview,teachersplayedandwillcontinuetoplayanimportantroleintheclassroom,especiallyattheprimarylevel.Nomatterhowcomplexcomputersbecome,therewillbenoreplacementforhumaninteraction,butinthewaythisinteractiontakesplace.
Wordcount:
335
Childrenwhogrowupinfamilieswhichareshortofmoneyarebetterpreparedtodealwiththeproblemsofadultlifethanchildrenwhoarebroughtupbywealthyparents.Towhatextentdoyouagreeordisagree?
Somefeelthatthechildrenoflowincomefamiliesarebetterequippedtodealwithdifficultiesposedbythe‘realworld’whentheygrowupandtheyalsobelievetheprivilegedchildrenofwealthyfamiliesarelessfittodealwiththesedifficulties.Theimplicationsandveracityofthis
argumentseemself-evident,butinfactrequirecloserexamination.
点评:
1+1’模式,即最后1句为主题句。
此段乃原题的借鸡下蛋,即改写。
运用句子的功力把原题进行改写,同时用最后一句话否定了前面所提到的观点,并表达出自己的观点,此外还引出了下文。
真乃抛砖引玉也!
精彩!
精彩!
尤其是最后一句值得“烤鸭”们好好模仿。
Thepopularwisdomisthatchildrenofpoorerfamilieslearnearlyonthevalueofabuck,andarethusnaturallybettersuitedtostretchingmoneywhentimesgettoughinadulthood.Inversely,thechildrenofwealthyfamilies,thosebornwithasilverspoonintheirmouths,arebelievedtobecompletelyignorantofthevalueofmoney,havinghadeverythingprovidedforthemintheiryouthandoftentimeserroneouslyexpectingthesamesituationinadulthood.Theyarebelievedtobepronetooverspendingandfinancialirresponsibility.Thisbelief,thoughlogical,overlooksonekeypointwhichis,ofcourse,education.
点评:
1+3模式。
从此段的内容来看,是对上一段的例证说明,作者也认为它是大众的看法,大众认为在对金钱的态度上,“贫家女”和“富家女”有何不同。
但作者在最后一句又话题一转,说这种看法忽视了一个重要的一点,即教育。
表明了自己的看法,也指出了人们的看法的偏差。
所用模式为:
A(原题内容的替换说法)---B(大众的看法/别人的看法)---C(看法的具体说法,否定之)---D
Thebasisofthisargumentis,ofcourse,knowingthevalueofmoney,andtheideathatchildrenofthepoorknowthis,andthoseofthewealthydonot.Whothough,isinabetterpositiontoteachtheirchildrenthevalueofmoney;someoneskilledinearningandkeepingit,thewealthyparent,orsomeonewhocannotseemtoacquireit,thepoorparent?
Bothwealthyandpoorchildrenareequallylikelytoacquireaneducationinmoney,whetheritisformal,orintheschoolofhardknocks.Conversely,bothchildrenareaslikelytoignorethiseducation.(101words)
点评:
这段的内容还是在分析上述观点的漏洞。
这叫穷追猛打,痛打落水狗!
Apoorchildmaybelievethatonecangetalong,ifnotaseasily,withoutwealth.Awealthychildmaybewelltrainedbyaparentsteepedintheknowledgeofmoneymanagement;thekeytodevelopingthisskilliseducation.
点评:
最后一段作者很明确地表明自己不赞成题目的说法,但是作者自己是更偏向穷人家的孩子呢,还是富人家的孩子呢?
根据文章来看,作者是中立,他所看重的是他们所接受的教育。
整篇文章是一个中立的写法。
在雅思考试中,这种写法经常使用,还是非常实用的,大家可以学习一下。
Shouldschoolanduniversitystudentstakepart-timejobs?
(todovolunteerjobs)
Itisundoubtedlytruethatthesedays,mostschoolanduniversitystudentsparticipateinpart-timejobs.Althoughsomepeoplecorrectlyarguethatitistime-consumingworkwhichwilltakeawaythestudents’studytime,part-timejobshavebenefitsforstudents.Theiradvantagescanbeconsideredfromfinancial,experimentalandpsychologicalviewpoints.
Generallyspeaking,havingapart-timejobcanhelpthestudenttoearnmoney.Theamount,however,isnotsignificant,butcanbeusefulforthedailyneedsofastudent;forinstance,buyingclothesanduniversitybooks,eatinginthecanteen,andpayingfortransportation.Imyselfhadapart-timejobthathelpedmetopayforenrolmentinextraclasses.
Takingexperimentsintoaccount,apart-timejobprovidesthecollegestudentswithbothlifeandworkexperience,whichmayturnouttobevaluableintheforeseenfuture.Ithelpsthestudenttobefamiliarwiththeworldoutsidetheclassroom,andcanencouragethestudentsatpart-timeworktodevelopvaluablesocialandinterpersonalskills.Furthermore,itcanopenanewvistathestudentsandtakehimorheroutfromasolitarylife.
Intermsofpsychology,apart-timejobcannurtureasenseofself-esteeminthestudent.Infact,itcancultivateasenseofindependence,lettingthemrealizethatlivingontheirownisawaytoprovetheirownvaluesandgivethemsomethingtheytakepridein.
Tosumup,havingapart-timejobisworthwhileforstudents.AsfarasIcansee,itimprovesmanyaspectsofstudents’lives,althoughtimemustbepaidforit.
Wordcount:
267
Manyscientistsbelievethatnowwecanstudythebehaviorofathree-year-oldchildtoseewhethertheywillgrowuptobecriminals.Towhatextenttoyouthinkthehumannatureproducescrime?
Andhowcanwepreventthechildrenfromgrowinguptobecriminals?
(childdevelopmentandcrime)
Inthisdayandage,thephenomenaladvancesinbehavioralgeneticshavegeneratedaplethoraofevidencebackingupthemythicalexistenceof“humannature”,therebyinducingmanyscientiststoarguethatnowwecan,bywayofbehavioralresearch,ascertainwhetheratoddlerisboundtotransgressthelawinhis/herlaterlifeatthetenderageofthree.Underlyingthisassertionistheassumptionthattheenvironmentanindividualgrowsupindoesnotconstituteadeterminingfactorintheformationofhis/herpersonality,dispositionsorinclinations,andinparticularaggression,poorstress-management,impulsivityandrisk-takingprofiles.Personally,Iagreewhittheirassertioninasmuchassomenegativehumantraitsareheritable,whichinturn,maymeansomepeoplearegeneticallypredisposedtocriminalacts.YetIdifferwiththesescientistsinthatIdonotdeemanindividual’sgeneticmakeuptheexclusiveorchiefdeterminantofhis/hercriminaltendency.AndIdetestanyattempttopredictyoungchildren’sprobabilityofcommittingcrimesintheirfuturelivesbymerelystudyingtheirbehavioratanearlyage.
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 教育