劉文勇GRE寫作百日題庫(kù) Day 92

Day 92 Educators should base their assessment of students' learning not on students' grasp of facts but on the ability to explain the ideas, trends, and concepts that those factsillustrate

Educators should base their assessment of students' learning not on students' grasp of facts but on the ability to explain the ideas, trends, and concepts that those facts illustrate.

Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the position you take. In developing and supporting your position, describe specific circumstances in which adopting the recommendation would or would not be advantageous and explain how these examples shape your position.

【本題與Day 48有相似之處】

五問(wèn)：

（1）建議大家在做這個(gè)題目之前先翻翻字典，別著急論述，看看什么是“ facts”？什么是“ideas”？什么是“trends”？什么是“concepts”？別偷懶，這些概念以后也能用得上。

（2）以上的這些概念之間是什么關(guān)系？是否有包含關(guān)系？是否有先后順序？是否有延伸關(guān)系？尤其是“facts”與其他概念之間有何關(guān)系？

（3）什么樣的學(xué)習(xí)更適合用掌握的“ facts”來(lái)評(píng)估？例如：英文拼寫、讀音，數(shù)學(xué)公式、定律等。什么樣的學(xué)習(xí)更適合用解釋“ ideas”“trends”“concepts”的能力來(lái)評(píng)估？例如：建筑工程，只有掌握了這種能力，才能在實(shí)際中解決各種工程問(wèn)題。

（4）命題中的做法有什么好處？例如：掌握了能解釋這些“ideas”“trends”“concepts”的能力，有助于加深對(duì)知識(shí)的理解，學(xué)會(huì)舉一反三，靈活運(yùn)用。

（5）命題中的做法有什么壞處？例如：不掌握基本的規(guī)律和原則，可能無(wú)法將 “ideas”“trends”“concepts”應(yīng)用到實(shí)際當(dāng)中。

翻譯練習(xí)：

有些人建議學(xué)生應(yīng)該先被教授事實(shí)背后的原理，再被給予事實(shí)，因?yàn)橹涝碛兄诟玫亟忉屖聦?shí)；但是，因果關(guān)系有時(shí)候可能是顛倒的，因?yàn)槭聦?shí)能幫助老師更好地解釋抽象的原理。

參考答案：

Some suggest that students should be given facts only after they have been taught the principles behind them because knowing about principles can help explain the facts better; however, causality may sometimes flow in the opposite direction, in that facts can help teachers better explain the abstract principles.