2019托福写作难点话题讲解：分数促进学生学习

　　今天，小编要和大家分享的是托福写作难点话题讲解：分数促进学生学习，感兴趣的小伙伴可以来看一看这篇文章哦!接下来就来和小编一起了解一下吧!

　　托福写作难点话题一览

　　Do grades encourage students to learn?

　　Do you agree or disagree with the following statement? Grades (marks)

encourage students to learn. Use specific reasons and examples to support your

opinion.

　　写作思路展开结构分析

　　不同意比较好写一些。承认grades的一些意义的情况下，指出grades的众多副作用。观点：Grades do not always

encourage students to learn. Grade对学生的好处：便于教学体系的整体管理。有利于学生循序渐进(follow the

principle of gradual improvement)地学习。可以使学生了解自我的学习效果。

Grade带来的副作用：无情的竞争使学生们为了高分而不择手段(resort to every expedient)，比如作弊

(cheat)。高分带来骄傲(arrogant; be too big for one's shoes/boots)，而低分使学生灰心失望(lose hope)

甚至放弃(abandon learning motivation)。

　　本话题高分范文赏析

　　Does grade really encourage students to learn, and guarantee a qualified

education? Hardly. Given the opportunity, students spend time using their

intelligence to figure out how to get a higher or top grade without doing the

real work of the course and without thinking, rather than spending the same time

thinking and exploring, regardless of what grade this may bring them. It isn't

that these students are not motivated. It's just that they're not motivated to

learn as much as they're motivated to get good grades. Once one became

grade-oriented in your thinking, it is difficult for him/her to stop thinking

that way.

　　Anybody who gets top grades is, in some sense, a winner of the system. But

these seeming winners are, far too often, losers of a more important game. To

win the grade competition in high school, most of these "winners" learned to ask

what was expected of them and then do just that. They had to make sure they got

high SAT scores by memorizing endless vocabulary words and by practicing a 1001

uses of the Pythagorean Theorem. They wanted to know from their high school

teachers if the material being covered on a given day was going to be on the

test, because they realized early on that the test is all that matters.

　　When these "successes" of the system arrive in college, they, of course,

have not changed their attitudes. They fear open-ended assignments. They are

impatient with discussions mat are not going in any particular direction except

where the interests of the discussants dictate, since they know that such

discussions waste time that could have been better spent studying for a test.

What these students have learned from school is the underlying message that the

world is run by authorities who have definite points of view. The system has

taught them that the way to get along in the world is to understand and to cater

to those points of view espoused by the educational "authorities".

　　Cleverness pays, but disagreement does not. Such students are in the

process of becoming "yes men." On the other hand, students who do less well in

high school are often rebelling against curricula they see as irrelevant to

their lives. This type of student judges what goes on in school according to how

well it relates to his own day-to-day concerns. If algebra does not seem

relevant to the problems such students face, then they see little need to pay

attention to it. Under such circumstance, the school might have been able to

embed algebra instruction inside a task they cared about, causing them to want

to know algebra because it would help them do something they wanted to do. But

schools generally don't think like this, so the conclusion drawn by many

students is mat since so much is irrelevant, they might as well tune it out.

These students learn to get by as well as they can, separating themselves from

other kids who are willing to play the game.