GRE 作文题目
来源于朗播用户：oneoneJessica
[Claim] When planning courses, educators should take into account the interests and suggestions of their students. [Reason] Students are more motivated to learn when they are interested in what they are studying. [Specific Task Instruction: Write a response in which you discuss the extent to which you agree or disagree with the claim and the reason on which that claim is based.]
题目分析
翻译
[观点]在设计课程时，教育家应该参考学生的兴趣和建议。
[理由]当学生对他们所学的东西感兴趣的时候，他们会更积极得学习。
[说明]写一篇文章，讨论你同意或反对这个观点，以及支持观点的理由达到怎样的程度。
指导
题目讨论设计课程时的参考内容，并提出了提高学生学习积极性的原因。本题是很常见的话题，但分析时要注意以下三点：
1、分析可以面向各个教学阶段以及不同学科；
2、从教师和学生“互动”（教师参考学生的兴趣和建议、学生积极学习）的角度考虑问题；
3、分析的时候要避免偏激思路，虽然大家都是从应试教育阶段走过来的，但是要注意：可以排斥但是言语不要过激。
写作思路 学会梳理作文思路--->上朗播网
1. 结合你的经验，请分析并列举，教育家或者教师的职责包括哪些？
回答：
教育家：进行理论研究，研究学生大脑发育情况，理解力情况等等，从而对教育政策以及教育方法提出建议。
教师：具体的执行者，教书育人。
2. 结合你的经验，请分析并列举，学生的兴趣特点的可能有哪些？
回答：
个人性格
受潮流影响
3. 如果在设计课程的过程中教育家严格并且完全地参考学生的兴趣和建议，会对教学以及其效果有哪些影响？请举例并简述。
回答：
完全没有统一标准，个体学生发展会极度单一
不利于学习
4. 如果在设计课程的过程中教育家完全忽视学生的兴趣和建议，会对教学以及其效果有哪些影响？请举例并简述。
回答：
学生难以提起兴趣，效率低下
难以理解，达不到效果
5. 你认为的，在设计课程过程中，应该怎样参考学生的兴趣和建议比较合适？请简述。
回答：
大体上根据教育教来定，因为学生还要太多未成形
但是提供自由的空间，给学生一定自主权
其他用户的回答
作文
[Claim] When planning courses, educators should take into account the interests and suggestions of their students. [Reason] Students are more motivated to learn when they are interested in what they are studying.
Courses design has been the hot topic for years. How to balance the authorities' suggestions and big theories with students interests and suggestions is still a problem unsovled. As far as i am concerned, since students can be motivated with a curriclum that interest them, educator should at least listen to some of the advices and voices from students. On the other hand, students' intersts and suggestions shouldnt serve as the only criteria when desiging courses.
Addmitedly, students are motivated and tend to learn best when they are study something that interest them. This is in accordance with the saying that "interest serves as the best teacher", and it is supported by ample of historic examples. After all, learning is an arsiduous process, and strong interst helps to carry students through the troubles waters along the way. In this sense, educators should take the interest and suggestions into account when planning courses. Otherwise, students might find the course too boring to learn, or they may find the topic intersting enough, but the perspectives too allusive to understand, and both senario would harm the quality of education.
Nonetheless, educators can't respond to every of piece of students suggestions and make the list of courses merely according to students' interests. First of all, as every student might has totally different interests, it is impossible to arrange a curriculum that fully address the interestd of everyone. Besides, this would be too big a curriculum basis that few schools in the world can really support.
Secondly, students' interests can be a poor indicator of what is really important to learn. There are some courses that everybody should have an idea of, such as history and maths. In order to be a decent citizen, one should at least have some basic knowledge in a number of fields, whether that particular subject interest him or not. Image if someone don't want to learn history, he wouldn't have the clear understanding of his surroundings and how his country come into being. In addition, students' interest can be whisle, they become interested in onething because of some outside stimulators, and lose interest in it soon and find a crush for another subject. If this is the case, then even education tailored to his interest, it is unlikely to produce any satisfactory results.
In the fianl analysis, while it is advisable for educators to take students' interst and suggestions into account when planning courses, educators shouldnt take the interest and suggestions as the only criteria for designing courses. The best way to go might be educators design the format of the courses and allow students certain freedom when choosing his or her own courses.
Courses design has been the hot topic for years. How to balance the authorities' suggestions and big theories with students interests and suggestions is still a problem unsovled. As far as i am concerned, since students can be motivated with a curriclum that interest them, educator should at least listen to some of the advices and voices from students. On the other hand, students' intersts and suggestions shouldnt serve as the only criteria when desiging courses.
Addmitedly, students are motivated and tend to learn best when they are study something that interest them. This is in accordance with the saying that "interest serves as the best teacher", and it is supported by ample of historic examples. After all, learning is an arsiduous process, and strong interst helps to carry students through the troubles waters along the way. In this sense, educators should take the interest and suggestions into account when planning courses. Otherwise, students might find the course too boring to learn, or they may find the topic intersting enough, but the perspectives too allusive to understand, and both senario would harm the quality of education.
Nonetheless, educators can't respond to every of piece of students suggestions and make the list of courses merely according to students' interests. First of all, as every student might has totally different interests, it is impossible to arrange a curriculum that fully address the interestd of everyone. Besides, this would be too big a curriculum basis that few schools in the world can really support.
Secondly, students' interests can be a poor indicator of what is really important to learn. There are some courses that everybody should have an idea of, such as history and maths. In order to be a decent citizen, one should at least have some basic knowledge in a number of fields, whether that particular subject interest him or not. Image if someone don't want to learn history, he wouldn't have the clear understanding of his surroundings and how his country come into being. In addition, students' interest can be whisle, they become interested in onething because of some outside stimulators, and lose interest in it soon and find a crush for another subject. If this is the case, then even education tailored to his interest, it is unlikely to produce any satisfactory results.
In the fianl analysis, while it is advisable for educators to take students' interst and suggestions into account when planning courses, educators shouldnt take the interest and suggestions as the only criteria for designing courses. The best way to go might be educators design the format of the courses and allow students certain freedom when choosing his or her own courses.
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