2016年11月12日托福独立写作范文：Some believe that teachers (for students from age 14-18) should focus on lecturi

2016年11月12日托福独立写作范文：Some believe that teachers (for students from age 14-18) should focus on lecturing and asking students to take notes during lectures. Others believe that teachers should get students involved in discussion and encourage them to exchange ideas in class. Which way of teaching do you think is more effective for students' learning?

托福独立写作解题思路解析：

鼓励讨论

1.对学习好

a.学习的知识更多：从和别人的讨论和做项目中，可以获得别人知道而自己不知道的各类知识，所以可以学习更多的知识

b.激发学习兴趣：在讨论和做项目的过程中，会发现自己目前掌握的知识和需要的知识之间有information gap，因此有更大的兴趣去narrow down

2.对个人发展好

a.培养合作能力：在和别人一起讨论做项目的时候，需要最大化组内的效率，每个人拿到不同的能发挥自己最大优势的分工，一起向一个目标努力，可以培养合作能力

b.培养人际交往能力：在讨论和做项目的过程中，会接触到不同背景的人，需要各种交往技能，比如认真倾听，肢体语言等

2016年11月12日托福独立写作范文

There are basically two types of classes in university, classes, i.e., where teachers lecture and where the students do some of the talking. Both teaching and learning approaches are valuable and have their own relative merits.

Classes that are dominated by teachers' lectures may benefits students in several ways. First of all, lectures can communicate the intrinsic interest of the subject matter. The speaker can convey personal enthusiasm in a way that no book or other media can. Enthusiasm stimulates interest, and it is an undeniable fact that interested, stimulated people tend to learn more. Moreover, lectures in university settings can provide students with role models of scholars in action. The professor's way of approaching knowledge can be demonstrated for students to emulate. Furthermore, lectures can organize material in a special way. They may provide a faster, simpler method of presenting information to an audience with its own special needs. Lectures are particularly useful for students who read poorly or who are unable to organize print material.

On the other hand, lecture approaches also have some relevant weaknesses. For example, the lecture often puts students in a passive rather than an active role. As is often the case, passivity can hinder learning. At the same time, most lectures assume that all students are learning at the same pace and at the same level of understanding, which is hardly ever true. Especially, Lectures place the burden of organizing and synthesizing content solely on the lecturer. They are not well suited to higher levels of learning such as application, analysis, and synthesis. Lectures require an effective speaker who can vary tone, pitch, and pace of delivery. Lecturers must be verbally fluent, a skill that is not stressed nor learned in many Ph.D. programs and is usually distributed unevenly among people. Lectures are therefore sometimes not well suited to complex, detailed, or abstract material.

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托福独立写作范文二：

Educators and researchers have never stopped the examination of the importance and relevance of collaborative and interactive learning that are encouraged by middle schools. When compared with boring lecturing, I, personally, believe that it is far more beneficial to students when they share their ideas and exchange opinions with each other for the following reasons.

First off, exchanging ideas with fellow classmates help students develop critical thinking, presentation skills and other kinds of soft skillsets. When discussing issues with peers, students tend to take a position on a certain issue. In this learning process, students will collect their thoughts and synthesize the concepts learned in textbook or in the lecture to support his or her points. Also, to respond to others' comments, students have to reflect on the rationale of their own arguments and come up with persuasive reasoning. It is obvious that such activities helps students to learning more meaningfully and extensively. Furthermore, students unconsciously learn how to express themselves affirmatively and make their points clear in front of a large audience. It takes right amount of eye contacts, body language and facial expression to convey one's idea in a convincing way and such presentation skills can be valuable asset for one's future career.

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