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　　托福寫作回憶和解析   本文由培頓 教育成都學(xué)校李丹老師提供整理，供大家學(xué)習(xí)?，本次獨(dú)立寫作考查教育類話題，難度適中，類似2019/6/29考題，學(xué)生在備考過程中如果熟悉有關(guān)教育類素材應(yīng)該問題不大。

　　獨(dú)立寫作

　　話題分類教育類，類似2019/6/29題目

　　考題回憶Teachers at a high school think that some of their students are bored or uninterested in learning. In your view, which ONE of these actions that teachers can take will be most effective in increasing high school students' interest in learning? Why?

　　-Using technology in their classrooms more often

　　-Asking students to work more often in groups or teams instead of working alone

　　-Explaining how the lessons they teach in the classroom have a connection to events in the world outside the classroom

　　解題思路選擇第三個，原因：

　　1 很多高中生對自己為什么要學(xué)習(xí)并沒有清晰的概念，僅僅是為了學(xué)習(xí)而學(xué)習(xí)

　　2教室外的事情更加豐富多元化、更有趣—相比于僅僅教授課堂知識，增加課堂內(nèi)所學(xué)內(nèi)容與其的聯(lián)系，可以增加學(xué)生自身的學(xué)習(xí)動力，激發(fā)學(xué)生學(xué)習(xí)熱情和興趣，

　　3 同時相比于其它兩個方法，這個方法也是更根本的，持續(xù)時間也會更長

　　舉例：學(xué)外語

　　單純學(xué)習(xí)詞匯、語法—枯燥

　　聯(lián)系實(shí)際在生活、工作的運(yùn)用場景，如旅行、美食等—讓學(xué)生覺得更生動，同時學(xué)習(xí)的內(nèi)容也是有用的，不僅僅是枯燥的學(xué)術(shù)知識—從而刺激其學(xué)習(xí)動力

　　讓步：

　　1 更多在教室里使用現(xiàn)代科技

　　現(xiàn)在科技突飛猛進(jìn)，帶動了多媒體教學(xué)，如投影儀、LED屏、音箱等的使用相對僅用黑板or白板，讓枯燥的知識通過PPT、視頻、音頻等讓知識更加形象化

　　2 小組學(xué)習(xí)代替獨(dú)立學(xué)習(xí)

　　獨(dú)立學(xué)習(xí)通常會讓學(xué)生獨(dú)自思考和解決在學(xué)習(xí)中面臨的各類問題，如果采用小組學(xué)習(xí)的形式，學(xué)生之間會有更多的機(jī)會進(jìn)行討論和溝通，分享學(xué)習(xí)經(jīng)驗(yàn)，共同解決學(xué)習(xí)中的難題，相互鼓勵，讓學(xué)生覺得學(xué)習(xí)不再只是自己一個人的孤軍奮戰(zhàn)，更有學(xué)習(xí)氛圍，從而增加學(xué)習(xí)興趣

　　反駁：

　　但是，這些相比方案3都更加強(qiáng)調(diào)的是客觀的因素，對自身的因素關(guān)注較少，一旦沒有了這種外在因素的刺激，學(xué)生可能還是會缺乏學(xué)習(xí)動力，不是最根本和最持久的

　　參考范文范文：

　　It is quite common that facing fierce competition, many high school students these days are under intense pressure. A large amount of tedious or sometimes tough assignments can easily make them feel bored or uninterested in learning. Teachers are continually trying to find out effective solutions to help alleviate this situation, among which I personally think that compared with using technology in classrooms and asking students to working in groups, explaining the connection of the lessons in classroom with the events in the world outside the classroom would be the most effective approach.

　　The main reason is that in teenage years, many high school students lack a clear perspective about why they should study, and compared with monotonous academic knowledge, the world outside the classroom is more diversified and often more interesting. As a result, increasing the connection between what is learned in class with those outside events can not only inspire students’ motivation, but also stimulate their enthusiasm and interest in learning. At the same time, since this method is based on the students themselves, it can be more fundamental and can last longer than the other two approaches. For instance, in the course of language teaching, just asking students to learn the vocabulary and grammar, undoubtedly, is so boring that students may easily get distracted. However, if teachers can show them the actual examples in real life, such as travelling, work scenes, and so on, these students can feel what they learn is useful and consequently be motivated to study.

　　Admittedly, the other two methods also have their own disadvantages. For one thing, with the rapid development of modern technology, multimedia is widely applied in the teaching process. In comparison with blackboard or white board, the use of projector, LED screen and speakers has made teaching more vivid, which, to some extent, can help students increase their study interest. For another, working in group can enable students to have more opportunities to communicate with each other, sharing learning experience and settling the problems they encounter in study together. This method can make students feel that they are no longer learning alone and so are inspired to study. However, it should be pointed that these two solutions both more focus on the external factors rather than students themselves. Without them, students still could lack the motivation and interest to persist in their learning, so they are not the most fundamental and long-lasting.

　　To sum up, while the solutions of using technology in classroom and making students work more often in groups indeed have some benefits, I still suggest teachers explain how the lessons they teach in the classroom have a connection to events in the world outside the classroom, which, I believe, is the most effective to inspire high school students to learn.

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