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新托福写作素材：讨论的好处

Benefits of a discussion

Students react to content, share challenges, teach each other, learn by stating and understanding, clarify assumptions, experiment, own new skills and ideas.

Distance education greatly extends classroom learning

Individualization of learning: Personal responses to forum topics are not limited in time or the length. Students have the freedom to continue dialogues about the topics that interested them most.

Encouragement of critical thinking: Effective forum topics are open-endedand designed to encourage students to take a position on issues. To respond to a forum topic requires organized thought and synthesis of concepts introduced in class. If a student's views were challenged, he or she typically adds carefully considered reasons to back up previous comments.

Student autonomy: Students have the flexibility to reflect on their thoughts and read the responses of others. Many students have stated that they routinely discussed the forum topics with friends, family and colleagues outside of class before putting their comments online.

Increased interaction time: A 45-hour semester places severe limits on the quality of discussions and experiences possible in a course. Often a course is the only one of its type required in a program. The instructor isthus under extreme pressure to provide extensive and meaningful learning. In a three-hour class meeting of an average class size, an equal division of time allots only 5 minutes of discussion per student. Regular forum discussion adds hours of interaction over a semester.

More democratic exchange: In any class of 25-30 students, there will bedominant personalities, and students who may feel intimidated or unmotivated to speak. Therefore discussions, even in small groups, do not allow equal time to all students. In the online forum, each student has a voice that will be heard by anyone who chooses to read his or her comments.

More time to formulate responses and opinions: Because the forum discussions occur completely online, students have the flexibility to add their input when they are prepared. Some choose to answer questions immediately, while others prefer to consider the responses of others first. Undergraduate students are often much more comfortable discussing topics online after reading the viewpoints of the more experienced students. Students are encouraged to revisit past topics during the course, as their opinions changed.

Flexibility and convenience: Students set their own schedule for the forum. A forum is available at all times of day or night to accommodate school, work, and family demands. The forum is accessible from any Internet connection via the World Wide Web, allowing students to participate even when they were sick or traveling.

Students learn about the content from another perspective.

Students experience a professional communication process. Participantsexperience personal and academic gains as result of their communication with their peers. A goal is for the students to value such professional interchange, and seek it out among their colleagues, and for electronic communication to facilitate the process.

Students find a content/expertise resource. Some professions tend to be somewhat isolated. The forum introduces to others who could serve as resources during the course, and into employment.

托福写作素材摘抄:

Students react to content, share challenges, teach each other, learn by stating and understanding, clarify assumptions, experiment, own new skills and ideas.

学生会对内容做出反应, 分享挑战,彼此教导,通过表述和理解学习,澄清假设, 做实验,并且掌握新技能和想法。

extends classroom learning: 延伸课堂学习

Individualization of learning:个性化的学习

have the freedom to continue dialogues about the topics that interested them most. 可以自由对他们最感兴趣的主题继续对话。

Encouragement of critical thinking: 鼓励批判性思维

open-ended: 开放式的

designed to encourage students to take a position on issues

旨在鼓励学生问题上采取立场

requires organized thought and synthesis of concepts introduced in class:需要组织思考和合成的概念引入类

carefully considered reasons to back up previous comments: 仔细考虑原因来支持先前的评论

have the flexibility to reflect on their thoughts and read the responses of others: 可以灵活地反思自己的想法和看别人的反应

thus under extreme pressure to provide extensive and meaningful learning: 因此在极端的压力下提供广泛的和有意义的学习

dominant personalities: 占主导地位的性格

may feel intimidated or unmotivated to speak: 可能会感到害怕或没有说话的动机

do not allow equal time to all students: 不给学生同样的时间

each student has a voice that will be heard by anyone who chooses to read his or her comments:

每个学生的声音都将被选择读他的评论的人停到

have the flexibility to add their input : 灵活地加入他们的想法

the viewpoints of the more experienced students: 的观点更有经验的学生

set their own schedule: 设定自己的时间表

accommodate school, work, and family demands: 适应学校、工作和家庭的需求

is accessible from any Internet connection via the World Wide Web: 可以从任何网络连接接入万维网

experience personal and academic gains:更有经验的学生的观点

communication with their peers: 与同龄人沟通

value such professional interchange: 很看重这样的专业交流

seek it out among their colleagues: 找出来他们的同事

use electronic communication to facilitate the process： 通过电子通信来促进这个过程

tend to be somewhat isolated:往往是一些孤立的

serve as resources during the course: 在课堂中作为资源托福口语怎么练

托福写作适用题目：

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?