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　托福寫作【綜合寫作】回憶和解析含范文！培頓 教育北京學校老師提供，更多托福備考干貨，請關注培頓 教育，培頓 托福培訓輔導班正在火熱預報中，在線咨詢即可預約試聽！

　　綜合點評

　　9月11日寫作部分難度適中，綜合寫作非聽力反駁閱讀常規類型，而是problem-solving這一不太常見的新構型。獨立寫作是經典的教育類話題，關于教學方法的二選一，重復2021.5.30-6.3家考原題，類似的題型（2021.6.21/2019.11.16/2016.11.12/2017.11.4）同屬于teacher-led lecture/student-led project二選一，但側重點有不同。

　　獨立寫作

　　話題分類教育;教學方法的選擇；二選一

　　考題回憶【重復2021.5.30-6.3家考原題】

　　Do you agree or disagree with the statement?

　　In many places,

　　it has been typical for teachers of high school students (aged 14-18) to lecture or lead a discussion while the students listen and take notes for most of the school day. However, it is not an

　　effective way to prepare students for careers in the modern workplace. A better way to do that is for teachers to spend most of the school day on student-led discussion (in which students frequently present their ideas and discuss them with the class) and project-based activities (in which students do their own research and work together while the teachers are available to help them as needed).

　　【類似考題】：

　　2021.6.21/2019.11.16/2016.11.12/2017.11.4

　　High school teachers spend most of the class time lecturing while the students listen and take notes. Other high school teachers spend most of the class time on discussion and projects that students are highly involved in and exchange their ideas. Which of these two approaches do you think is more effective for students' learning and why?

　　解題思路論證注意要扣“lecturing不好的原因是無法培養現在職場所需的技能”的題眼上，而不是簡單說teacher-led(lecture)還是student-led(project-based)哪個好。

　　【Prefer student-led class】

　　1. 讓步段：雖然student-led 存在一定的風險：可能浪費時間，上課開小差。但是如果老師加強管理，善于引導，提出要求，可以解決這個問題。

　　2. Student-centered class讓students學習更高效。1）更加沉浸，be more involved，學習主動性更強。2）使學生更好的把知識運用到實踐中（單方面的輸入難以達到最終的學習目的，即知識輸出、運用）

　　3. Student-centered class更能幫助學生獲得未來職業所需技能。

　　1）團隊合作2）溝通能力。

　　雖然lecture教會學生聆聽他人信息，正如未來公司開會需要聽領導發言。但是project的過程不僅能學會聆聽他人信息，還能鍛煉團隊溝通協作、解決問題沖突的能力，正如未來職場上的項目合作。

　　參考范文It is hard to deny that lecturing in high school facilitates examination-oriented education, helping students acquire knowledge of basic academic disciplines for their future careers. Such a fact may mislead impressionable people to generate the opinion that high school teachers should contribute more time to speaking and guiding students in their lectures. However, I strongly believe that it is more productive for teachers to organize a student-centered class.

　　Admittedly, student-led group discussion runs a higher risk of wasting precious time during classes. In some cases, the time may end up being utilized to discuss newly released mobile games or to gossip about their classmates. However, this kind of adverse effect may only occur in the beginning. As long as teachers demonstrate clear instructions and requirements, students will eventually realize they have to focus on assigned group work; otherwise, they will not accomplish the assignment in time and lose course credit.

　　A student-centered pedagogy guarantees students’ learning efficiency and proficiency in practicing knowledge than its counterpart. For one thing, group interaction benefits students’ class engagement and thus they seldom distract from the class. Once students take the initiative to have a mutual discussion and do research, they will devote themselves to it, instead of waiting for teachers’ answers. This is an approach that usually does not take too long before sapping students’ interest in the course. For another, collaboration in teamwork provides students’ opportunities to employ what they have learned in practice. It is common to notice that while teachers are illustrating complicated math equations or physics theories, students are just either quickly writing them down or staring at the blackboard without thinking. By contrast, giving students highly interactive teamwork to figure out an efficient solution to count numbers or to realize the hidden meaning of The Tragedy of Hamlet will promote students' initiatives in looking up reference and lecture notes. Such a student-centered approach enables students to become smarter individuals instead of admiring teachers’ intelligence.

　　A student-centered project helps students to gain numerous skills for their future careers. It seems possible to foster the ability to listen and grasp key information by listening and taking notes carefully in lectures. Such a process is similar to taking the minutes in meetings where employees also need to record fast as the leader talks. However, one-way input can hardly reach the ultimate learning goal, flexible application. The discussion-based project not only develops students’ input-oriented skills but also cultivates their output-oriented capacity such as communication skills, teamwork spirit and the ability to solve the disagreement, serving as the central skills in our modern workplace. The process of listening to other’s opinions and elaborating own perspective in a student-based project corresponds to the situation when staffs discuss an important topic and arrive at a final decision at work. For example, last summer I was an intern in a marketing department of a multinational company. Due to flat- management, every staff or intern would directly discuss the project, which required me to be highly articulate and be equipped with team spirit. This always reminds me of what I have learned in my English class in high school. At that time, Mrs. Lee, my English teacher, always offered us opportunities to prepare and research on our own. Conflicts or difficulties to figure out the solutions may occur, but these experiences indeed developed my skills of presenting and solving conflicts in group assignments. Thus, during the period of internship, I was confident in adapting to the workplace.

　　In conclusion, I understand that there are a thousand Hamlet in a thousand people’s eyes; however, I strongly maintain that high school teachers ought to organize more classes based on student-led projects or teamwork for imparting knowledge more efficiently and nurturing students’ fundamental skills better in the future workplace.(628)