托福独立写作难点话题思路解读和高分范文赏析： students do some of the talking on class

2020年08月03日10:54 来源：小站整理: 参与（0）阅读（3237）

摘要：托福写作遭遇陌生话题缺乏思路是常见问题，容易影响考生发挥和心态。因此大家需要在备考中多接触各类作文话题了解写法思路，积累些高分范文经验提前做好准备。本文将带来托福写作难点话题的思路解析和高分范文赏析。(搜“小站托福”公众号，回复关键词“资讯”，掌握托福最新的考试资讯及留学信息。)

托福写作的题目类型很广涉及话题种类繁多，有些话题考生初看之下会有完全没思路不知道如何展开的困扰。为了避免大家直到考试当中才遭遇这种问题，下面小编就来分享托福写作各类难点题目的写作思路解析和高分满分范文。

托福写作难点话题一览

Classes: teachers lecture or students do some of the talking?

Some students like classes where teachers lecture (do all of the talking) in class. Other students prefer classes where the students do some of the talking. Which type of class do you prefer? Give specific reasons and details to support your choice.

写作思路展开结构分析

在选择之前大家可以先对两种上课方式进行比较，一般来说可以总结出各有各的好处这样的观点，比如只有教师一个人讲课的课堂：在保证教师质量的前提下，可以对某一专题进行更深入地分析;对学生的素质要求低一些;而选择学生参与讨论的课堂：对学生的素质要求高一些;不适合学习深奥(profound)的课题。当然，大家也可以选择相对中立的态度，也就是如何选择要看是什么样的科目来进行展开论述。

本话题高分范文赏析

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.

In summary, Lecturing is probably the oldest teaching method and remains the most common form of instruction, despite the fact that some research has shown that lecturing is ineffective, especially if not combined with some alternative style of teaching. In fact, Lecturing is very appropriate for some goals and very inappropriate for others. And at the same time, the counterpart — the approach that allows students to participate discussions is equally non-universal. Therefore, I can hardly simply say that I prefer either approach. I think the choice should depend on circumstances including various factors such as the subject that is to learn, the depth that needs to explore, the quality that the lecturer or the discussing group have.