TPO是美国教育考试服务中心(ETS)专为参加
It is more important for students to understand ideas and concepts than it is for them to learn facts.
1. I agree with the opinion that it is more important for students to understand ideas and concepts than it is for them to learn facts. Knowledge is power. However, no one can learn all the knowledge of the world. It is even impossible for a person to learn all the facts and knowledge of a specific area. Therefore, it is more important for students to learn ideas and concepts. There are several specific reasons.
First of all, if students have learned the ideas and concepts of subjects, they can learn some facts by themselves and they even can find some facts that no one has found before. Nowadays there are much more information for us to deal with. If we want to learn all the facts rather than the ideas and concepts, we will face big problems since this task is impossible to finish. For example, we want to learn the mathematics. There are a lot of facts, such as 5 added by 3 is 8, 3 times 8 is 24 and so on. If a teacher teaches his/her students by requiring the students remember all these facts, the teacher may certainly be failed. Instead, she/he should tell the students how to calculate. That is, the teacher should tell the students the concepts and ideas of calculate. Only in this way, the students can learn arithmetic easily and quickly."
Second, the ideas and concepts are much fewer than facts and it is possible for the students to learn many ideas and concepts. Consider the example cited before. It has only a few ideas of arithmetic. We need only to know 1 added by 1 is 2, 2 adds 1 is 3 and some other basic ideas of calculate. Then we can make the calculation of any two numbers. Compared with the amounts of facts, the work a student needs to do is much less if he/she is required to learn ideas.
Finally, if a student does not know the ideas and concepts of subjects, the student may find it is difficult to learn the facts of these subjects. Consider again that example above. If a student does not know the laws of calculation, he/she may not be able to calculate two numbers I give him/her. The fact that he/she does not know the laws of calculation is because he/she only remembers some facts of calculation but does not know the ideas of calculation. Therefore we can see the importance of the ideas and concepts of subjects. And it is important for a student to learn them.
To sum up, it is more important to learn ideas and concepts since learning the ideas and concepts has many benefits for the students. Therefore I agree with the opinion.
2. Many students equate ‘to know’ with ‘to understand’; however, ‘knowing’ something is not the same as ‘understanding’. Governed by the ‘learning as knowing’ metaphor, many students regard the teacher as a dispenser of information and themselves as the receiver. They believe that learning outcomes can be evaluated by measuring the amount of knowledge acquired.
Nonetheless, learning involves obtaining the ‘meaning’ of knowledge whilst meaning is generated by the interplay between new information and the existing concepts in a student’s mind. Without existing concepts, information can have no meaning and so learning is achieved through students selecting the relevant information then interpreting it alongside their existing knowledge. Thus, students are not recipients of knowledge but constructors of knowledge. How the student structures and processes knowledge is much more important than how much is learned. Structuring and processing knowledge means that students must ‘select’ ‘organize’ and ‘integrate’ new information with prior knowledge in their mind. To do so, each student must acquire the relevant skills for controlling his/her thinking process during learning.
Simultaneously, to understand is ‘to comprehend’ and, in turn, to comprehend is ‘to take in’ or embrace. Seeing solitary facts in relation to a general principle is the essence of understanding, so an understanding is a generalized meaning, an insight or a feeling for relationships that one may profitably apply to similar situations. A student understands any object, process, ideas or fact if he/she sees how it can be used to fulfill some purpose or goal. The outcomes of a collection of understandings are generalizations, theories, generalized insights, general ideas, concepts, principles, rules and/or laws.
In conclusion, to achieve understanding, depends on learning strategies and motives (why one wants to learn it in the first place). If one’s desire to learn springs from an urge to pass a test with minimal effort, it is likely that one will focus on the exam topics and simply reproduce them. Yet, from this focus, one cannot see interconnections between elements or the meanings and implications of what is learned. However, if one’s motive to learn is based on curiosity, then a strategy to seek meaning would naturally be adopted. There is a personal commitment to learning, which means that content would be related to personally meaningful contexts or to existing prior knowledge. Analogies would be sought, previous knowledge related, and theories learned with extensions and exceptions derived. I, therefore, agree with the statement
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