2021年9月11日托福写作【独立写作】回忆和解析含范文！

　　2021年9月11日托福写作【综合写作】回忆和解析含范文！环球教育北京学校向虹霖老师提供，更多托福备考干货，请关注环球教育，环球托福秋季班正在火热预报中，在线咨询即可预约试听！

　　综合点评

　　9月11日写作部分难度适中，综合写作非听力反驳阅读常规类型，而是problem-solving这一不太常见的新构型。独立写作是经典的教育类话题，关于教学方法的二选一，重复2021.5.30-6.3家考原题，类似的题型（2021.6.21/2019.11.16/2016.11.12/2017.11.4）同属于teacher-led lecture/student-led project二选一，但侧重点有不同。

　　独立写作

　　话题分类教育;教学方法的选择；二选一

　　考题回忆【重复2021.5.30-6.3家考原题】

　　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).

　　【类似考题】：

　　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?

　　解题思路论证注意要扣“lecturing不好的原因是无法培养现在职场所需的技能”的题眼上，而不是简单说teacher-led(lecture)还是student-led(project-based)哪个好。

　　【Prefer student-led class】

　　1. 让步段：虽然student-led 存在一定的风险：可能浪费时间，上课开小差。但是如果老师加强管理，善于引导，提出要求，可以解决这个问题。

　　2. Student-centered class让students学习更高效。1）更加沉浸，be more involved，学习主动性更强。2）使学生更好的把知识运用到实践中（单方面的输入难以达到最终的学习目的，即知识输出、运用）

　　3. Student-centered class更能帮助学生获得未来职业所需技能。

　　1）团队合作2）沟通能力。

　　虽然lecture教会学生聆听他人信息，正如未来公司开会需要听领导发言。但是project的过程不仅能学会聆听他人信息，还能锻炼团队沟通协作、解决问题冲突的能力，正如未来职场上的项目合作。

　　参考范文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)