GRE孙远工具箱知识分享.doc

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1、Good is good, but better carries it.精益求精，善益求善。GRE孙远工具箱-GRE写作工具箱写作工具箱（新东方孙远）下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。对于文章中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。因此，建议你下点苦功夫，把背单词的精神拿出来背诵文

2、章。何况，我并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：IcanthinkinEnglishnow.经常有学生告诉我：不知道背诵什么好。现在我可以告诉各位：背诵下面的文章错不了，至少对GRE的写作来说有立竿见影的效果！可别再找借口了哦！目录1.Sectionone:Education51.1Proverbs51.2DamagingResearch51.3EducationandCitizenship51.4TheTeachersRole61.5EducationPhilosophy71.6Stud

3、entLife71.7AdultEducation81.8MoralRelativisminAmerican81.9SchoolsShouldTeachValues101.10CollegePressures111.11ToErrIsWrong151.11.1PlayingItSafe161.11.2DifferentLogic161.11.3ErrorsasSteppingStones171.11.4NegativeFeedback171.11.5TryingNewThings181.11.6NaturesErrors191.11.7Summary191.12ThePracticalityo

4、ftheLiberalArtsMajor191.13TheLiberalArtsDegreeIsMarketable201.13.1SkillsacquiredwithaLiberalArtsBackgroundAreMostDesiredbyEmployers211.13.2LiberalArtsMajorsCanEnhanceTheirCredentials211.14TheVastEmptinessattheCoreofTodaysLiberalArtsEducation221.15EducationasPhilosophy231.16WhatTrueEducationShouldDo2

5、31.17TheFutureofUniversities241.18TeachingandLearning:Strategiesforthe21stCentury251.19Universitieschangingtomeettheneedsofthe21stCentury261.20EducationandTraining281.21KnowledgeandWisdom292.SectionTwo:ScienceandTechnology322.1ComputerinEducation322.2ComputerMaketheWorkplaceLessFriendly322.3SolarEne

6、rgy342.4Micromachines352.5SocialResponsibleinScienceandArts352.6EnvironmentalStress362.7HighTechnologyandEmployment372.8TheEffectsofTechnology382.9TechnologyandSocialChange392.10TheQuestforEnergy402.11TechnologyinEverydayLife412.12Science,TechnologyandSociety:TheCaseofMedicalTechnology422.13TheImpac

7、tofTechnology432.14ScientificInstitutions432.15TheNormsofScience452.16TechnologyinModernSocieties472.17GalileoandtheInquisition482.18TechnologyandPeople493.SectionThree:Ideas513.1CriticalThinking513.1.1Bewillingtosay“Idontknow”513.1.2Defineyourterms513.1.3Practicetolerance523.1.4Understandbeforecrit

8、icizing523.1.5Watchforhotspots523.1.6Considerthesource533.1.7Seekoutalternativeviews533.1.8Askquestions533.1.9Lookforatleastthreeanswers543.1.10Bewillingtochangeyourmind543.1.11Layyourcardsonthetable543.1.12Examinetheproblemfromdifferentpointsofview543.1.13Writeaboutit553.1.14Constructareasonablevie

9、w553.2TheFunctionofCriticalThinking553.3CriticalThinkingasThoroughThinking563.4Creativepeople563.5TheLowestAnimal583.6DecisionbyConsensus594.SectionFour:MassMedia624.1PropagandaTechniquesinTodaysAdvertising624.2TVAddiction655.SectionFive:Society675.1TheFunctionofArt675.2InterculturalPrejudices685.3C

10、ultureShock695.4Groups705.5Authority705.6TheNo-StatusSociety715.7Conformity715.8DebatingMoralQuestions725.9ArtasNonverbalCommunication735.10TurtleIsland746.SectionSix:Politics766.1Proverbs766.2WhatMakesaLeader?776.3WhatDerailsFast-TrackExecutives?796.4ALeader806.5Watergate801. Sectionone:Education1.

11、1 Proverbs1. Agraduationceremonyisaneventwherethecommencementspeakertellsthousandsofstudentsdressedinidenticalcapsandgownsthatindividualityisthekeytosuccess.2. Theprimarypurposeofaliberaleducationistomakeonesmindapleasantplaceinwhichtospendonestime.3. Nextinimportancetofreedomandjusticeispopulareduc

12、ation,withoutwhichneitherfreedomnorjusticecanbepermanentlymaintained.4. Theclassroom-notthetrench-isthefrontieroffreedomnowandforevermore.5. Educationspurposeistoreplaceanemptymindwithanopenone.6. Itisthepurposeofeducationtohelpusbecomeautonomous,creative,inquiringpeoplewhohavethewillandintelligence

13、tocreateourowndestiny.7. Yousee,realongoing,lifelongeducationdoesntanswerquestions;itprovokesthem.8. Peoplewillpaymoretobeentertainedthaneducated.9. themostimportantfunctionofeducationatanylevelistodevelopthepersonalityoftheindividualandthesignificanceofhislifetohimselfandtoothers.Thisisthebasicarch

14、itectureofalife;therestisornamentationanddecorationofthestructure.10. Theessenceofoureffortstoseethateverychildhasachancemustbetoassureeachasequalopportunity,nottobecomeequal,buttobecomedifferent-torealizewhateveruniquepotentialofbody,mind,andspiritheorshepossesses.11. Agreatteacherneverstrivestoexp

15、lainhisvision-hesimplyinvitesyoutostandbesidehimandseeforyourself.1.2 Ifyoucanreadanddon,youareanilliteratebychoice.DamagingResearch1.3 AstudybyNationalParent-TeacherOrganizationrevealedthatintheaverageAmericanschool,eighteennegativesareidentifiedforeverypositivethatispointedout.TheWisconsinstudyrev

16、ealedthatwhenchildrenenterthefirstgrade,80percentofthemfeelprettygoodthemselves,butbythetimetheygettothesixthgrade,only10percentofthemhavegoodself-images.EducationandCitizenshipAnimportantaspectofeducationintheUnitedStatesistherelationshipbetweeneducationandcitizenship.Throughoutitshistorythisnation

17、hasemphasizedpubliceducationasameansoftransmittingdemocraticvalues,creatingequalityofopportunity,andpreparingnewgenerationsofcitizenstofunctioninsociety.Inaddition,theschoolshavebeenexpectedtohelpshapesocietyitself.Duringthe1950s,forexample,effortstocombatracialsegregationfocusedontheschools.Later,w

18、hentheSovietUnionlaunchedthefirstorbitingsatellite,AmericanschoolsandcollegescameunderintensepressureandwereofferedmanyincentivestoimprovetheirscienceandmathematicsprogramssothatthenationswouldnotfallbehindtheSovietUnioninscientificandtechnologicalcapabilities.Educationisoftenviewedasatoolforsolving

19、socialproblems,especiallysocialinequality.Theschools,tisthought,cantransformyoungpeoplefromvastlydifferentbackgroundsintocompetent,upwardlymobileadults.Yetthesegoalsseemalmostimpossibletoattain.Inrecentyears,infact,publiceducationhasbeenatthecenterofnumerouscontroversiesarisingfromthegapbetweentheid

20、ealandthereality.Partoftheproblemisthatdifferentgroupsinsocietyhavedifferenthavedifferentexpectations.Somefeelthatchildrenshouldbetaughtbasicjob-relatedskills;stillothersbelieveeducationshouldnotonlypreparechildrentocompeteinsocietybutalsohelpthemmaintaintheirculturalidentity(and,inthecaseofHispanic

21、children,theirlanguage).Ontheotherhand,policymakersconcernedwitheducationemphasizetheneedtoincreasethelevelofstudentachievementandtoimproveparentsintheirchildrenseducation.Somereformersandcriticshavecalledattentiontotheneedtolinkformalschoolingwithprogramsdesignedtoaddresssocialproblems.SociologistC

22、harlesMoscos,forexample,isaleaderinthemovementtoexpandprogramslikethePeaceCorps,Vista,andOutwardBoundintoasystemofvoluntarynationalservice.Nationalservice,asMoscosdefinesit,wouldentail“thefull-timeundertakingofpublicdutiesbyyoungpeoplewhetherascitizensoldiersorcivilianservers-whoarepaidsubsistencewa

23、ges”andserveforatleastoneyear.Inreturnforthisperiodofservice,thevolunteerswouldreceiveassistanceinpayingforcollegeorothereducationalexpenses.1.4 Advocatesofnationalserviceandschool-to-workprogramsbelievethateducationdoesnothavetobeconfinedtoformalschooling.Indevisingstrategiestoprovideopportunitiesf

24、oryoungpeopletoservetheirsociety,theyemphasizetheeducationalvalueofcitizenshipexperiencesgainedoutsidetheclassroom.AtthiswritingthereislittleindicationthatnationalservicewillbecomeaneweducationalinstitutionintheUnitedStates,althoughtheconceptissteadilygainingsupportamongeducatorsandsocialcritics.The

25、TeachersRoleGiventheundeniableimportanceofclassroomexperience,sociologistshavedoneaconsiderableamountofresearchonwhatgoesonintheclassroom.Oftentheystartfromthepremisethat,alongwiththeinfluenceofpeers,studentsexperiencesintheclassroomareofcentralimportancetotheirlaterdevelopment.Onestudyexaminedtheim

26、pactofasinglefirst-gradeteacheronherstudentssubsequentadultstatus.Thesurprisingresultsofthisstudyhaveimportantimplications.Itisevidentthatgoodteacherscanmakeabigdifferenceinchildrenslives,afactthatgivesincreasedurgencytotheneedtoimprovethequalityofprimary-schoolteaching.Thereformscarriedoutbyeducati

27、onalleaderslikeJamesComersuggestthatwhengoodteachingiscombinedwithhighlevelsofparentalinvolvementtheresultscanbeevenmoredramatic.1.5 Becausetheroleoftheteacheristochangethelearnerinsomeway,theteacher-studentrelationshipisanimportantpartofeducation.Sociologistshavepointedoutthatthisrelationshipisasym

28、metricalorunbalanced,withtheteacherbeinginapositionofauthorityandthestudenthavinglittlechoicebuttopassivelyabsorbtheinformationprovidedbytheteacher.Inotherwords,inconventionalclassroomsthereislittleopportunityforthestudentstobecomeactivelyinvolvedinthelearningprocess.Ontheotherhand,studentsoftendeve

29、lopstrategiesforundercuttingtheteachersauthority:mentallywithdrawing,interrupting,andthelike.Hence,muchcurrentresearchassumesthatstudentsandteachersinfluenceeachotherinsteadofassumingthattheinfluenceisalwaysinasingledirection.EducationPhilosophyForthepastfiftyyearsourschoolshaveoperatedonthetheories

30、ofJohnDewey(1859-1953),anAmericaneducatorandwriter.Deweybelievedhattheschoolsjobwastoenhancethenaturaldevelopmentofthegrowingchild,ratherthantopourinformation,forwhichthechildhadnocontext,intohimorher.IntheDeweysystem,thechildbecomestheactiveagentinhisowneducation,ratherthanapassivereceptacleforfact

31、s.Consequently,Americanschoolsareveryenthusiasticaboutteaching“lifeskills”logicalthinking,analysis,creativeproblem-solving.Theactualcontentofthelessonsissecondarytotheprocess,whichissupposedtotrainthechildtobeabletohandlewhateverlifemaypresent,includingalltheunknownsofthefuture.Studentsandteachersbo

32、thregardpurememorizationasanuncreativeandsomewhatvulgar.Inadditionto“lifeskills”,schoolsareassignedtosolvetheevergrowingstokeofsocialproblems.Racism,teenagepregnancy,alcoholism,druguse,recklessdriving,andsuicidearejustafewofthemodernproblemsthathaveappearedontheschoolcurriculum.1.6 Thisallcontribute

33、stoahighdegreeofsocialawarenessinAmericanyoungsters.StudentLifeTothestudents,themostnotabledifferencebetweenelementaryschoolandthehigherlevelsisthatinjuniorhightheystart“changingclasses”.Thismeansthatratherthanspendingthedayinoneclassroom,theyswitchclassroomstomeettheirdifferentteachers.Thisgivesthe

34、mthreeorfourminutesbetweenclassesinthehallways,whereagreatdealoftheimportantsocialactionofhighschooltraditionallytakesplace.Studentshavelockersinthesehallways,aroundwhichthycongregate.Societyingeneraldoesnottakethebusinessofstudyingveryseriously.Schoolchildrenhaveagreatdealoffreetime,whichtheyareenc

35、ouragedtofillwithextracurricularactivitiessports,clubs,cheerleading,scoutssupposedtoinculcatesuchqualitiesasleadership,sportsmanship,abilitytoorganize,etc.thosewhodontbecomeengagedinsuchactivitiesorhaveafterschooljobshaveplentyofopportunityto“hangout”,listentoteenagermusic,andwatchtelevision.Compare

36、dtoothernations,Americanstudentsdonothavemuchhomework.StudiesalsoshowthatAmericanparentshavelowerexpectationsfortheirchildrenssuccessinschoolthanothernationalitiesdo.(Historically,therehasnotbeenmuchcorrelationbetweenAmericanschoolsuccessandsuccessinlaterlife.)“Hesjustnotascholar”,theAmericanparents

37、mightsay,contentthattheirsonisontheswimteamanddoesnttakedrugs.(Someoftheyoungdochoosetostudyhard,forreasonoftheirown,suchasdeterminingthattheroadtorichesliesthroughHarvardBusinessSchool.)WhatAmericanschoolsdoeffectivelyteachisthecompetitivemethod.Ininnumerablewayschildrenarepittedagainsteachotherwhe

38、therinclassroomdiscussion,spellingbees,readinggroups,ortests.EveryclassroomisexpectedtoproduceascatteringofAsandFs(teachersoftengradeA=excellent;B=good;C=average;D=poor;andF=failed).AteacherwhogivesallAslookstoosoftsostudentsareawarethattheyarecompetingforthelimitednumberoftopmarks.1.7 Foreignstuden

39、tssometimesdontunderstandthatcopyingfromotherpeoplespapersorfrombooksisconsideredwrongandtakenseriously.Here,itisimportanttoshowthatyouhavedoneyourownworkandaredisplayingyourownknowledge.Itismoreimportantthanhelpingyourfriendstopass,whomwethinkdonotdeservetopassunlesstheycanprovidetheirownanswers.Gr

40、oupeffortgoesagainstthecompetitivegrain,andAmericanstudentsdonotstudytogetherasmanyAsiansdo.ManyAsiansinthiscountryconsidertheirgroupstudyhabitsalargecontributortotheirschoolsuccess.AdultEducationAftercomplainingaboutmanyaspectsofAmericanlife,a40-year-oldwomanfromHongKongconcluded,“Butwhereelsecould

41、someonemyagegobacktoschoolandgetadegreeinsocialwork?Hereyoucanchangeyourwholelife,startanewbusiness,dowhatyoureallywanttodo.”1.8 Soatleasttothisperson,schoolrequirementswerentinhibiting.Andtomillionsofothers,adulteducationisthepathtoanewcareer,orifnottoanewcareer,toanewoutlook.Schoolsgenerallyencour

42、agetheolderpersonwhowantstostartanew,andbesidesregularclasses,scheduleeveningclassesinspecialprograms.Todaytherearesomanypeopleofretirementageincollegethatitisnolongerremarkable.MoralRelativisminAmericanImprovingAmericaneducationrequiresnotdoingnewthingsbutdoing(andremembering)somegoodoldthings.Atth

43、etimeofournationsfounding,ThomasJeffersonlistedtherequirementsforasoundeducationintheReportoftheCommissionersfortheUniversityofVirginia.InthislandmarkstatementonAmericaneducation,Jeffersonwroteoftheimportanceofeducationandwriting,andofreadinghistory,andgeography.Buthealsoemphasizedtheneed“toinstruct

44、themassofourcitizensinthese,theirrights,interests,andduties,asmenandcitizens.”Jeffersonbelievededucationshouldaimattheimprovementofbothones“morals”and“faculties”.ThathasbeenthedominantviewoftheaimsofAmericaneducationforovertwocenturies.Butanumberofchanges,mostofthemunsound,havedivertedschoolsfromthe

45、segreatpursuits.Andthestoryofthelossoftheschoolsoriginalmoralmissionexplainsagreatdeal.Startingintheearlyseventies,“valuesclarification”programsstartedturningupinschoolsalloverAmerica.Accordingtothisphilosophy,theschoolswerenottotakepartintheirtime-honoredtaskoftransmittingsoundmoralvalues;rather,th

46、eyweretoallowthechildto“clarify”hisownvalues(whichadults,includingparents,hadno“rights”tocriticize).The“valuesclarification”movementdidntclarifyvalues;itclarifiedwantsanddesires.Thisformofmoralrelativismsaid,ineffect,thatnosetofvalueswasrightorwrong;everybodyhadanequalrighttohisownvalues;andallvalue

47、sweresubjective,relative,andpersonal.Thisdestructiveviewtookholdwithavengeance.In1985TheYorkTimespublishedanarticlequotingNewYorkareaeducators,inslavishdevotiontothisnewview,proclaiming,“Theydeliberatelyavoidtryingtotellstudentswhatisethicallyrightandwrong.”Thearticletoldofonecounselingsessioninvolv

48、ingfifteenhighschooljuniorsandseniors.Inthecourseofthatsessionastudentconcludedthatafellowstudenthadbeenfoolishtoreturnonethousanddollarsshefoundinapurseatschool.Accordingtothearticle,whentheyoungstersaskedthecounselorsopinion,“Hetoldthemhebelievedthegirlhaddonetherightthing,butthat,ofcourse,hewouldnottrytoforcehisvaluesonthem.IfIcomefromtheposi