Issue-40
题目：
When planning courses, educators should take into account the interests and suggestions of their students because students are more motivated to learn when they are interested in what they are studying.
范文(同样用于90)：
These days individuality plays a more vital role than it once had. People appreciate and celebrate unique characteristics and skills. The emphasis that we’re not placing on individuality has some people considering new ways to educate students. The argument above asserts that educators should take suggestions from students when planning course content because students know best what they are interested in and learn better when they are interested in a subject. While I agree with the speaker this kind of education presents some potential problems.
Every individual is competing with peers all around the world. If one receives a general education by means of a course prepared solely on one’s interest, one may never reach a truly competitive level in the field. And so, with respect to school education, a standardized set of criterion must be met before a teacher considers a student’s individual suggestions. That being said, if it is possible for a teacher to teach to a students interest and meet the criterion required to produce a top level graduate, the argument that educators should take student suggestions into account could be a valid one.
Nevertheless, the concept of individualized education has potential problems. Firstly, it may be an impossible task for teachers to prepare a curriculum suitable for every student in class. Even if they could, teachers could not possibly be expected to meet the demand in cases where students number more than 10 or 12. These days, teachers are expected to teacher up to 200 students at one time. It's hard to imagine that, for so many students, a teacher would have enough time in the day to perform such a task. And, for arguments sake, if there were enough time complete such a task, it would be unlikely that the teacher would perform such a task for so little pay.
Secondly, too much emphasis on individualized education may breed an exaggerated sense of self-importance in students causing them to disregard the importance of the basics. Take high school education as an example. In China, we encourage students to learn a wide range of basic disciplines, such as mathematics, literature, physics, chemistry, philosophy, to ensure that they absorb adequate knowledge from all different subjects. That provides them the best chances at developing a general background required to sense or explore their own potential and later develop their own interests. If a student interested in literature is encouraged to plunge into literature and overlook other subjects from high school.
Finally, specialized education sets up many obstacles in evaluating student learning outcomes. Not only would it be difficult to design, it would be hard to assess. No unified criteria could be created to assess student learning. In such a case, the question of examination becomes problematic. It is conceivable that the educational system could be separated into a number of tracks, each represented a similar group of interests, but again, the question of resources gets raised.
In order to meet the needs of special interests I recommend that parents and private tutors accept that responsibility. It is more efficient because, generally, parents know best about their children's needs and they have every motivation to explore their children's potentials. It is far too burdensome and difficult for our public education institutions to take those responsibilities.
In conclusion, while I agree with the speakers point, that education can better occur in situations where there is high interest, gauging the interest of every student simply may not be possible given the practical set of constraints faced when addressing the problem.
