求拍啊！ISSUE24

littlekii

24. The best way to teach is to praise positive actions and ignore negative ones.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
分析：
家长&小孩：1）在基本道德问题，不应该忽略不好的，相反，在这方面我们更加关注那些NEGATIVE，而不是P。一个人的道德要从小培养，一旦养成了某种道德习惯，在以后很难改正。比如:偷窃。2）其他问题，尤其是对于刚开始学习的人，我们应该多加鼓励。因为刚接触学习，难免会有很多困难。经过鼓励，才能取得更好的成绩。
老师&学生：1）低年级学生：鼓励。（原本就有许多不足，如果过多强调他们的不足，会导致他们无心学习。）2）高年级：既要鼓励也不能忽略不足。鼓励的原因：同上。强调不足：高年级已经具备了学习能力，此时的N就意味着这是长期养成的坏习惯，而不是想低年级他们还分不清好坏习惯。并且，
雇主&雇员：要强调N。1）对于成年人，N往往就是他们的弱项，如果忽略，他们一般不会自己发现，业绩下滑+损坏公私。2）如只是发现P，不发现N，人们会自满，不追求进步=---》竞争力弱。公司不行。3）应该公平，P和N都要强调出来，良好的工作环境，增加生产力。
Is it a best way to praise positive actions and ignore negative ones during teaching?The author seems to agree with this claim.However,as far as I am concerned,whether this assertion is correct depends on different relationship and different ages to a great extent.To illuminate this assertion,I will talk about three correlations,that is parent and children,teacher and student,employer and employee.

Firstly,this is a common problem during fostering a child.Almost every parent will confront with such problem----to encourage or to blame.This problem may seem to be difficult to deal with at the first glance,however,after a thorough reflection,we will solve this trouble by considering what kind of negative actions the child has.If it is a ethic one,then we are certain to focus on negative actions more often,for ethic habits are always formed at an early age and hardly eliminated when children getting older.For supporting examples,one need look no further than steal.Once a person gets trapped with this bad habit,it is fairly difficult for him get rid of it.Even if it is not his original intention to do it,he cannot control himself effectively and can't help filch.Therefore,when parents meet such ethic problems,be stricted with every negative behavior.Nonetheless,things become different for other problems,such as study problems,life problems,commonsense and so forth,for reason that negative behavior on these respects will have respectively little bearing on the later development of a child.I don't mean that study is not important or life is of less significance,what I really want to emphasize is that a child,who has no idea about his surroundings,could study and soon recognize the world step by step,and during this process,encouragement apparently play a more important role than blame.

Secondly,when we have a insight on teacher and student,the category,younger and older comes into our mind.For junior students,we are sure to give them enough inspiration and praise so that they are ambitious to achieve the next goal.Otherwise,it will likely to turn out to be an pessimistic consequence.Thereby,we should encourage more and blame less when teaching senior students.On the contrary,junior students demand more blame objectively.A suitable explanation can be described that they have been somewhat mature and should be responsible for their behavior.Besides,telling them what is not decent will shed light on their later life.From these analysis,it is safe to say teaching junior students requires a ability to balance encourage and blame.


However,there is a distinct,but important relationship,which is almost opposite with  the forgoing provisos,the relationship between employer and employee.In this relationship,encouraging is more advantageous to no matter company or the employee himself than blaming.To explain this problems clearly,we can study the quality of negative actions under this relationship.Fist,people at this point have already been mature enough to judge his advantages and shortcomings,if he accomplished a task with severe flaws,even without recognizing any problems after finishing his duty,the only one explanation is he has formed a false work habit or he has underlying technical trouble.Without citing it,he will never know what he is lack of.Thus,by pointing out one's shortcoming won't impede his development.Adversely,the one who knows his own deflects will have more competence in his further career.Also,fair which could be somehow reflected under this policy is a fundamental element in running a company.

In sum,query whether it is a best way of teaching to praise positive actions or ignore negative ones,we should take every aspect into consideration.As for me,I always believe that it is vital for a children's  growth to encourage them often.But when it comes to ethic problems,we should be stricted with them as possible as we can.However,for adults,the more mature you are,the more likely you are to be pointed out with your shortage.

写ISSUE一直很不在状态。这个写了一个小时，提纲里的写的比较啰嗦。

自我感觉有种 豆腐三碗三碗豆腐的感觉，恩。一直没有拍过，想看看自己真正的缺陷是啥，光自己找缺点可能还是不到位啊

littlekii

我回复晚了先道个歉  谢谢竹林的意见  

我每次写提纲都会刻意的想把细节都加进去  认为这样好写些  但是会很限制思路，很有可能就成了一一对应的关系。

前两天看了一个如果分析ISSUE的文章   我把它说的和我最终理解的给你说下 你看我的观点是否正确

比如一道ISSUE， 我们分三种情况去讨论 STATEMENT： 老师学生，家长孩子，老板员工。那篇文章对于这样的分发提出异议，他说这样的三个独立的部分，虽然都针对一个话题，但是其内在缺少一种逻辑联系，而这个恰恰是 ETS所要求的。

然后我根据它提的建议，以及我自己的理解，认为：首先一个ISSUE中要体现换位思考和分情况讨论的思想（可突出其中一种），其次在分情况时，所例举的情况之间是存在逻辑联系。

ISSUE和ARGU 都是一个找作者不足的地方，只不过ISSUE中，大部分纰漏需为展现，需要我们展开，而ARGU是纰漏在，我们去发现提出。

不知道我对ISSUE的这样理解是否可以？

竹林中人

LZ的提纲列的很细致，但这么列，你没法发挥得很完全吧
我的意见是：
1.承认表扬积极的，忽略不足的有一定的作用
2.但也不能忽视可能的坏处
3.具体到每个人，实施教育或者指导的人，需要受教者很了解，什么样的人在什么样的情况下适合表扬or批评