Educators should teach facts only after their students have studied the ideas, trends and concepts that help explain those facts.
Students are frequently imparted by educators with mathematic equations and physical formula every day in class. Undoubtedly, educators, when lecturing, would rather impart students with vivid stories or experiment in order to allow them have more comprehensive understanding of the theories behind facts. However, when the facts are related to arts or music, only those students who have the knowledge of aesthetic and awareness to appreciate arts can fully understand the beauty of work of art.
When it comes to subjects like chemistry and physics, it is better for teachers to represent students with facts first, which could help students to absorb ideas or concepts more easily. After all, Physical equations and chemical symbols maybe too arcane for them to comprehend at the first glance. By matching the abstract term with real world phenomenon, deeper understanding could be promoted among students towards these theories. for example, when physics teacher instructs students the concepts of free fall, it is wiser for his to inform students a story of Galileo’s leaning Tower of Pisa experiment. On one hand, story may inspire students' curiosity and create an active class atmosphere. In addition, By telling this story, students fully aware of the idea that bodies at same material falling through same medium would fall at the same speed. To be specific, the concept maybe somehow unfathomable, but once it is connected to a certain phenomenon it becomes more easily comprehensible. Therefore, this pedagogical way cannot only make students more attracted to class, but also lock knowledge in their mind.
Nevertheless, when teachers are teaching subjects like arts and music, the first thing they should do is cultivating students’ ability to appreciate arts,in other words, informing students with ideas and concepts of arts. Common knowledge is that if a student does not have ability to analyze a work of art from aesthetic perspective, he cannot emulate famous artists’ art work, let alone create his own piece of art. For instance, Perspective in the graphic arts is an approximate representation, generally on a flat surface, of an image as it is seen by the eye. Many great paintings had used these methods, like Leonardo da Vinci’s Last Super and Mona Lisa. By conducting this method, the painter creates a wonderful level of complexity to his work and give very accurate proportions with minimum effort in perspective geometry. Consequently, students must learn ideas and concepts which underlie art works in the beginning before they having the ability to acknowledge the great work of art.
To sum up, students are expected to grasp knowledge taught by teachers, meanwhile, teachers should apply different pedagogical methods to instruct students for the sake of efficiency. Subjects concerning mathematics, chemistry and physics should be taught with facts, which makes students effortlessly understand and memorize theories. However, when lecturing art, teachers should impart students with ideas, trends and concepts to cultivate their ability of art appreciation
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-08-13 | chensixian12 | 66 | view |
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Grammar and spelling errors:
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Suggestion:
... who have the knowledge of aesthetic and awareness to appreciate arts can fully u...
^^
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Suggestion:
... understand the beauty of work of art. When it comes to subjects like chemistry...
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...l world phenomenon, deeper understanding could be promoted among students towards...
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Suggestion: For
... among students towards these theories. for example, when physics teacher instructs...
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Suggestion:
...g Tower of Pisa experiment. On one hand, story may inspire students curiosity and...
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... but also lock knowledge in their mind. Nevertheless, when teachers are teaching...
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Suggestion: , in
...tudents' ability to appreciate arts,in other words, informing students with i...
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...ents' ability to appreciate arts,in other words, informing students with ide...
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...nd Mona Lisa. By conducting this method, the painter creates a wonderful level of...
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Transition Words or Phrases used:
also, but, consequently, first, however, if, may, nevertheless, so, therefore, while, after all, for example, for instance, in addition, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 13.0 12.4196629213 105% => OK
Conjunction : 18.0 14.8657303371 121% => OK
Relative clauses : 12.0 11.3162921348 106% => OK
Pronoun: 24.0 33.0505617978 73% => OK
Preposition: 73.0 58.6224719101 125% => OK
Nominalization: 6.0 12.9106741573 46% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2640.0 2235.4752809 118% => OK
No of words: 483.0 442.535393258 109% => OK
Chars per words: 5.46583850932 5.05705443957 108% => OK
Fourth root words length: 4.68799114503 4.55969084622 103% => OK
Word Length SD: 2.92445391075 2.79657885939 105% => OK
Unique words: 271.0 215.323595506 126% => OK
Unique words percentage: 0.561076604555 0.4932671777 114% => OK
syllable_count: 805.5 704.065955056 114% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 7.0 3.10617977528 225% => Less adverbial clause wanted.
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 11.0 4.38483146067 251% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 24.0 23.0359550562 104% => OK
Sentence length SD: 35.8093563193 60.3974514979 59% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 132.0 118.986275619 111% => OK
Words per sentence: 24.15 23.4991977007 103% => OK
Discourse Markers: 7.3 5.21951772744 140% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 9.0 7.80617977528 115% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.238193360941 0.243740707755 98% => OK
Sentence topic coherence: 0.0702184573089 0.0831039109588 84% => OK
Sentence topic coherence SD: 0.0522250917606 0.0758088955206 69% => OK
Paragraph topic coherence: 0.151447872238 0.150359130593 101% => OK
Paragraph topic coherence SD: 0.0415091889029 0.0667264976115 62% => OK
Essay readability:
automated_readability_index: 16.4 14.1392134831 116% => OK
flesch_reading_ease: 38.66 48.8420337079 79% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 13.8 12.1743820225 113% => OK
coleman_liau_index: 14.74 12.1639044944 121% => OK
dale_chall_readability_score: 9.37 8.38706741573 112% => OK
difficult_words: 139.0 100.480337079 138% => OK
linsear_write_formula: 14.5 11.8971910112 122% => OK
gunning_fog: 11.6 11.2143820225 103% => OK
text_standard: 15.0 11.7820224719 127% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.