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2019年6月大學(xué)英語(yǔ)六級(jí)作文范文3:學(xué)習(xí)動(dòng)力與方法

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  Part I Writing

  Directions: For this part, you are allowed 30 minutes to write an essay on the importance of motivation and methods in learning. You can cite examples to illustrate your views. You should write at least 150 words but no more than 200 words.

  參考范文:

  For this part, you are allowed 30 minutes to write an essay on the importance of motivation and methods in learning. You can cite examples to illustrate your views. You should write at least 150 words but no more than 200 words.

  Motivation and methods in learning

  The great difference in learning outcomes, especially among those who are almost equally hardworking, has triggered a controversial issue as to the importance of motivation and methods for learning. Views on the topic vary greatly among people from different walks of life. Some believe that motivation and methods are the main factors accounting for the learning effect, but others consider them less important than hardworking.

  I personally agree with the former for the reasons presented below. Before learning, it is motivation that gets a person started. Without motivation -- that is, without interest or an exam that drives you to learn -- you won't even start the learning process, and naturally there won't be any outcome. During learning, it is again the motivation that encourages the learner not to give up half way. And this is when great methods come along. With proper methods, learning becomes easier and hence less frustrating because a learner can usually achieve more with less learning materials or practice. Consequently, it boosts motivation as well. However, hardworking with improper methods results in failure to produce positive outcome, and aggravates the feeling of frustration.

  From my perspective, it is crucial that we understand and accept the fact that motivation and methods are more critical to learning than hardworking. Only in this way can we make full use of our efforts and have better learning outcomes.


 

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