托福?？继最}都刷完了，分?jǐn)?shù)還是很低怎么辦?今天小編給大家?guī)砹送懈Ｄ？继最}都刷完了分?jǐn)?shù)還是很低怎么辦，希望能夠幫助到大家，下面小編就和大家分享，來欣賞一下吧。

托福模考套題都刷完了，分?jǐn)?shù)還是很低怎么辦?

傳統(tǒng)刷題法和托福一點(diǎn)都不搭

備考托福要從OG和單詞開始，做?？碱}更多的是讓你熟悉托福考試的題型和難度，而不是提升自己水平的有效方法。對(duì)于絕大多數(shù)中國同學(xué)來說，“刷題”是一件再平常不過的事兒了。似乎從小學(xué)開始，我們的學(xué)習(xí)生活就和“題?！币约啊白鲱}”深深地連在了一起。小編至今依然記得，中考/高考前老師發(fā)過的幾乎可以堆積成山的各類試題和試卷，各種真題、模擬題、競賽題……回憶起學(xué)生歲月，似乎最多的就是不斷做題，不斷聽老師講題。直到工作后進(jìn)入出國留學(xué)教育行業(yè)，小編才發(fā)現(xiàn)，中國學(xué)生在準(zhǔn)備托福這種語言類出國考試的時(shí)候，依然試圖通過“刷題”這種方式來獲得高分。而小編被考生問的最多的問題之一，也正是：“托福?？碱}真題都刷完了，可我的分?jǐn)?shù)還是很捉急，怎么破?”

面對(duì)這樣的問題，最常見的回復(fù)通常是：“你可以把做過的錯(cuò)題總結(jié)一下，或者背下來，避免重復(fù)犯錯(cuò)。”灌雞湯的回復(fù)則是：“這很正常，人生就是這樣，要不斷犯錯(cuò)，才能知道怎么前進(jìn)?！边€有不靠譜的回復(fù)是：“回去把這些題目拿出來重新做N遍?！睙o論是哪種回復(fù)，其實(shí)對(duì)于考生解決問題都沒有太大的實(shí)際幫助，而很多同學(xué)在得到這種回復(fù)后，也依然很難找到進(jìn)一步提升的方法。為什么刷題沒有讓準(zhǔn)備托福以及其它出國留學(xué)考試的童鞋獲得理想的高分?為什么我們堅(jiān)持了十幾年以至于現(xiàn)在依然在堅(jiān)持的“題海戰(zhàn)術(shù)”在托福學(xué)習(xí)過程中失效了呢?

做題是檢測手段不是訓(xùn)練手段

要討論這個(gè)問題，小編認(rèn)為大家需要明白這兩條根本我們需要承認(rèn)兩條基本假設(shè)：

1、模考題里的題目，原本是用于對(duì)考生進(jìn)行測試評(píng)估，而不是進(jìn)行訓(xùn)練的;

2、任何題目都是在檢測考生的某一項(xiàng)或某幾項(xiàng)能力。

如果你認(rèn)為這兩條基本假設(shè)不對(duì)，那么后面的文字就可以不用繼續(xù)看了，因?yàn)樗杏懻摱紩?huì)建立在這兩個(gè)前提基礎(chǔ)之上。

按照這兩條假設(shè)，我們可以試想一下，如果一個(gè)同學(xué)，做了一道托?？荚囍械恼骖}，無非會(huì)產(chǎn)生兩個(gè)結(jié)果：做對(duì)和做錯(cuò)(蒙對(duì)的也算做錯(cuò))。如果他做對(duì)了，意味著在這道題希望檢測的能力上，他沒有表現(xiàn)出任何缺陷。那么，做這道題本身不會(huì)改變?nèi)魏嗡哪芰?。一個(gè)簡單的例子是：1+1=?這個(gè)題目對(duì)于大多數(shù)人來說，不論做多少遍，都不會(huì)改變自身能力。換句話說，做對(duì)的題對(duì)學(xué)生而言，是白!做!了!相反，如果這個(gè)題目他做錯(cuò)了，則意味著他在這個(gè)題目所要檢測的能力點(diǎn)上出現(xiàn)了缺陷，在這種情況下，繼續(xù)做題所產(chǎn)生的結(jié)果，無非是不斷重現(xiàn)這種缺陷，也不會(huì)對(duì)他的能力產(chǎn)生本質(zhì)的改變。

這個(gè)道理其實(shí)很像我們?nèi)プ鲶w檢。在體檢中，表現(xiàn)正常的檢查其實(shí)只是給了我們一點(diǎn)信心和安慰，因?yàn)樗嬖V我們——身體的某個(gè)器官或者機(jī)能沒有問題。換句話說，正常的檢查等于是“白做了”。相反，檢查出問題的地方，我們要做的是去醫(yī)院做針對(duì)性的治療，而不是希望通過不斷體檢來讓這個(gè)問題消失。

那么，結(jié)論來了：做題只是一種檢測手段，而不是訓(xùn)練手段!這和我們的假設(shè)1是吻合的，因?yàn)檫@符合題目產(chǎn)生的“初心”。

避免刷題無用功，學(xué)會(huì)有效分析找缺陷

可是，問題也來了：為什么過去我們做數(shù)理化的題目，好像就獲得了進(jìn)步呢?為什么有些人就是做了真題，也在托?？荚嚝@得了高分呢?

第一個(gè)問題其實(shí)很好解釋。對(duì)于數(shù)理化這種理科類的專業(yè)，學(xué)科知識(shí)點(diǎn)和題目是高度融合的，換句話說，叫做測試題庫和訓(xùn)練題庫高度重合一致，對(duì)于這種學(xué)科，做題本身就是在針對(duì)性地訓(xùn)練能力。比如，一道檢測勾股定理的數(shù)學(xué)題，通過做題本身，考生就可以掌握勾股定理，而不需要再做其他工作。但是，英語這種學(xué)科，測試題庫和訓(xùn)練題庫是高度背離不一致的，它的題目幾乎不能起到訓(xùn)練作用。比如，考生做錯(cuò)了一道托福閱讀題，背后的原因可能是單詞不認(rèn)識(shí)，也可能是句子沒看懂，更可能是邏輯關(guān)系理解錯(cuò)了。對(duì)于不同的能力缺陷，我們應(yīng)該用不同的方式來解決，而不是繼續(xù)通過做題來試圖獲得提升。

至于第二個(gè)問題，實(shí)際上是一個(gè)邏輯上錯(cuò)誤歸因的范例。在托福考試獲得高分是一個(gè)結(jié)果，導(dǎo)致這個(gè)結(jié)果的原因會(huì)很多，做題只是一種表現(xiàn)，我們在不能排除他因的時(shí)候，不能認(rèn)為做真題是導(dǎo)致高分的直接原因。那么，難道做題或者“刷題”就一點(diǎn)用都沒有么?很多人總是希望用非黑即白的思維方式來考慮問題。而小編前面也說過，做題的一個(gè)價(jià)值就是檢測考生的能力缺陷。所以，適當(dāng)做題、定期做題是必要的，因?yàn)槲覀儽仨毑粩嗟刂雷约旱膯栴}在哪兒。此外，做題還是很好的心理安慰劑，可以讓我們覺得“其實(shí)自己蠻拼的”。當(dāng)然，對(duì)于個(gè)別能力缺陷，比如單詞不認(rèn)識(shí)，通過做題也可以解決一些，只不過，效率超級(jí)低罷了。對(duì)于我們來說，做題其實(shí)只是獲得進(jìn)步過程中的一個(gè)點(diǎn)，而不應(yīng)該是一個(gè)每天持續(xù)的線。在做題之后，學(xué)會(huì)有效的分析、找到能力缺陷，并且針對(duì)能力缺陷配置對(duì)應(yīng)的“訓(xùn)練題庫”，才會(huì)真正達(dá)到有效提高的目的。

人最痛苦的事情是“錢花光了，人還沒死”，而對(duì)于學(xué)生而言，最最痛苦的事情，是“題做沒了，分還沒上去?！八裕瑸榱吮苊鈧淇甲鰺o用功，學(xué)會(huì)正確合理的使用模考題才是你首先要做好的事。

托福寫作模板:成功與品質(zhì)

托福寫作模板及范文參考：

Do you agree or disagree with the following statement? One of the characteristics of successful leaders is their sense of responsibility in accepting their mistakes.

托福寫作范文參考：

Undoubtedly, successful leaders may have various kinds of characteristics, such as honesty and loyalty. However, some people wonder if the sense of responsibility in accepting their mistakes is the characteristic they possess. I believe that successful leaders’ capability is great enough that they can handle the consequences of their mistakes, especially when considering the power they hold and the knowledge they possess.

Firstly, these leaders have great influence on society. This influence can help them resolve the very problem they cause. For example, the leaders in the government passed a policy of printing more currency for our country three years ago. After this policy was enforced, it had a significant impact on our society. Frankly, our society has experienced great inflation and the value of our money has depreciated greatly. One noticeable consequence is that the price of various products has increased largely. When the leaders in the government learned the destructive results of their policy, they took action to resolve the issue. Now the negative impact of this policy is all but extinct. Using this example we can see that leaders have the power to solve their own mistakes.

Further, these leaders have the wisdom to solve the errors they commit. Generally, such leaders all have a strong background in academics. Consequently, they are very likely to provide efficient solutions for their mistakes. For example, Andrew, the CEO of Siemens Cooperation, graduated with a Computer science degree from MIT. He designed a new office system for auto-management. In this system, some bugs were not discovered before implementation. Three months ago, he discovered the bugs. Now, he has proposed an efficient solution to eliminate the damage, which may have been inflicted by the bugs. With education in computer science, he was able to resolve the problems completely. Thus, it can be inferred that leaders in business can often find a solution for their problems. Further, it reveals that they can be responsible for their mistakes.

Admittedly, the mistakes caused by these leaders initially seem irrevocable. Sometimes, these mistakes might have already imposed tremendous influence on the public. However, leaders can still try their best to protect people from further harms. Only through admitting and correcting their mistakes timely can they maintain their success and win their reputation back.

In a nutshell, due to their abilities as leaders and their superior education, I believe that these successful leaders can be responsible for the mistakes they commit.

托福寫作模板:學(xué)生參與決策

托福寫作模板及范文參考：

At some universities, students take part in making decisions about the issues that affect daily life of everyone on campus, such as how many hours that the libraries should be open each day or what kinds of food should be served in the cafeteria. But at some universities, experts are hired to make this decisions, students almost never involved. Which approach do you prefer and why.

托福寫作范文參考：

We can never over emphasize the importance of campus life during which people mature intellectually and psychologically. It is a university’s unshakable responsibility to provide qualified education and various facilities. For a university to function well, there must be effective and reasonable rules regulating behaviors of both students and staffs. In my mind, it is students, but not experts, who should be responsible for the making of rules.

Admittedly, inviting professional and experienced experts to make rules is an easy solution for universities to effectively manage students and staffs. Given years of work experience, experts not only understand students’ needs and preferences, but also know well how to help students regulate behaviors, such as cultivating good habits, managing time and having healthy diets. For example, to encourage students to have enough time to sleep, experts usually require libraries to close at 10 o’clock; also, to help students keep healthy, they demand dining halls to provide nutritious food, such as organic vegetables and fruits.

However, it is actually difficult for experts to truly think from students’ perspective, so some of their rules may be not appropriate. On the contrary, students, though inexperienced, deserve the right to make rules for themselves and the opportunity to improve their abilities to manage. To begin with, it is students who study and live on campus that can enact rules flexible and reasonable enough to help students improve efficiency in both study and social activities. However, experts, as observers of students, may be unavoidably theoretical. For instance, during exam weeks, it is inconvenient to close libraries at 10 o’clock, as many students need more time and a quiet place to finish their assignments and prepare for exams, which is usually ignored by experts.

Secondly, it is also universities’ duty to help students learn self-management and leadership by giving them the right to enact rules for all students on campus. Undoubtedly, student government ought to take the responsibility to collect students’ opinions from polls, negotiate with students having different requirements, and finally introduce rules that can be respected and observed by all. Since these are rules made by students themselves, there is no reason to complain and violate. Moreover, this is a rare opportunity for members of student government to enhance leadership and management capability. Though the process will be surely time consuming and even arouse various problems, it is worthy given the huge benefits to students.

To sum up, endowing students the right to make rules for themselves is a better option for universities to accommodate students’ needs and help them grow up.

托福寫作模板:現(xiàn)在更容易獲得教育

托福寫作模板及范文參考：

Do you agree or disagree with the following statement? It is easier for more people now than in the past to get an education.

托福寫作范文參考：

The twentieth and twenty-first centuries have seen the development and advancement of many fields and areas of society. Education is an area that has developed tremendously in the past hundred years. The rise of the middle class, the standardization of education, and the opening of many more schools has made it possible for more people now than in the past to get an education.

In China specifically, education reform began with the opening up and reform period of the 1980’s. During this time China also opened up its economy and changed from a state run economy to a market economy. A market economy in China has made it possible for the development of the middle class. Historically throughout the world, education belonged to the social elites. People from the lower class, which always outnumbered the upper class, did not have the money or resources to become educated. The middle class is a group of people who are not necessarily the elites of society, but have the money to pay for education. Since the 1980’s, the middle class has been rapidly growing, increasing ten-fold the number of children who have the opportunity to get an education.

With the rise of the middle class, also comes an increase in pressure on the government. Since more people can afford education, more pressure is put on the government to provide teachers and schools for the children of the middle class. The government is then spurred into action to increase funding and resources for education nationwide. This has then prompted the opening of schools in many areas beyond the major cities and the training of many new teachers. More teachers and more schools mean that more people will be educated.

The government’s attention on education has helped with the standardization of education in China. This standardization has created nationwide tests that have made it so that every student, no matter his or her background or hometown, has the opportunity to attend high school and apply for college. Not only do more students have the opportunity to attend school, but they also have the opportunity to continue their education further than previous generations.

The rise of the middle class, the increased involvement of the government, and the standardization of education has made it so that more people, now than ever, have the opportunity to become educated.