托福独立写作教育类2025写作技巧卷

托福独立写作教育类2025写作技巧卷考试时间：______分钟总分：______分姓名：______写作部分directions:Inthissection,youwillbeaskedtowriteanessayinwhichyouwillstate,maintain,andsupportyourpositiononthefollowingissue.Youshouldselectonepositionanddevelopitwithappropriatereasoningandexamplesorillustrations.Readthefollowingpassageandsummarizeit.Theincreasingintegrationoftechnologyintoclassroomshassignificantlytransformedthelandscapeofhighereducation.Proponentsarguethatdigitaltoolsandonlineplatformsofferunparalleledaccesstoawealthofresources,facilitatecollaborativelearningamongstudentsglobally,andprovideflexibilityinlearningschedules,ultimatelyenhancingtheeducationalexperience.However,criticscontendthatthisdigitalshiftoftenleadstosuperficiallearning,decreasedface-to-faceinteraction,andincreasedscreentime,potentiallydiminishingthequalityofcriticalthinkingandinterpersonalskillstraditionallyfosteredinuniversitysettings.Theyworrythattheoverrelianceontechnologymayunderminethepersonalconnectionbetweenstudentsandfaculty,whichisvitalforholisticdevelopment.Now,writeanessayinwhichyou*stateyourpositionontheissue*providereasoningandexamplestosupportyourpositionBesuretodevelopyourideasclearlyandlogically,usingrelevantexamplesandillustrationsasneeded.Supportyourideaswithappropriateevidencefromyourreadingand/orexperience.Writeincompletesentences,usingformalacademiclanguage.试卷答案第一题（摘要写作-虽然题目要求是写论说文，但摘要是后续写作的基础）摘要：高等教育日益融入技术，支持者认为数字工具和在线平台提供了丰富的资源、促进了全球学生协作并提供了学习灵活性，从而增强了教育体验。批评者则认为，这种数字化转型可能导致学习流于表面、减少面对面交流并增加屏幕时间，可能削弱大学环境中批判性思维和人际交往能力等传统技能的培养，并损害学生与教师之间至关重要的个人联系，从而影响学生的全面发展。解析思路：1.识别核心观点：文中存在鲜明的两大对立观点。一方是技术的积极影响（资源、协作、灵活性、提升体验），另一方是技术的负面影响（学习表面化、互动减少、屏幕时间、削弱批判性思维、人际交往、个人联系、影响全面发展）。2.概括关键要素：需要概括支持者和批评者的主要论点。支持者强调资源、协作和灵活性带来的好处。批评者强调对深度学习、人际互动、关键技能（批判性思维）和个人联系的潜在损害。3.语言简洁准确：使用简洁、客观的语言，准确转述原文信息。避免加入个人评价或无关细节。4.结构清晰：先概括支持者的观点，再概括批评者的观点，或合并同类项（如资源、互动、技能等），确保摘要内容全面且结构清晰。5.覆盖范围：确保摘要涵盖了原文的主要论点，特别是题目后续要求写作中需要涉及的方面。第二题（论说文写作-基于摘要和题目要求）范例作文：Theintegrationoftechnologyintohighereducationisadouble-edgedsword,presentingbothsignificantopportunitiesandpotentialpitfalls.Whileproponentshighlightenhancedaccesstoresources,globalcollaboration,andlearningflexibility,criticsvalidlypointouttherisksofsuperficiallearning,reducedhumaninteraction,andpotentialdegradationofcriticalthinkingskills.Inmyview,whiletechnologyoffersvaluabletools,itseffectiveintegrationhingesonabalancedapproachthatpreservestheessentialhumanelementsofuniversityeducation,ensuringtechnologyservestoaugment,ratherthanreplace,corepedagogicalgoals.Ontheonehand,theadvantagesbroughtbyeducationaltechnologyareundeniable.Digitalplatformsprovidestudentswithunprecedentedaccesstoavastarrayofacademicresources,breakingdowngeographicalbarriersandenablingself-pacedlearning.Toolslikeonlineforumsandcollaborativesoftwarefosterglobalconnectivity,allowingstudentstoexchangeideasandworkonprojectswithpeersworldwide,potentiallybroadeningtheirperspectives.Furthermore,technologycanofferflexibility,accommodatingdiverselearningstylesandschedules,whichisparticularlybeneficialfornon-traditionalstudentsorthosebalancingstudieswithothercommitments.Theseaspectscanindeedenrichtheeducationalexperiencebymakinglearningmoreaccessible,interactive,andtailored.Ontheotherhand,anexcessiverelianceontechnologywithoutpropersafeguardsposesseriousriskstothequalityofhighereducation.Criticsarerighttowarnthatconstantinteractionwithscreensmayleadtofragmentedattentionandsuperficialengagementwiththematerial,hinderingdeepunderstandingandcriticalanalysis.Thedeclineinface-to-faceinteractionnotonlyreducesopportunitiesfordevelopingcrucialinterpersonalandcommunicationskillsbutalsodiminishesthesenseofcommunitythatisoftenformativeintheuniversityexperience.Moreover,passiveconsumptionofdigitalcontentcanweakenstudents'abilitytothinkcriticallyandindependently,skillstraditionallynurturedthroughdirectinstruction,rigorousdebate,andpersonalguidancefromfaculty.Therefore,thekeytoleveragingtechnologyeffectivelyinhighereducationliesinachievingaharmoniousbalance.Technologyshouldbeviewedasapowerfultooltoenhance,notsupplant,traditionalteachingmethodsandpersonalinteractions.Institutionsmustdesigntechnologyintegrationthoughtfully,ensuringitsupportsdeeplearningobjectivesandprovidesopportunitiesformeaningfulstudent-facultyandstudent-studentengagement.Forinstance,onlineresourcesshouldcomplement,ratherthanreplace,in-persondiscussionsandhands-onactivities.Educatorsneedtobetrainednotjustinusingtechnology,butinguidingstudentstouseiteffectivelyandcritically,fosteringdigitalliteracyalongsideacademicexpertise.Iftechnologyisintegratedwisely,augmentinghumanconnectionandpedagogicaldepth,itcantrulytransformhighereducationforthebetter.Otherwise,theriskofcreatingisolated,superficiallearningenvironmentsloomslarge.解析思路：1.立场选择与陈述：首先明确立场：技术本身是工具，关键在于如何整合，应服务于增强而非取代核心教育目标，强调平衡和保留人文元素。立场清晰且具有辩证性。2.结构组织：文章采用典型的“让步-发展-重申”结构。*引言：引出话题，点明技术利弊并存，提出个人立场（平衡、技术辅助、保留人文）。*主体段一（同意）：分点阐述技术的优势（资源获取、全球协作、学习灵活性），并使用具体例子或解释（如在线论坛、软件）来支撑，语言积极。*主体段二（不同意/补充）：转折，指出过度依赖的风险（表面学习、减少互动、削弱批判性思维、人际交往），并解释原因（屏幕时间、被动消费），语言客观，回应摘要中批评者的观点。*结论：总结观点，再次强调平衡的重要性，提出具体建议（精心设计整合、技术辅助传统方法、教师培训、培养数字素养），升华主题，重申立场。3.论证与支持：*利用材料信息：回应摘要中的关键信息，如“资源”、“协作”、“灵活性”、“表面学习”、“互动”、“批判性思维”、“人际交往”、“个人联系”等，并将这些概念融入自己的论证中。*补充论据：提出了具体的技术应用场景（在线论坛、软件、在线资源）和潜在风险（碎片化注意力、削弱独立思考）。提出了具体的整合建议（补充而非取代、设计思维、教师培训、数字素养），使论证更具实践指导意义。*逻辑性：论证过程符合逻辑，从利到弊，再到解决方案，层层递进。4.连接与过渡：使用了多种连接词和过渡句（"Whileproponentshighlight..."/"However,c