第一篇：雅思閱讀難點解析之“劍橋真題系列”(一)

最權(quán)威的國際教育服務(wù)平臺

雅思閱讀難點解析之“劍橋真題系列”

（一）《劍橋雅思真題集V》收錄的文章一貫被雅思教學(xué)者作為認(rèn)識雅思考試平均難度的題目，可見其具備充分的典型性，尤其是Test 4.雖然這些文章的時效性并不強，是題庫中的比較老的資料，屬于自06年以來較少重現(xiàn)的內(nèi)容，但對考生來講，作為考前模擬沖刺的訓(xùn)練，卻有很大的幫助。

總體來講，該套題體現(xiàn)的難度不大，對考生不具備太大的挑戰(zhàn)。其中即便是在話題看來略微專業(yè)，可能會具備難度的Passage 2: Flawed Beauty: the problem with toughened glass 的題型中，最具難度系數(shù)的Questions 14-17: List of Statements 中，也并未體現(xiàn)出特別的難度；而三篇文章中都出現(xiàn)的T / F / NG 也沒有在信息定位方面顯得過難。

下面將就Test 4 中常出現(xiàn)的難點做一解析，希望和各位雅思教學(xué)和研究者們探討。

在Passage 1的Questions 4-9中(Y/ N/ NG):

8.Traditional food-gathering in desert societies was distributed evenly over

the year.顯然，判斷的主體是food-gathering, 而考點應(yīng)該是evenly.如果考生按照關(guān)鍵詞food-gathering 去原文中定位，可能會先找到本段第二句位于Line 4 的內(nèi)容：

However, as some inhabitants become involved in tourism, they no longer have time to collect wild food;

看起來定位很快，可是接著讀下去就發(fā)現(xiàn)不能找到和題目對應(yīng)的信息，這意味著無法作答。事實上，該題目的信息在文中分布的位置較好地遵循了順序原則，在Section B 的第二段可以看到首句：

In Arctic and desert societies, year-round survival has traditionally depended on hunting animals and fish and collecting fruit over a relatively short season.我們注意到，food 已經(jīng)被代換得了無痕跡，變換成許多具體代表food 的內(nèi)容：animals, fish & fruit.而位于句末的short season 則巧妙地說明‘獵取食物是集中在相對較短的幾個月里，以此來維持全年的生計’，這和題目中evenly 的表述是背離的，因而答案是 NO.在雅思閱讀文章中，這種巧妙代換并不在少數(shù)。筆者對學(xué)生進行的雅思模擬練習(xí)中，有這樣一篇談?wù)摯呙叩奈恼拢篐ypnosis.在多項選擇題中，其中一個得題干為：

資料來源：教育優(yōu)選 http://www.tmdps.cn/

最權(quán)威的國際教育服務(wù)平臺

Q: After surgery, hypnosis may be used _______________

A.to make drugs unnecessary

B.to keep the patient mobile

C.to make the patient forget to move

D.to minimise patient's discomfort while immobile

大多數(shù)同學(xué)幾乎會很自然地將surgery 定位為關(guān)鍵詞，期待來定位。但是來到原文中出現(xiàn)surgery 的地方：Thus deep hypnosis can be induced to allow anaesthesia for surgery, childbirth or dentistry.發(fā)現(xiàn)和題干中的after surgery 并沒有聯(lián)系；繼續(xù)尋找才發(fā)現(xiàn)真正定位的內(nèi)容是Physicians, 這兩個看上去完全不等同的詞成功地實現(xiàn)了代換，因為文章中講到，‘患者在接受了外科手術(shù)后轉(zhuǎn)入內(nèi)科醫(yī)生的治療’。

在本套題的Passage 2 中，Questions 14-17 是人名配對題目,我們一道來討論下Questions 14 & 15:

14.Brian Waldron

15.Trevor Ford

List of Statements

A.suggests that publicity about nickel sulphide failure has been suppressed

G.claims that nickel sulphide failure is very unusual

按人名搜索，在Paragraph 2出現(xiàn)了Brian Waldron, 在隨后的言論中，But he insists that cases are few and far between.'It's a very rare phenomenon' he says.雖然出現(xiàn)了和unusual 代換的rare, 但是否是nickel sulphide不得而知，這時追根溯源，直至上一段，才看到：...they found that minute crystals of nickel sulphide trapped inside the glass had almost certainly caused the failure.至此方能確定答案為：G.Q15: statement 和原文中的信息代換成為判斷正誤的焦點，再次體現(xiàn)閱讀中Substitution的力量。原文Paragraph 3中出現(xiàn)了人名Trevor Ford:

'What you hear is only the tip of the iceberg,' says Trevor Ford,....He believes the reason is simple: 'No-one wants bad press.' 一語道出沒有人愿意被媒體做負(fù)面報道，其含義可認(rèn)為與A 選項相同，為答案。

資料來源：教育優(yōu)選 http://www.tmdps.cn/

最權(quán)威的國際教育服務(wù)平臺

通過的分析，考生可以清楚地感受到，在應(yīng)對題目時不僅需要考生有扎實的語言功底，還需要有近義詞的儲備，適當(dāng)?shù)穆?lián)想，以及足夠的耐心，‘烤鴨’們應(yīng)該在備考時對這些有充分的認(rèn)識，避免盲目崇拜技巧，錯失方向。

資料來源：教育優(yōu)選 http://www.tmdps.cn/

第二篇：雅思寫作真題解析

文都國際教育官方網(wǎng)站：http://www.tmdps.cn/

雅思寫作真題解析

雅思大作文在分析題目時，不能只看到其表面意思，與此同時解到題目所涉及的是哪一類話題也是特別重要的一環(huán)，題目中是否有一些關(guān)鍵詞需要格外注意以及對于這道題目所能想到的一些觀點論證都要引起注意。本篇雅思培訓(xùn)，文都國際教育老師將和大家一起探討兩道典型的教育類話題。

As part of education, students should spend a period of time studying and living in a different country to learn its language and culture.To what extent do you agree or disagree?

審題：

題目翻譯：作為教育的一部分，學(xué)生應(yīng)該要花一段時間去海外學(xué)習(xí)和生活來學(xué)習(xí)當(dāng)?shù)氐恼Z言和文化。你在多大程度上同意或者不同意?

能力考查：這個教育類話題是同意不同意的考試指令，考查考生對于考官所呈現(xiàn)的社會現(xiàn)象或所表達(dá)的觀點是否能夠清晰地給出自己的想法并加以有效論證。一般來講，碰到這種指令，理論上是可以寫完全支持或者反對的，但是還是建議大家盡量嘗試用折中的寫法，即部分同意部分反對。這種一分為二的思考方式可以在考場上幫助你快速想出觀點并進行有效作答，另外這種答題模式也不太會發(fā)生偏題的情況。

框架構(gòu)造：Partly agree

1.開頭段(用于引出題目背景，并且表明自己的態(tài)度)

2.論證出國學(xué)習(xí)和生活對于學(xué)習(xí)語言和文化的重要性

3.但是，反面論證這種做法對于部分學(xué)生是不現(xiàn)實的 4.結(jié)尾(再次重申自己的觀點，并且可以給出自己的建議)

Sample answer:

Going abroad for further study has become more of a trend as large numbers of students participate in international language tests, such as IELTS or TOEFL.Some academics advocate that an experience of learning in foreign countries is a necessary part of education for language betterment and language acquisition.As for me, however, such practice should be considered with discretion.Admittedly, studying and living in another country can be an effective way to achieve the mentioned purposes.Compared with second-hand experience, living in the native environment can provide students with many opportunities to use the language to communicate with local people.Such language ability can make them be more competitive in the future job market.Meanwhile, living experiences can help students to have a deep insight into local life, including history, culture as well as religious belief.However, it would be unrealistic if all students are encouraged to participate in it.First of all, considering students themselves, those who lack learning and adaptive ability may find it hard to integrate into local life and 文都國際教育官方網(wǎng)站：http://www.tmdps.cn/

文都國際教育官方網(wǎng)站：http://www.tmdps.cn/

sometimes they will feel disappointed or even depressed because of culture shocks and language barriers.Tuition fees and life expenses can beanother problem.Different from rich students, those who come from working-class families or needy families cannot afford such a big cost to study overseas.For example, studying in UK for one year may cost one student nearly 300 thousand, which is far from affordability.To sum up, an experience of studying and living overseas can help students to speak good language and understand the local culture well.However, it is not a practical way for most ordinary families unless they make full preparations.思路分析：

Introduction:

Going abroad for further study has become more of a trend as large numbers of students participate in international language tests, such as IELTS or TOEFL.(用最熟悉的事件引出背景)Some academics advocate that an experience of learning in foreign countries is a necessary part of education for language betterment and language acquisition.(對于題目的改寫)As for me, however, such practice should be considered with discretion.(在段落的最后，用一句話表明出自己的觀點)

Body 1:

主題句：Admittedly, studying and living in another country can be an effective way to achieve the mentioned purposes.(其中mentioned purposes指的是題目中的掌握語言和文化，為了避免重復(fù)，改用其他方式來表達(dá))

支撐論點部分：Compared with second-hand experience,(用了對比論證手法，強調(diào)國外生活與學(xué)習(xí)的好處)living in the native environment can provide students with many opportunities to use the language to communicate with local people.Such language ability can make them be more competitive in the future job market.(凸顯對于語言的好處，使用了因果論證來說明語言的重要性)Meanwhile,(論點之間的連接詞)living experiences can help students to have a deep insight into local life, including history, culture as well as religious belief.(論證了對于文化的幫助，使用including來舉出文化的一些典型表現(xiàn))。

Body 2:

主題句：However, it would be unrealistic if all students are encouraged to participate in it.(用however轉(zhuǎn)折連接詞引出與上段不同的看法，指出了一部分特殊的學(xué)生不利于海外學(xué)習(xí)，這樣就體現(xiàn)出了邏輯上的縝密)

支撐論點部分：

① First of all, considering students themselves, those who lack learning and adaptive ability may find it hard to integrate into local life and sometimes they will feel disappointed or even depressed because of culture shocks and language barriers.(個論點，指出語言能力差的學(xué)生不適合出國學(xué)習(xí)，使用的是因果論證)

② Tuition fees and life expenses can be another problem.Different from rich students, those who come from working-class families or needy families cannot afford such a big cost to study overseas.For example, 文都國際教育官方網(wǎng)站：http://www.tmdps.cn/

文都國際教育官方網(wǎng)站：http://www.tmdps.cn/

studying in UK for one year may cost one student nearly 300 thousand, which is far from affordability.(第二個分論點，指出家庭經(jīng)濟條件不好的學(xué)生也不適合出國學(xué)習(xí)，用for example引出了典型的舉例論證)

Conclusion:

To sum up,(段落結(jié)尾常見連接詞)an experience of studying and living overseas can help students to speak good language and understand the local culture well.However, it is not a practical way for most ordinary families unless they make full preparations.(個人觀點的重述加上適當(dāng)?shù)慕ㄗh)

Some people think children should obey the rules their parents and teachers set and listen to them, but others think less control will help children to deal with their own future life.Discuss both views and give your own opinion.審題：

題目翻譯：有些人認(rèn)為小孩子需要遵守和聽從父母和老師指定的規(guī)則。然而另外一些人則認(rèn)為對小孩少一點的限制會有利于他們更好的處理和解決未來生活中的問題。討論兩個觀點并且給出你個人的看法。

能力考查：這個教育類話題是雙邊討論的考試指令，考查學(xué)生是否能對于考官所呈現(xiàn)的兩個觀點進行有效的論證及對比。這個題目中一般都會有標(biāo)志性詞眼，例如some people believe…, while others think…。就這類題目的答題要點來說，我們會建議四段式結(jié)構(gòu)，包括開頭引入，兩個觀點的分別論證及結(jié)尾段給出你自己的看法。

題目關(guān)鍵詞：rules, parents, teachers

框架構(gòu)造:

1.開頭段(用于引出兩個觀點所爭論的內(nèi)容)

2.論證個論點的合理性，即小孩子需要遵守和聽從父母和老師指定的規(guī)則

3.論證第二個觀點的合理性，即對小孩少一點的限制會有利于他們更好的處理和解決未來生活中的問題

4.結(jié)尾段(給出個人觀點)

文章來源于文都國際教育：http://www.tmdps.cn

文都國際教育官方網(wǎng)站：http://www.tmdps.cn/

第三篇：劍橋雅思10聽力真題解析 [干貨推薦 新東方獨家]

劍橋雅思10聽力真題解析 ［干貨推薦 新東方獨家］

一、題型分析

沿襲劍1-9的一貫風(fēng)格，劍10聽力此次收錄分別來自各個年份場次的共16個section組合而成的4套完整學(xué)術(shù)類考題。

總體來看，如Chart 1和Chart 2所示，除去Test 1填空題比例遠(yuǎn)超于選擇題，整體來說填空題和選擇題比例相當(dāng)，這和2015年開考至今的真實考試題型比例是基本吻合的。這就意味著同學(xué)們在備考時，不要有題型上的偏頗，填空題和選擇題的練習(xí)要同等重視。另外，值得一提的是，劍10未收錄地圖題這一題型。但從2015年亞太區(qū)目前實際考試情況來看，基本保持每個月考一至兩次地圖的概率，所以同學(xué)們還是要重視地圖題的練習(xí)，特別是選擇式的地圖題。

Chart 1 劍10聽力題型比例圖1

Chart 2 劍10聽力題型比例圖2

進一步就具體題型而論，提綱填空題一如既往的以主流題型的姿態(tài)占據(jù)Section 4，這和當(dāng)下考試基本吻合，且主要以填寫單個單詞為主。同時，填空題的另外一大題型-信息題（姓名，地址，日期，數(shù)字等）也不出意外的仍然是Section1主要題型。

另外此次劍10中表格題和句子填空的比例比之前的劍7-9有所上升。單選和配對題集中大量出現(xiàn)在劍10的Section 2和Section 3中，值得指出的是多選題也在這兩個部分頻繁亮相，且在Test 2和Test 4中以連續(xù)兩道多選（5選2）的形式出現(xiàn)。4月11號Section 2和4月30號Section 3都考了連續(xù)多選，同學(xué)們要不能放松多選的練習(xí)。

Chart 3 劍10聽力題型比例圖3

Chart 4劍10聽力題型比例圖4

二、場景分析

場景上，劍10沒有重大調(diào)整，和雅思聽力開考至今的總體場景設(shè)置相符，前兩個section為生活場景，后兩個section為學(xué)術(shù)場景。此次劍10收錄的生活場景集中為旅游，交通，項目介紹和課程咨詢；學(xué)術(shù)場景集中為作業(yè)討論，課程討論和專題講座，具體主題如下表格所示。

需要注意的是，對于背景知識的要求變得更高，有交叉復(fù)雜的多場景出現(xiàn)，比如Test 1 Section 3在學(xué)業(yè)場景中還融匯了環(huán)保場景。這也要求考生有更豐富的背景知識和有更廣闊的知識面以及更大的詞庫。劍10場景的選材透露出雅思聽力考試更加注重學(xué)生的綜合能力的考察，對于學(xué)生的知識面有了更高層次的要求。

建議同學(xué)們以2010-2013年雅思聽力機經(jīng)為范本，整理積累相關(guān)場景背景知識。多聽聽或看看TED演講、National Geography、Discovery這類的節(jié)目，注重多場景融匯的聽力內(nèi)容的練習(xí)，如生物知識和環(huán)保知識的融合、休閑活動和咨詢知識的交叉等。

三、備考建議

1、Section1的10道填空題，對于無論是想考高分8分以上的同學(xué)或者是6分單科保底線的同學(xué)來說，是一定不能有失誤的。這10道題至多會有4題是涉及個人信息的采集，即name, address, date, number。這些屬于考察基本功的題目，簡單但易掉以輕心丟分，比如走上來第一題就是記錄一個長串的電話號碼。可能還進入狀態(tài)或者考場緊張種種原因，就錯失這一題了，然后特別影響自己的做題情緒以做題節(jié)奏，導(dǎo)致惡性的連環(huán)失誤。避免這種情況的發(fā)生，我們建議同學(xué)們在備考階段一定要集中不間斷的聽數(shù)字日期，保持耳朵的敏感度。

2、Section4 因為內(nèi)容上涉及動植物，科學(xué)研究，未來科技等學(xué)術(shù)場景，且答案單詞不如Section1那么容易定位及辨識。請同學(xué)們務(wù)必累計好Section 4場景詞匯，有一定量的輸入才能有質(zhì)的輸出。先去背過這些單詞才會更容易去聽到它。“高能高分”理論指導(dǎo)下不愿意看到同學(xué)們準(zhǔn)備聽力詞匯時默默的就把它當(dāng)做背單詞來操作了，導(dǎo)致雖然背會很多單詞，默寫及中文意思都沒有問題，但是就是聽不到。這一點就是忽略了我們的“音”。

聽力單詞的累積一定是要先掌握正確發(fā)音，再根據(jù)發(fā)音大部分符合發(fā)音規(guī)則的指導(dǎo)下拼寫正確。不然很多同學(xué)都是看到答案單詞認(rèn)識，但始終無法第一時間聽到這個單詞。對于Section4填空的難度除了單詞量的考察，還有一點就是答案在不經(jīng)意間就報出了但沒有意識到這就是答案單詞。這種情況需要同學(xué)們在讀題預(yù)測答案這一步下功夫。對于這一塊的準(zhǔn)備，請同學(xué)們查看新東方雅思聽力機經(jīng)，以翻譯+答案單詞整理為主，同時進行聽寫練習(xí)。

3、Section 2和Section 3的選擇題的核心是同義替換。正確答案通常是通過同義替換說出來的。同義替換也分為三個不同的層次。最簡單的同義替換就是詞性上的變化，可能聽到的是名詞satisfaction，正確選項寫的是形容詞satisfied；再往上升級的同義替換是同義詞，比如聽到strategy但是選項寫成tactics；最高難度的同義替換為paraphrase改寫，用完全不一樣的單詞和句法來表達(dá)同樣的意思。掌握住這個核心，以及聽的當(dāng)下跟上說話者的思路，另外再注意選擇題的note-taking能力，那么相信同學(xué)們不會再懼怕選擇題。

第四篇：劍橋雅思真題小作文題目分類總結(jié)(4-8)

題型1——Table（表格）

Cambridge IELTS 4 TEST 1: The table below shows the proportion of different categories of families living in poverty in Australia in 1999.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 5 TEST 4: The table below gives information about the underground railway systems in six cities.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 6 TEST 2: The table below gives information about changes in modes of travel in England between 1985 and 2000.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 7

TEST 1:

The table below gives information on consumer spending on different items in five different countries in 2002.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.題型2——Line Graph（線性圖）

Cambridge IELTS 5 TEST 1: The graph blew shows the proportion of the population aged 65 and over between 1940 and 2040 in three different countries.Summaries the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 7 TEST 2:

The pargh below shows the consumption of fish and some different kinds of meat in European country between 1979 and 2004.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 8 TEST 4: The graph below shows the quantities of goods transport in the UK between 1974 and 2002 by four different modes of transport.Summarise the information by selecting and reporting the main features and make comparisons where relevant.題型3——Bar Chart（條形圖/柱狀圖）

Cambridge IELTS 4 TEST 3: The chart below shows the different levels of post-school qualifications in Australia and the proportion of men and women who held them in 1999.Summaries the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 5 TEST 2: The charts below show the main reasons for study among students of different age groups and amount of support they received from employers.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 6 TEST 4: The charts below give information about USA marriage and divorce rates between 1970 and 2000, and the marital status of adult America in two of the years.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 7 TEST 3: The chart below shows information about changes in average house prices in five different cities between 1990 and 2002 compared with average house prices in 1989.Summaries the information by selecting and reporting the main features, and make comparisons where relevant.題型4——Pie Chart（餅圖）

Cambridge IELTS 7 TEST 4:

The pie charts below show units of electricity production by fuel source in Australia and France in 1980 and 2000.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 8 TEST 2:

The three pie charts below show the changes in annual spending by a particular UK school in 1981, 1991, and 2001.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.題型5——混合圖

Cambridge IELTS 4 TEST 2: The graph blew shows the demand electricity in Engliand during typical days in winter and summer.The pie chart shows how electricity is used in an average English home.Summarise the information by selecting and reporting the main features and make comparisions where ralevant.Cambridge IELTS 4 TEST 4: The charts below give information about travel to and from the UK, and about the most popular countries from UK residents to visit.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 6 TEST 1: The graph and table below give information about water use worldwide and water consumption in two different countries.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 8

TEST 1:

The pie chart below shows the main reasons why agricultural land becomes less productive.The table shows how these causes affected three regions of the world during the 1990s.Summarise the information by selecting and reporting the main features, and make comparisons where relevant

題型6——Process Diagram（流程圖）

Cambridge IELTS 6 TEST 3: The diagrams below show the life cycle of the silkworm and the stages in the production of silk cloth.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.Cambridge IELTS 8 TEST 3:

The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purpose.Summaries the information by selecting and reporting the main features, and make comparisons where relevant.題型7——Map（地圖題）

Cambridge IELTS 5 TEST 3: The map below is of the town of Garlsdon.A new supermarket(s)is planned for the town.The map shows two possible sites for the supermarket.Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

第五篇：12月6日雅思寫作真題及解析

12月6日雅思寫作真題范文及解析：frequency repetition

今天看了下12月6日的雅思作文考題，BBS里面好像開了鍋一樣，“變態(tài)”二字充斥著整個論壇，本人仿佛看見了許多考生的怨恨，無辜，憤怒和無奈。其實我覺得無辜的應(yīng)該是出這個題的人，先別著急拍磚，聽我給你講講再拍也不遲。

還有，對于那些懷疑今天寫偏題的同學(xué)，我提供一篇范文給你看看，這篇范文是隨便在網(wǎng)上找的，頂多6.5分，你看看你的作文和它的近似程度吧。

分析如下：

題目其實就是有關(guān)“死記硬背”學(xué)習(xí)形式的討論，只是許多同學(xué)被“by frequency repetition”給忽悠了，但如果你稍微注意一下緊跟其后括號里的解釋（rote learning),這個rote就是我們常說的“死記硬背”啊，在口語考試中，考官常說的：Don't rote everything, otherwise your score will be penalized（不要去死記硬背你的口語答案，否則你的分?jǐn)?shù)會被處罰的）。很多同學(xué)翻譯成“重復(fù)記憶”可以理解，但問題是此題配有解釋啊！不認(rèn)識rote這個單詞是根源，證明你的詞匯量太低，而且對教育類的單詞不熟悉。如craming ：填鴨式教學(xué)。寫作思路：客觀評價這種典型的學(xué)習(xí)方式，有用，但太機械化。還是應(yīng)該積極性思考和學(xué)習(xí)，及我們常說的think creatively and critically.這句話是不是很眼熟啊。

安慰的話：說實話，大家不用太絕望，重復(fù)記憶不就是死記硬背嗎，重復(fù)＝死記，因為沒有主動性的思考，所以這篇文章這樣寫的話，你不會偏的far away。再說，考官一看中國學(xué)生對rote的理解就都是這樣的話，法不責(zé)眾嘛。放心，不會有問題的！我自己想了下，如果按repetition這樣寫出來的話，跟rote差不多。主要看你的第二個觀點，及how to learn effectively and efficiently.范文展示：

題目：來源:恒星英語網(wǎng)

Memorization of information by frequency repetition(rote learning)plays a role in education system to what extend do you agree or disagree.范文：

Learning is a complex process that involves different strategies and stages.As a key approach of learning, memorization of information by repetition contributesto the overall effectiveness of an education system.But we should also admit that rote learning has a number of limitations.Learning by repetition is an effective strategy in learning.For example, Chinese people believe that one will get the gist of a book after reading it for a hundred times.Researchers have found that rote learning is particularlyuseful for young learners.When teaching children how to use a computer, instructors show them over and over again until they can perform tasks correctly.Moreover, for certain kinds of learning at early stage, the understanding involved is often minimal.Naturally rote learning assumes an important role.However, we need to bear in mind that meaningful learning is more essential for our education system.When students grow older and enter higher grades, the scope and depth of their learning grow.Surely rote learning can help students learn knowledge by heart but it could do little to improve their analyzingability and creativity.There has been strong criticism that some schools overemphasize the importance of memorization of knowledge and produce students with great weaknesses in applying knowledge in practice.Solution for such problem could be that schools and students put in more effort into meaningful learning.To conclude, learning is a complex progress and students employ different strategiesat various stages.Rote learning is important in education system, but meaningful learning is more critical for students in obtaining advanced ability and skills.From: