Should Teachers Make Their Lectures Interesting an

　As to one criterion （標準） of good teaching， some people argue that teachers are responsible for making their instruction interesting and enjoyable. Teaching means assisting and guiding rather than filling knowledge into a supposedly empty head. And knowledge is the wisdom， experience accumulated from people， by people and for peopleg Since knowledge is so human and interestingmwhy can't it be presented in an intimate and interesting way .

　　However， some people expressed their worries that making instruction interesting and fun may spoil the atmosphere necessary for serious learning. They are afraid that this type of “merry teaching” may be mile wide but inch deep. In a relatively loose mode （模式） of management， both teachers and students favour “light” topics which can hardly go deeper. If theories and figures and other schoolbook materials are tedious and boring （枯燥乏味）， should they be abandoned .

　　I definitely hold the idea that effective lectures should be first and foremost interesting ones. Since knowledge is acquired most in a natural and effective way， an enthusiasm for a subject can provide students with internal （內部的） and permanent motivation. An active researcher facilitator teacher （集研究、輔導、教學爲一身的教師） will always find a way out faced with challenging tasks. Thus efficient teaching is a constant challenge for instruction that is stimulating， interactive and lively.

　　範文分析 本文作者恰如其分地把握了詞滙、句法的文躰意義和情感意義，顯示了角色（贊成者、反對者、作者）的鮮明立場。第一、二段遣詞緜裡藏針，造句精雕細刻，觀點針鋒相對。一、二段段尾句均使用反詰句，無疑增加了辯論的火葯味。準確措詞、郃理鍊句使讀者能身臨其境地感受到雙方脣槍舌劍的激烈程度。第二段以門始幣終地穿插運用詞組、短語見長。如動詞短語、副詞詞組、介詞短語、名詞性詞組、形容詞詞組等。繖文措詞細膩具躰，鍊句生動活潑，大大增強了文章的說服力和感染力。