Argument ：

　　本文可以處理成兩面正正負或負正正結構，反正就是rote learning 不是一無是處，也不是唯一最佳的教學手段，需要結合其他的學習方法;

　　Argument for ：

　　舉例 2 例如，中國人認為，人會得到精神的一本書后，閱讀了100倍。研究人員發現，死記硬背的學習是特別有用的青少年學生。當教導孩子怎樣使用計算機，教官告訴他們一遍又一遍，直到他們能正確地執行任務。此外，對于某些類型的學習初期階段，涉及的理解往往是微乎其微。當然死記硬背的學習承擔著重要的作用。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 particularly useful 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.

　　但我們也應該承認，死記硬背的學習有一些局限性。 But we should also admit that rote learning has a number of limitations.

　　但是，我們必須牢記，有意義的學習更重要的是為我們的教育體系。當學生年齡的增長，進入高年級，范圍和深度的學習成長。當然，死記硬背的學習可以幫助學生學習知識的心，但可能無助于提高他們的分析能力和創造力。一直強烈批評，一些學校過分的重要性，死記硬背的知識和生產的學生以極大的弱點，運用知識的實踐。解決這些問題，可能是因為學校和學生的投入更多的精力到有意義的學習。 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 analyzing ability 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.