托福访谈题：在线课程

I took an online photography course during the summer holiday. The teacher showed us how to use light near a window, and we had to upload three pictures. I used my phone to photograph my grandmother's tea cups. Other students gave me short comments, which was helpful for my practice. I liked being able to watch the demonstration again. However, I sometimes waited two days for an answer when I did not understand one of the tasks.

• had to upload · 用 had to 说课程要求必须上传作业
• being able to watch · 说视频可以回看，解释自己喜欢哪一点

A short online photography course changed how I use my phone camera. We had a task where we could photograph only objects within reach of our desks. I thought that sounded boring, but I ended up moving my grandmother's tea cups around to see how the window light changed their shadows. The instructor recorded feedback on our pictures, so I could pause her comments and compare them with my own shots. That was more useful than a general lecture about taking better photographs. I enjoyed the flexibility, but I missed being able to ask someone immediately while I was experimenting.

• ended up moving · 用 ended up 说最后出现了意外变化
• compare them with my own shots · 说拿自己的照片来比较，教你怎么找差别

I prefer recorded lessons because my weekly timetable changes quite a lot. Some afternoons I have laboratory work, and it does not always finish on time. With recordings, I can study after dinner and pause when I need to write something down. I do need a plan, or I may forget the course for several days. I usually put two study times in my calendar. This gives me freedom but also a small push to keep learning.

• does not always finish on time · 说实验课有时拖堂，解释为何难按时上课
• pause when I need to · 把暂停视频和自己的学习需要连起来

For a course outside my degree, I'd pick recordings. My laboratory sessions sometimes run over, so a fixed evening class would be difficult to attend consistently. Recordings fit around my workload, and I can replay complicated explanations without interrupting anyone. Still, unlimited flexibility can turn into endless postponement. When I took a spreadsheet course, I booked two library sessions a week and treated them like appointments. I'd therefore look for recorded lessons with a weekly deadline and an optional question session. That combination would give me room to manage my timetable without leaving me entirely on my own when I got stuck.

• run over · 用 run over 说实验课超时
• treated them like appointments · 把自学当作预约，说明自己会留出固定时间

I partly agree. A clear recording can explain the same information, and I can repeat the difficult parts. I used recordings to review statistics last term, and they helped me understand the calculations. But a classroom also gives me chances to hear other students' questions. Sometimes their questions show a problem I have not noticed. So I think recordings work well for reviewing information, but they do not give exactly the same learning experience as attending a class.

• I partly agree · 说只赞同一部分，方便后面补充不同看法
• a problem I have not noticed · 说同学能问出自己没发现的问题

It depends on what the lecture is trying to achieve. For calculations, recordings let me pause at each step and try it myself. That's how I finally understood one statistics method last term. But a discussion about research ethics was different. Hearing a classmate challenge an example made me reconsider an answer I had thought was obvious. A recording of the lecturer alone wouldn't have captured that exchange. So I wouldn't measure learning simply by whether the same information appears on screen. Recordings can be excellent for some purposes, while being present matters more when ideas develop through questions and conversation.

• what the lecture is trying to achieve · 先看这堂课要教什么，再判断哪种方式好
• reconsider an answer · 说讨论让自己重新想答案，解释收获在哪

I think some required courses can be fully online. For example, a basic library research course mainly teaches students how to find articles and use databases. We could practise those skills on our own computers. This would save classroom space and travel time. But practical courses need a different arrangement. I would not want to learn laboratory skills only through videos. The university should decide according to the course activity and offer help to students who struggle with online study.

• according to the course activity · 说要看课上做什么，再选教学方式
• on our own computers · 说能在自己电脑上操作，解释为何适合网课

I'd allow it for selected courses, with clear support available. My university requires a short course on finding academic sources, and most of its work already happens in a browser. Making that course fully online could free up rooms for activities that actually need them. The university would still need to provide computer access and a way to get help, rather than assume every student has a quiet room and reliable internet. I wouldn't apply the same policy to laboratory training or classes built around discussion. A required course doesn't automatically need a classroom, but moving it online should solve a real problem.

• free up rooms · 说网课能腾出教室，补充学校得到的好处
• rather than assume · 提醒先确认学生的情况，别直接想当然