對我而言，最理想的教育模式是給學生廣泛的思索空間。如果一個學生能獨立思考，他容易知道如何學以致用。如果要談這個題目，我們可以先分析中國大陸的教育制度。在中國，學校重視填鴨式教育，而輕視思考能力；換一句話說，多數的學校要求學生背材料或一串數字，因此學生到頭來對學校制定的功課往往都是勉強應付，毫無任何意義。中國的學校完全藉著這樣的教育模式去教育學生。

　　如果分析這樣的教育模式，我們就會發現中國學生其實沒有自己的想法，也毫無獨立思考的餘地，所以這些學生的創造力跟分析能力比西方學生的低得多。反之，在西方國家，多數的老師指定的功課都要學生先思考，然後再找出主要的主旨。這樣一來，學生有機會從另一個角度去看問題，而不只是暫時記住某個材料。如此，學生受到有意思的材料啓發後，就可以用自己的想法來跟其他學生辯論。換一句話説，學校的教育制度在於培養一個學生的讀書習慣，幫助他發掘自己的興趣，以便將來有機會學以致用。如果只是一味地記住材料， 在開始工作之際，就會發現根本學非所用。總之，要有思考空間，才能讓學生不斷地成長。

　　In my opinion, the best educational system gives students space for thinking. If a student can independently think on his own, then he will know how to apply what he has learned in school to the outside world. If we are going to discuss this topic, we should first analyze China's educational system. Chinese schools place more emphasis on force feeding students information, and less emphasis on teaching them to think independently. In other words, most of China's schools force students to memorize facts and numbers. Because of this approach, when doing homework students merely want to get through it because of the lack of purpose it provides. Schools in China use this approach to educate their students.

　　After analyzing this type of educational system, we will realize Chinese students really don't have their own thoughts and ideas; they simply don't have room to think on their own. Because of this problem, Chinese students' creativity and analytical thinking are lower than Western students. On the contrary, in Western countries, teachers often want their students to first think about their homework assignment, and then try to find the main idea. Thus, students will have an opportunity to look at the problem from a different angle, and not just temporarily memorize some facts. After students learn something interesting and inspiring, they can then use what they have learned and debate with other students. In other words, a school's education system must cultivate and mold a student's learning habits. They must help them discover what they are interested in. In doing so, students will be able to use what they have learned. If a student simply mesmerizes facts, by the time he begins to enter the workforce, he will realize he really didn't learn anything at all. In summary, in order for students to continuously grow as academics, there must be room for thinking.