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本帖最后由 cant0577 于 2010-5-28 23:38 编辑
有保留的反对
支持:对于实用性强的专业,老师应该参加非学术的工作,这样能知道那些事社会所需的,更有利于学生的学习
反对:1有些课程本来就是以理想状态为基础的,不需要老师的工作经验。其次高校精英要在研究上花精力,这些更能体现一个学习的质量
2 为提高教学质量,学校应该更关注学生的意见
我的意见 应该重点培养学生的批判精神,和创新能力,这些都是创新的基础,有了它学生就会取得自己的成就,教学质量也上来了
TOPIC: ISSUE50 - "In order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach."
WORDS: 607
TIME: 02:07:26
DATE: 2010-5-28 20:59:40
I fundamentally agree with the speaker's broad claim that faculty should be called for spending time working non-academic areas relevant to their major professions. However, in the term of the purpose of improving the quality of instruction at the college and university level, I hold two points of contentions with speakers involving in the chief methods to enhance the quality of instruction of schools, just as the following discussed.
It tempting to agree with the speaker's assertion when it comes to the duty placed on the colleges and universities, which they serve as the primary tutoring ground for young students. Instruction is also the process of teaching knowledge and developing skills, especially basic skills to survive. Therefore, especially for practical ,it would be greatly helpful to stimulate students' studying enthusiasm, if teachers have applied these skills to practice in real works, for after applicant they know which skills are most required by the markets, or which ability must be obtain in order to be successful in the competitive society nowadays.
However, I take exception with the claim that requires all faculty to spend time working outside the academic world relevant to the courses they teach as the major method to improve the quality of universities and colleges. The first point of my convention with speaker lies that some subjects, such as the theory of basic physics which is established at the idea states, really do not require working experience in non-academic areas. For students, especially freshman, it is more important to lead them to step into the studying of the subjects they major in, rather than to share work experience. Supposing if all faculty share their limited time in works, will they still have energy to strengthen their teaching programs? Furthermore, those elites in the universities and colleges also are placed on the duty to make research and break new ground, and which can obviously present the quality of colleges and universities.
The second point of my convention against to the speaker is that seriously taking advises and compliments from students is one of chief effective ways to know the weakness of instruction and to enhance the quality of instruction at the college and university level. Because students as the groups who directly feel the quality of instruction, they can rise more pertinence advice and the ubiquitous questions. All those problems directly coming from students after being seriously solved may truly improve the quality of schools. On apt illustration of this point involves the students' evaluation to teachers in each end of semester in the Ivy University--Harvard. Students are required to mark the course they elect, according to the teacher's quality of teaching. It is no doubt that it has taken vital effect in its quality of instruction for the world-top university.
Finally analysis, in my opinion, faculty should lay more attention to nourish students, our new generation. One of the key courses is to well develop critical and creative thinking skills which help students gain innovation edge. That is really improvement of instruction.
In sum, we should be circumspect about the speaker's claim, whose idea seems to be inconsiderable. In my observation, for some practical subjects, we strongly support teachers to take part in the non-academic, summarize experience from the processing of work and apply it into teaching. It must take effect in the improvement of quality in a degree. On the other hand, all faculty should not be encouraged to take jobs relevant to their teaching courses, for some of these elites need to spend their energy in research, which may contribute to our society and present the quality of schools.
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