ISSUE50老师外出工作，留链回拍~

plukaUID: 2721764

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.”

初稿50分钟543字， 这个自己修改过一遍，600字。感觉这个题目太容易落入俗套，不知如何是好……

提纲：
1、基础学科老师的职业经验用处不大。
2、实践学科老师的工作经验有用。
3、也不能说所有老师都应该去就职，要考虑实际情况与alternative。

Of various subjects taught in universities and collages, the purpose of teaching differ: while some major emphasize the importance of practice, others value theoretical researches more. Without considering the different nature between subjects and actual situation of teachers, this assertion turns to be partial.


For subjects aimed at imparting theoretical knowledges such as mathematics, physics and chemistry, professional experience of teachers may prove futile. Though essential for most majors to further the practical application, those subjects themselves concentrate on discipline, formula, or hypothesis which, in most cases, can be applied only on paper or in laboratory but not pragmatic positions in companies or factories. In seeking for professionals, teachers of fundamental subjects may deviate from their teaching courses. A mathematics professor, for example, may take a job as actuary. While he may gain more actuarial experience, he can hardly use it when helping students learning calculous. Thus professional experiences, practical as it is, contribute less to the education of a highly abstract and theoretical major. If, on the other hand, the professor tell those experiences when teaching mathematics major students, it may backfire. The anecdotes may be too attractive that students may even focus more on those interesting story than in their textbook study: they may remember the funny tips on actuary yet forget the statistic theory or matrix vector. If that happen, it would be regretful. After all, it is the fundamental theory, not practical experience, that the students should center. 

For subjects whose purposes are training students’ practical skills and adapting them to future careers, such as engineering, law, and economy, working experiences of teachers hold merits. For one thing, the experiences told by teachers help students to associate the theory with practise. While a routine Material Processing course can be saturated with dry book learnings, a professor who know the work in a copper manufacture factory can well take advantage of his experiencs, describing how working shops look like, and explain details in actual forging procedures. This helps students to visualize the theory and deepen their understanding. For another, teachers in working can bring the latest information in the field to students. This is especially true with dynamic areas such as economy. A fiance professor who works out in a bank touches much up-to-date imformation, on which he can talk in classroom. The students, then, acquire not only vivid examples but also real time situation of economy. 

Given the benefits, can we assert that all faculty of applied majors should take extra professions? Probably not. On the one hand, out-campus careers may lead to difficulty to balance the teaching and working. People working in companies or factories are required to obey, by and large, a strict timetable and to pay devotion. This calls up a question: can teachers spare enough time and energy for teaching? After all, students may want a teacher who occasionally works outside, but not a career man who occasionally teaches. On the other hand, professional life is not the only way to gain practical experience; academic researches can do as well. Many professors in engineering, for example, devoted themselves into research programs assigned by companies and factories. Though not employed, they get in touch with actual processing or management procedures, which offers no less professional imformation while limits less flexibility of teachers. 

Holding the goodwill of enhancing the education quality, universities and collages may well ponder the nature of different subjects before rushing to assertion. Taking a profession outside campus is not a panacea. Rather, a truly effective way should take the reality of teachers as well as needs of students into consideration. 

jinziqiUID: 2387034

Of various subjects taught in universities and collages (colleges), the purpose of teaching differ(s): while some major(s) emphasize the importance of practice, others value theoretical researches more. Without considering the different nature between subjects and actual situation of teachers, this assertion turns to be partial. (TS)

For subjects aimed at imparting theoretical knowledges(knowledge) such as mathematics, physics and chemistry, professional experience of teachers may prove (to be)futile. (对于传授理论知识的学科，教师的专业经历可能证明没用) Though essential for most majors to further the practical application, those subjects themselves concentrate on discipline, formula, or hypothesis which, in most cases, can be applied only on paper or in laboratory but not pragmatic (实用的,好词~呵呵) positions in companies or factories. In seeking for professionals, teachers of fundamental subjects may deviate from their teaching courses. A mathematics professor, for example, may take a job as actuary. While he may gain more actuarial experience, he can hardly use it when helping students learning calculous (calculus). Thus professional experiences, practical as it is, contribute less to the education of a highly abstract and theoretical major. If, on the other hand, the professor tell(s) those experiences when teaching mathematics major students, it may backfire. The anecdotes may be too attractive that students may even focus more on those interesting story than in their textbook study: they may remember the funny tips on actuary yet forget the statistic theory or matrix vector. If that happen, it would be regretful. After all, it is the fundamental theory, not practical experience, that(which) the students should center.

Professional experience就指的是出去工作吧. 不过我觉得你举的精算的例子，教师在讲那些工作中的故事时，能激发同学们的兴趣，而不是一味在听那些理论的东西，稍微放松一下，反而会让他们更好地记住课上的知识…

For subjects whose purposes are training students’ practical skills and adapting them to future careers, such as engineering, law, and economy, working experiences of teachers hold merits. (对于那些追求训练学生实际能力和让他们适应未来的事业的科目，教师的工作经历有很多优点。) For one thing, the experiences told by teachers help students to associate the theory with practise (practice). While a routine Material Processing course can be saturated with dry book learnings (learning), a professor who know(s) the work in a copper manufacture factory can well take advantage of his experiences, describing how working shops look like, and explain details in actual forging procedures. This helps students to visualize the theory and deepen their understanding. For another, teachers in working can bring the latest information in the field to students. This is especially true with dynamic areas such as economy. A fiance
(financial) professor who works out in a bank touches much up-to-date imformation (information), on(这个on是啥意思?) which he can talk in classroom. The students, then, acquire not only vivid examples but also real time situation of economy.

Given the benefits, can we assert that all faculty of applied majors should take extra professions? Probably not. On the one hand, out-campus careers may lead to difficulty to balance the teaching and working. People working in companies or factories are required to obey, by and large, a strict timetable and to pay devotion. This calls (call) up a question: can teachers spare enough time and energy for teaching? After all, students may want a teacher who occasionally works outside, but not a career man who occasionally teaches. On the other hand, professional life is not the only way to gain practical experience; academic researches (research) can do as well. Many professors in engineering, for example, devoted themselves into research programs assigned by companies and factories. Though not employed, they get in touch with actual processing or management procedures, which offers no less professional imformation (information) while limits less flexibility of teachers.

Holding the goodwill of enhancing the education quality, universities and collages (colleges) may well ponder the nature of different subjects before rushing to assertion. Taking a profession outside campus is not a panacea. Rather, a truly effective way should take the reality of teachers as well as needs of students into consideration.(方法应该考虑老师和同学..主谓不一致吧…)


其实我写这题目的时候就看过你的文章了~ 呵呵感觉思路挺好的，条理清晰。

jinziqiUID: 2387034

哦，对了
你的college，information都拼错了~
可以放word里先检查一下拼写...呵呵