猛烈的拍吧 应该没跑题

tracyrongyiUID: 2842378

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."

Education circle has taken various means to improve the quality of instruction, but is that useful? Concerning faculties' spending time outside the academic circle, it can enhance teaching performance in some degree. However, when intending to cover all the fields, precedence should be given to the voice of teachers and students, who constitute the main ontology in education.

First, there is no denying that practice outside the campus, a great complement to academic study, is beneficial for both faculties and students. A proverbial phenomenon nowadays is that some faculties emphasize too much on theoretic research, which is totally dislocated with society. And students are crowned with genius in theory, idiot in practice. By working and learning from outside, they can enrich their mind with cutting-edge technology, and consequently, get acquaintance with social needs and changes in their fields. Therefore, they can flexibly change syllabus and teaching methods according to the first-hand experience.

However, not every faculty should and can afford to spend time in non-academic field. It should clarify its target when putting into practice. On the one hand, not all subjects closely link to applications widely used or recognized. For instance, subjects like quantum mechanics, spacial physics where seldom people are conversant with and have virtuosity in, where do teachers in these fields to practice outside the lab and find a "boss". On the other hand, if one luckily come across such a job, say, the commercial use of quantum mechanics, is it worth to spend a large amount of time of professors examining the comings and goings of a business, and learning every terminology and equation from scratch. May be this time a breathtaking theory has been verified if he or she lucidated(maitokugan) in the lab.

Further, the quality of instruction cannot avoid being affected when all faculties devoted in non-academic field. Dabbling into a different circle, although in the related fields, is not a piece of cake for everyone, including teachers. A good teacher at school may not be a good work in the factory. They have to adapt to a new environment, learning practical skills from start and communication with new colleges, all are time-consuming. What’s more, everyone's energy and buoyancy are limited, if too much attention fixed on working outside, consequently, time for teaching, interaction with students will diminish. Insufficient concentration on students cannot guarantee education quality.

Working outside can pose big challenge to faculties and schools, too. As we cannot preclude a fact that some excellent faculties may be poached by headhunters, since most people are crème de la crème concerning their firm grounding in academic knowledge and years of teaching experience. And it is probable for people to choose another boss because of attractive salary, especially for those consider teaching just as a profession not as a lifelong cause. And this talent drainage is detrimental to both students and schools.

Squaring up advantages and disadvantages mentioned above, schools need to institutionalize some provisions to maximize boons and minimize bales. First, it's advisable for school leaders to conduct an inquiry across the campus, finding out the specific number of students and teachers, who have such a demand to connect to practical world. Remember, students are fundamental in education whose benefits should prioritize. Second, giving faculties one semester in an academic year who has real needs to experience the profession related, but they should sign a contract in advance, stating they would come back to school when time is due. Third, if conditions permitted, it is conducive for universities cooperating with some local companies to establish regular training and internship. That's really one stone killing three birds which caters for the needs of faculties and solve school's misgivings about talent drainage. And what's more, students are easily to find internship and job after graduation.

Although devoting time in the practical field may facilitate teaching, it has limitations and is doubtful when applied to all fields. And instructing qualities cannot be improved only by gaining experience outside, instead, it is determined by teacher’s major, capacity and commitment to education course, and the center of gravity——students.

心得：三段搞出来了 起&合 不知道怎么写 不想用模板，但是又不知道该如何开头。结尾的合难道只是重复，提出新的意见又不可能花大量的时间论证，那该怎么办。
整篇文章觉得很多词都在重复。考虑到 consider 只想到这个 还有 在外面工作该怎么表达，因为他不仅仅限于工作，总不能说in the non-academic field ，老说也很腻。
还有红宝书里那个埋头苦干怎么说我怎么想不起来了]
Faculty 定义是什么 可以和teacher professor 换着用吗 总不能通篇都是faculty 啊
我知道自己没有例子 今天看issue5,5 说不一定要引经据典也不一定要有例子 把要表达的表达清楚就好了 我感觉自己表达得比较清楚 只是还是觉得有例子支撑比较好
没想到该把例子放在哪 以及找些什么样的例子
始终觉得为了放例子而写列子不是件舒服的事

tracywlzUID: 2522388

http://library.dhu.edu.cn/pages/index.aspx
1010G零散版友作文互改帖（Issue）

doraliuUID: 2842061

2# tracywlz

尊敬的斑竹啊，怎么链接跑到东华大学去了。。。。。。。。。。

zmy1029UID: 2537885

我在零散改作文贴里接你的,你的红字是什么意思呢,已经改过了?我直接发到那个贴吗?

tracyrongyiUID: 2842378

红字是我自己看的
谢谢你的建议
circle 是 界 这里指教育界  把那段改成例子的建议非常好 我会在下次习作中采纳的
spacial physics是空间物理
我的反确实是比正多 因为结论是反 而且前面的正只是作为让步 重点是承托出反 可能issue5.5看多了 有点上瘾 4# zmy1029