issue50[jet]第四次作业

hds123523000UID: 2454889

Issue 50
“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.”

Word 518

    I agree with the author insofar as a teacher need to be aware of something out of his academic world relevant to his teaching courses, since study on science is for its application and this will promote the teacher’s teaching ability. However, I do not think it is necessary to get all faculties to these things.
    In my opinion, science is for its application and human development. A teacher who practiced from a relevant job will gain more about what he teaching and comprehend which is more important practically in real application. A person who abruptly changes to a teacher from a student has no idea about how the knowledge from book or teachers is put into practice. But when he experienced a real job, the teacher will be impressed more about his teaching courses and can maintain its importance, and so he can teach better. What’s more, when he meets a problem in his job, he can use his teaching skills to solve it, which is also a way to promote his teaching competence. A Chinese idiom says that study something, in order to apply it. This indicates most knowledge’s usage. But how come a student play well at his position with the skill acquired in his college while the one who taught him just know little about his students’ future job. So, that a teacher knows something relevant his courses is a effective way to improve the quality of instruction.
    At the same time, compelling all faculties to get a relevant job is not a good idea. As everyone knows, it will cost a man at least 1-2 years to get accustomed about his job. This is very valuable for a research teacher who studies on some long and hard problem.  What he applies in his job is just a point of his knowledge, and he may forget some of the other knowledge during that 1-2years. This is not suitable for pure fundamental research. What’s more, this is not even realistic at times, especially when a science revolution happens. Take quantum theory for example. When quantum theory appeared in last century, how can a scholar who major in quantum find a relevant job? Actually, most fundamental academic research is trying to solve the most leading edge problems, so finding a relevant job outside academic world is not an easy stuff.
    The college’s ability of instruction is to shape the students to comprehensive, effective and skillful person. It is necessary to keep their teachers to the rhythm of current application. But a teacher who majors in principle of relativity is hard to play a role outside academic world, while computer teachers’ relevant jobs are everywhere. There are other solutions to the problems. Actually, we can invite workers to college to state the problems they confronted or hold a communication conference, which can both broaden teacher’s horizon and spends less time and money. Those studying on fundamental teachers also can be inspired by these solutions. In sum, to inform students, informing the teachers is first, and the way to teach teachers is flexible, but not only to get a relevant job.      

[ 本帖最后由 hds123523000 于 2008-2-11 15:09 编辑 ]

huangli711UID: 2451421

I generally agree with the author insofar as a teacher need to be aware of something out of his academic world relevant to his teaching courses, since(我认为这里不是因果的关系阿，用such as 会不会好一点) study on science is for its application and this will promote the teacher’s teaching ability. However, I do not think it is necessary to get all faculties to these things.
    In my opinion, science is for its application and human development. A teacher who practiced from a relevant job will gain more about what he is teaching and comprehend which is more important practically in real application. A person who abruptly changes to a teacher from a student has no idea about how the knowledge from book or teachers is put into practice. But when he experienced a real job, the teacher will be impressed more about his  courses and can maintain its importance, and so he can teach better. What’s more, when he meets a problem in his job, he can use his teaching skills to solve it,（不懂啊这里，为什么能用teaching skill 解决工作中的问题，最好有个举例，否则逻辑上说不通啊） which is also a way to promote his teaching competence. A Chinese idiom says that study something, in order to apply it. This indicates most knowledge’s usage. But how come a student play well at his position with the skill acquired in his college while one who taught him just know little about his students’ future jobs. So, that a teacher knows something relevant to his courses is an effective way to improve the quality of instruction.
    At the same time, compelling all faculties to get a relevant job is not a good idea. As everyone knows, it will cost a man at least 1-2 years to get accustomed about his job. This is very valuable for a research teacher who studies on some long and hard problem.(这里可以弄一格花哨一点的句子，And during that time, limited, one scientist might worked out on one study, at which he may devote all his life.)  What he applies in his job is just a point of his knowledge, and he may forget some of the other knowledge during that 1-2years. This is not suitable for pure fundamental research. What’s more, this is not even realistic at times, especially when a science revolution happens. Take quantum theory for example. When quantum theory appeared in last century, how can a scholar who major in quantum find a relevant job? Actually, most fundamental academic research is trying to solve the most leading edge problems, so finding a relevant job outside academic world is not an easy stuff.
    The college’s ability of instruction is to shape the students to comprehensive, effective and skillful person.(这句话在太多的模板里面见过了，改掉吧) It is necessary to keep their teachers to the rhythm of current application. But a teacher who majors in principle of relativity is hard to play a role outside academic world, while computer teachers’ relevant jobs are everywhere. There are other solutions to the problems. Actually, we can invite workers to college to state the problems they confronted or hold a communication conference, which can both broaden teacher’s horizon and spends less time and money. Those studying on fundamental teachers also can be inspired by these solutions. In sum, to inform students, informing the teachers is first, and the way to teach teachers is flexible, but not only to get a relevant job.

[ 本帖最后由 huangli711 于 2008-2-11 20:51 编辑 ]

ellefrancaiUID: 2449693

    I agree with the author insofar as a teacher need to be aware of something out of his academic world relevant to his teaching courses, since study on science is for its application and this will promote the teacher’s teaching ability. However, I do not think it is necessary to get all faculties(本身是复数名词啦~~faculty就行了) to these things.
    In my opinion, science is for its application and human development. A teacher who practiced from a relevant job will gain more about what he teaching and comprehend which is more important practically in real application. A person who abruptly changes to a teacher from a student has no idea about how the knowledge from book or teachers is put into practice. But when he experienced a real job, the teacher will be impressed more about his teaching courses and can maintain its importance, and so he can teach better. What’s more, when he meets a problem in his job, he can use his teaching skills to solve it, which is also a way to promote his teaching competence. A Chinese idiom says that study something, in order to apply it. This indicates most knowledge’s usage. But how come a student play well at his position with the skill acquired in his college while the one who taught him just know little about his students’ future job. So, that a teacher knows something relevant his courses is a effective way to improve the quality of instruction. （感觉这段分析不是很清楚，举例子会更好）
    At the same time, compelling all faculties to get a relevant job is not a good idea. As everyone knows, it will cost a man at least 1-2 years to get accustomed about（to?） his job. This is very valuable for a research teacher who studies on some long and hard problem.  What he applies in his job is just a point of his knowledge, and he may forget some of the other knowledge during that 1-2years. This is not suitable for pure fundamental research. What’s more, this is not even realistic at times, especially when a science revolution happens. Take quantum theory for example. When quantum theory appeared in last century, how can a scholar who major in quantum find a relevant job? Actually, most fundamental academic research is trying to solve the most leading edge problems, so finding a relevant job outside academic world is not an easy stuff.
    The college’s ability of instruction is to shape the students to comprehensive, effective and skillful person. It is necessary to keep their teachers to the rhythm of current application. But a teacher who majors in principle of relativity is hard to play a role outside academic world, while computer teachers’ relevant jobs are everywhere. There are other solutions to the problems. Actually, we can invite workers to college to state the problems they confronted or hold a communication conference, which can both broaden teacher’s horizon and spends less time and money. Those studying on fundamental teachers also can be inspired by these solutions. In sum, to inform students, informing the teachers is first, and the way to teach teachers is flexible, but not only to get a relevant job.
后面的例子很棒啊~~前一段分析的逻辑让人有点看不懂，能有点例子就很棒了