Issue50 【0906G 文以载道三月四月作文小组】1.23号作业 by susanner

susannerUID: 2209224

Issue50

------摘要------
作者：susanner
共用时间：75分14秒   原文 494 words,修改后648
写错的单词：前面是对的，括号里是错的
pragmatic(pragmetic)
doctor(docter)
faculties(faculty)
courses(cources)
efficiency(efficency)
deficiency(deficency)
horizon(horizen)
integrated(irrelevant)
irrelevant (irrevelent)
disciplines(disiplines)
------题目------
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.
为了提高大学的教学质量，所有的教职员工应该去校外参加一些和他们教的课程相关的工作
-------提纲------
1.
In some courses relevant with pragmatic areas where theories and practice are integrated and inseparable, such as engineering, computer science, medicines and so on, practical experiences would bring pronounced advantages to faculties’ instructions.
2.
In some disciplines relevant to natural sciences and humanities, such as astronomy，physics, math, history, literature, philosophy, and so on, such requirement is comparatively infeasible, deficient and even harmful for teacher's instructions.

------正文------
I concede that, to some extent, obliging faculties in some fields to spend time working outside the academia relevant to their courses lends help to enhance the course materials and improve the quality of instruction. However, the speaker overstates that all faculties should be required such experiences, at which point I leaves my dissension. As a matter of fact, it is infeasible or even harmful for faculties in some disciplines to follow this recommendation.

In some courses relevant with pragmatic areas where theories and practice are integrated and inseparable, such as engineering, computer science, medicines and so on, practical experiences would bring pronounced advantages to faculties’ instructions. On the one hand, it adds to the theories of text--book, constantly deepening and broadening faculties’ understanding of the course and knowledge they instructs while invites further exploration of their instructions devised more reasonably according to the needs of professional fields and more progress.
For example, enterprise-coding experiences lend strong support to enhance the efficiency of faculties' programs relevant to computer science in academia, and consequently improve the quality of their instructions. Another example to aptly illustrate this is that teachers relevant to engineering with practical, real-world-oriented experiences, would complement the basic principles and formulas in text--book, and bring a contagious excitement about the subject in-hand to class, which improve his instructions consequently. And for doctors lacking experiences of working outside the academia, they hardly have the qualities of teaching let alone improve the quality of instructions at the college and university level.

On the other hand, it is certainly a good motivation that first-hand practice experiences equip students with the latest knowledge and information and ignite the flames of their interests. Students involved in these areas prefer teachers who link themselves with extra-academic world, because they not only impart knowledge to students, but also acquaint intellectuals with fresh insights, perspectives, attitudes, informed career decisions in their areas of specialty. Sociologists with examples absorbed from working experience outside academia are more preferred among students because they broaden their horizons, and rouse interests of intellectuals who are urgently imbibing the fresh thought. And because teaching is a mutual process, with stimulated interests from students in class, working experiences outside academia certainly ventilate the stale academic atmosphere and have an effect on improving the quality of instructions.

In some disciplines relevant to natural sciences and humanities, such as astronomy，physics, math, history, literature, philosophy, and so on, such requirement is comparatively infeasible, deficient and even harmful for teacher's instructions. The courses relevant to these areas pay much more attention on the theories, compositions or researches irrelevant to practical world. Take literature and philosophy for examples, what work outside academia is there for professors to ferret out?
Would it be sensible for researches in astronomy be conducted outside academia? What work except teaching in academia is there for physicist to cultivate intellectuals? Instructors in these fields devote themselves into historical records, philosophical thoughts, literary works, and delve into the theory researches, which have no bearings with practical world. In the meantime, the evolution of all kinds of media grants good access for the faculties involved in these areas to pick up information. Obliging them to the outside work may be infeasible or even detract faculties’ attention from work and finally renders itself to be deficient and harmful.

In sum, in the hierarchy of our educational systems, whether faculties should be obliged to work outside academia depends on the nature of the courses they instruct. In realms emphasizing theoretical study or humanities, it is futile and even harmful for teachers to engage in outside works. In realms directly relevant to social practice, such as business, medicine and engineering, the endeavor of faculties carrying out practical work outside academia will make insipid didactical process vivid and interesting, enrich students’ knowledge, extend their ken and ultimately improve the quality of instruction.