【i习作temp】Issue50 历时三个小时的处女作

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第一篇没有看过解析的作文 大家有什么话就说吧……我是新来的


Should all faculty be required to spend time working outside the academic world in professions relevant to the courses they teach, in order to improve the quality of instruction at the college and university level? It depends. Undoubtedly the teachers in colleges or universities should work in related professions outside the academic world if they want to improve their skill of instruction, but not all of them and under all circumstances, that is, the scope of participants should be considered and the balance between academic activities and related professions should be kept carefully at the same time.

The requisite way to improve the quality of instruction at college and university level is to make the faculty spend some time working in related professions outside the academic world. After all, the knowledge taught at university or college level should be advanced and more realistic than that taught in fundamental education when the future use by the graduates in their professions is in consideration, in that the goal of the university education is to teach students how to make a living, and further, make progress in their future life. Under some circumstances, only by spending time working in related professions can the faculty put their expertise into practice and learn how to use it in real life, in which
way the knowledge become more advanced and realistic, and the quality of instruction is improved of course. Here is a good example of my argument. The teachers in the school of economics in Peking University are required to participate in national economic policy-making debating at least once a year at the competent authorities of the country's economy. In this way, the teachers use their knowledge to solve real problems in the development of the country and their academic standards are improved, so is the quality of instruction.

But it's not sufficient to simply make all faculty---no matter which academic field they are in---do that, meaning the scope of participants should be carefully considered , in that every academic field has its own features and the method above maybe not fit for it or not sufficient.So the characteristics of the subject must be taken into account in the decision-making process. If so, the scope of participants will be limited and not "all" of the faculty will be required to work in related professions, while the quality of instruction will be improved when other effective methods are used. Take Theoretical Physics for example. The teachers will improve themselves more through academic activities---doing calculations, experiments and so on---than through doing something related, like inventing a potable telescope because it is mathematical models and abstractions of natural phenomena that Theoretical Physics emphasizes on and in no way other than doing calculations, experiments and something like, can the faculty know more about it, nor the quality of instruction can be improved.

And the balance between academic activities and related professions should be kept in order to improve the quality of instruction, if not, the faculty may spend too much time on related professions and their level of expertise will not be improved quite the reverse. As both will take time and energy, doing too many related professions will undoubtedly ruins the academic work. Imagine a professor teaching History enthusiastic about collecting antiques, he may spend most of his time attending auctions and appreciate antiques and a little time, or even, no time, doing research in history and writing papers. As time goes on, the academic level will go down, so will the quality of instruction.

All in all, it's necessary to require the faculty doing work relevant to the course they teach outside the academic world in order to improve the quality of instruction, but without carefully consideration in the scope of participants in the method above and without keeping balance between academic activities and related professions, this method will not be effective.