Issue50 第一次写求拍！

elfaro · 发表于 2012-8-3 13:50:22

The faculty in universities working outside the academic environment, that is, to work in the 'real' world, surely gains themselves more practical knowledge, which combining with their solid academic background provides students with more fruitful instructions. However, the idea is going to vary greatly between the kind of courses the faculty is teaching, their personal preferences and what kinds of instruction they are delivering to the students.

First of all, I generally agree with the statement as the faculty in universities gaining more hands-on practices helps them to develop themselves as well as to educate others.

As the faculty are also learners and they require more input to cultivate themselves, hands-on experience facilitate them to deepen their understanding about a certain issue they've researched and learned in the academic world. Thus, their mind becomes more active and flexible, which helps them to become a better person and a knowledgeable teacher.

After gaining enough experience in other industries, the faculty can surely translate the case studies in the text books to the students with more insight and vibrancy. Especially, after by experiencing the real projects or cases themselves, the faculty enrich the students' learning experience a lot.

However, there is no necessary linkage between gaining experience outside the universities and becoming a qualified faculty, even if the experience is relevant to the courses they teach.

First of all, not all faculties prefer to work outside universities to gain additional knowledge about the course they are teaching. It may happen that they regard it as a very inefficient way to enhance the students' learning experience, or they position themselves as a guidance or guiding star for the students and the world should leave to the students themselves to explore and to find the results.

In addition, for the courses in universities, some are more academic-oriented than others, and they need more time doing research in the lab or reading books. When it comes to some disciplines, especially abstract science, such as discrete mathematics or theoretical physics, teachers are more likely to enrich their knowledge in universities and colleges since these subjects need teachers to think or calculate rather than hands-on experience.

Most importantly, the practical knowledge is not the most vital part that the faculty should teach to the students. According to philosopher and educator George Allan, what is most important about a college education is not what students are taught but whether they learn the moral practices that determine how they may best conduct their lives and how they can become responsible individuals--practices that cannot be taught but can only be learned in an environment that encourages imaginative play and open-ended dialogue. As a result, the benchmark of a good faculty should not be the hours that the faculty working outside this kind of environment, but how attentively and whole-heartedly that they are working in it; then, everything else is secondary.

Fundamentally, the more knowledgeable the faculty, the more beneficial to the students. However, the faculty should base on their own preference and the characteristics of the courses they are teaching to adjust their self-learning path. It might be a plus to work in other fields for the faculty, but it is always a must to understand what kind of role they need to play-- a wise facilitator to help the students to become a better self.

elfaro · 发表于 2012-8-3 18:59:22

修改版V1.

The faculty in universities working outside the academic environment, that is, to work in the 'real' world, surely gains themselves more practical knowledge, which combining with their solid academic background provides students with more fruitful instructions. However, the idea is going to vary greatly between the kind of courses the faculty is teaching, their personal preferences and what kinds of instruction they are delivering to the students.

Admittedly, the faculty in universities gaining more hands-on practices helps them to develop themselves as well as to educate others.

As the faculty are also learners and they require more input to cultivate themselves, hands-on experience facilitate them to deepen their understanding about a certain issue they've researched and learned in the academic world. Thus, their mind becomes more active and flexible, which helps them to become a better person and a knowledgeable teacher.

After gaining enough experience in other industries, the faculty can surely translate the case studies in the text books to the students with more insight and vibrancy. Especially, after by experiencing the real projects or cases themselves, the faculty enrich the students' learning experience a lot.

Aside from the two foregoing provisos, however, I fundamentally disagree with the speaker's claim. Suggesting all faculty working outside universities ignores both the subjective and objective viability, and it fails to realize the top priority to educate the students in the college.

Subjectively, not all faculties prefer to work outside universities to gain additional knowledge about the course they are teaching. It may happen that they regard it as a very inefficient way to enhance the students' learning experience, or they position themselves as a guidance or guiding star for the students and the world should leave to the students themselves to explore and to find the results.

Objectively, for the courses in universities, some are more academic-oriented than others, and they need more time doing research in the lab or reading books. When it comes to some disciplines, especially abstract science, such as discrete mathematics or theoretical physics, teachers are more likely to enrich their knowledge in universities and colleges since these subjects need teachers to think or calculate rather than hands-on experience.

Most importantly, the practical knowledge is not the most vital part that the faculty should teach to the students. According to philosopher and educator George Allan, what is most important about a college education is not what students are taught but whether they learn the moral practices that determine how they may best conduct their lives and how they can become responsible individuals--practices that cannot be taught but can only be learned in an environment that encourages imaginative play and open-ended dialogue. As a result, the benchmark of a good faculty should not be the hours that the faculty working outside this kind of environment, but how attentively and whole-heartedly that they are working in it; then, everything else is secondary.

Basically, the more knowledgeable the faculty, the more beneficial to the students. However, the faculty should base on their own preference and the characteristics of the courses they are teaching to adjust their self-learning path. It might be a plus to work in other fields for the faculty, but it is always a must to understand what kind of role they need to play-- a wise facilitator to help the students to become a better self.

竹林中人 · 发表于 2012-8-3 20:50:03

require more input to cultivate themselves, 这个表述不够地道
their mind becomes more active and flexible, which helps them to become a better person and a knowledgeable teacher？？
第三四段的论述需要更specific，而不要停留在空洞的说理上。
Suggesting all faculty ???working outside universities ignores both the subjective and objective viability..........,这一整句表述问题很大
同样，五六段，这么的说理也不是很具体的
存在的问题：
1.语言表达上，错误很多，一是单词含义的准确把握，再就是句子成分和结构是不是很清晰
2.内容没组织好
3.说理太过抽象，这是issue的大忌。不要认为自己的认识越高深越好，任何的想法最终要通过具体的论述和例子分析来实现，如果不能用很简单明了的语言表达自己的意思，这时候就需要换个意思了

elfaro · 发表于 2012-8-4 11:03:27

谢谢这么有用的指点

我会继续努力的

[作文互改] Issue50 第一次写求拍！

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