星火英语专业八级考试易考范文背诵50篇 10 The Reasons for Unharmonious Teacher-student Relationship

[00:03.97]Topic 10 The Reasons for Unharmonious [00:06.80]Teacher-student Relationship [00:09.52]As many former college students remember, [00:12.07]when they were in college, [00:13.53]students were fond of discussing problems [00:15.50]with professors in their field in class. [00:18.27]Professors were oftentimes [00:19.35]invited to participate in students’ [00:21.40]extra-curricular activities. [00:23.97]According to those former college students, [00:26.17]at that time students deemed professors [00:28.73]as close friends that they could take into their confidence. [00:32.51]However, [00:33.36]both college students and professors are frustrated [00:36.21]by the new type of teacher-student relationship. [00:39.53]On various occasions, students [00:42.02]absorb themselves in their own business [00:44.33]such as reading novels, [00:45.54]sending short messages, sleeping and etc., [00:50.00]while professors are delivering their lectures. [00:53.16]Despite the fact that many professors [00:54.84]would like to avail every means to [00:56.34]persuade students to actively participate [00:59.09]in class discussion, [01:00.97]students seem to be indifferent. [01:03.37]Undoubtedly, [01:04.45]there are different factors that account for [01:06.43]this unharmonious relationship. [01:08.45]As for me, credit system should take the blame. [01:12.02]Firstly, with the adoption of credit system, [01:15.18]students are likely to perceive [01:16.93]that the goal of attending class is to earn credits. [01:20.63]To quote a famous professor’s comments, [01:23.09]“Are there any students [01:24.52]who are willing to attend lectures [01:26.13]in line with their own interests? [01:28.32]I think to earn credits ranks top in their priorities [01:31.63]to attend lectures.” Motivated by this mindset, [01:35.16]students are likely to lose interest [01:36.93]in the courses they choose. What matters [01:39.99]is not what they will learn from professors; [01:42.58]instead, they only show interest [01:44.86]in how they can pass final exams with minimum efforts. [01:48.86]Consequently, [01:49.97]so long as they can perform successfully in final exams [01:53.42]and earn required credits, [01:55.63]whether they concentrate on class or not is not a big deal. [01:59.56]Secondly, [02:00.63]the adoption of credit system also results [02:03.12]in some changes in professors’ mindset. [02:05.65]Given that students perceive [02:07.30]attending lectures to earn credits, [02:09.39]professors would realize [02:11.00]that no matter how hard [02:12.57]they try to persuade students to participate in class, [02:15.87]they are only rewarded by students’ indifference. [02:18.67]When these professors can not find fulfillment [02:21.65]in the interaction with students in class, [02:23.81]they are so frustrated that many of them [02:26.54]will pay more attention to their research [02:28.85]so as to be promoted to a higher rank. [02:31.91]In consequence, [02:32.95]professors will allocate less time to prepare [02:35.47]for the coming lectures. [02:37.33]Gradually, professors would find no passion, [02:40.24]no fulfillment, and no incentive in class, [02:43.56]which is to the detriment of teacher-student relationship in any sense. [02:48.29]On all accounts, [02:49.40]when college students and professors are bonded by several credits, [02:52.99]the once sacred relationship is reduced to a trade relationship: [02:57.20]students pay to earn credits [02:59.73]and professors provide services by giving lectures. [03:03.78]How can we expect an intimate relationship in this circumstance?

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