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專八題目：
The Reasons for Unharmonious Teacher-student Relationship
專八范文：
As many former college students remember, when they were in college, students were fond of discussing problems with professors in their field in class. Professors were oftentimes invited to participate in students’extra-curricular activities. According to those former college students, at that time students deemed professors as close friends that they could take into their confidence. However, both college students andprofessors are frustrated by the new type of teacher-student relationship.On various occasions, students absorb themselves in their own business such as reading novels, sending short messages, sleeping and etc., while professors are delivering their lectures. Despite the fact that many professors would like to avail every means to persuade students to actively participate in class discussion, students seem to be indifferent. Undoubtedly, there are different factors that account for this unharmonious relationship. As for me, credit system should take the blame.
許多大學畢業生回憶到，上大學時學生喜歡在教室與教授討論問題。老師也通常會參與到學生的課外活動當中。根據以往的大學畢業生所說，那時，學生把老師當做是最好的朋友，他們之間可以彼此信任。但是，老師和學生都感到非常困惑，困惑他們新的師生關系。有時，學生總是忙于自己的事情，例如看小說、發短信、睡覺等，與此同時，老師在臺上講課。盡管老師總是勸阻學生參加到課堂的討論當中，學生卻無動于衷。毋庸置疑，造成這種不和諧有以下幾個原因。我認為，學分系統是原因之一。
Firstly, with the adoption of credit system, students are likely to perceive that the goal of attending class is to earn credits. To quote a famous professor’s comments, “Are there any students who are willing to attend lectures in line with their own interests? I think to earn credits ranks top in their prioritiesto attend lectures.” Motivated by this mindset, students are likely to lose interest in the courses they choose. What matters is not what they will learn from professors; instead, they only show interest in how they can pass final exams with minimum efforts. Consequently, so long as they can perform successfully in final exams and earn required credits, whether they concentrate on class or not is not a big deal.
首先，隨著學分系統的施行，學生很有可能認為上課的目的就是爭取學分。我想引用一位老師的話，“有學生是真出于興趣愛好來聽課的嗎？我認為學生已經把爭取學分當成了上課的首要目的”。通過這樣的思想，學生更有可能失去了上課的興趣。重要的不是我們從老師那里學到什么，反之，他們僅僅關心如何付出最小的努力來通過考試。所以，只要他們在期末考試中表現好，他們就能獲得學分，他們是否認真聽講并不重要。
Secondly, the adoption of credit system also results in some changes in professors’ mindset. Given that students perceive attending lectures to earn credits, professors would realize that no matter how hard theytry to persuade students to participate in class, they are only rewarded by students’ indifference. When these professors can not find fulfillment in the interaction with students in class, they are so frustrated that many of them will pay more attention to their research so as to be promoted to a higher rank. In consequence, professors will allocate less time to prepare for the coming lectures. Gradually, professors would find no passion, no fulfillment, and no incentive in class, which is to the detriment of teacher-student relationship in any sense.
第二，學分制度的實施改變了老師的思想。由于學生上課的目的是獲取學分，老師會意識到不管他們怎么勸阻學生聽課，學生只會默不作聲。老師在與學生的互動上找不到滿足感，老師們感到非常困惑，他們就會把更多的注意力放在研究上，這樣他們才會獲得更高的職位。所以，老師就會把更少的注意力放在上課上。逐漸，老師會失去上課的興趣、滿足感、激勵感，這對于師生關系是有害的。
On all accounts, when college students and professors are bonded by several credits, the once sacred relationship is reduced to a trade relationship: students pay to earn credits and professors provide services by giving lectures. How can we expect an intimate relationship in this circumstance?
總結，師生之間的關系被學分所捆住，曾經良好的師生關系已經演變成買賣關系；學生花錢買學分，老師講課賣學分。我們又將期待何種親密的師生關系呢？
譯文屬可可英語原創，未經允許，不得轉載。
