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专八题目：
The Reasons for Unharmonious Teacher-student Relationship
专八范文：
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.
许多大学毕业生回忆到，上大学时学生喜欢在教室与教授讨论问题。老师也通常会参与到学生的课外活动当中。根据以往的大学毕业生所说，那时，学生把老师当做是最好的朋友，他们之间可以彼此信任。但是，老师和学生都感到非常困惑，困惑他们新的师生关系。有时，学生总是忙于自己的事情，例如看小说、发短信、睡觉等，与此同时，老师在台上讲课。尽管老师总是劝阻学生参加到课堂的讨论当中，学生却无动于衷。毋庸置疑，造成这种不和谐有以下几个原因。我认为，学分系统是原因之一。
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，随着学分系统的施行，学生很有可能认为上课的目的就是争取学分。我想引用一位老师的话，“有学生是真出于兴趣爱好来听课的吗？我认为学生已经把争取学分当成了上课的首要目的”。通过这样的思想，学生更有可能失去了上课的兴趣。重要的不是我们从老师那里学到什么，反之，他们仅仅关心如何付出最小的努力来通过考试。所以，只要他们在期末考试中表现好，他们就能获得学分，他们是否认真听讲并不重要。
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，学分制度的实施改变了老师的思想。由于学生上课的目的是获取学分，老师会意识到不管他们怎么劝阻学生听课，学生只会默不作声。老师在与学生的互动上找不到满足感，老师们感到非常困惑，他们就会把更多的注意力放在研究上，这样他们才会获得更高的职位。所以，老师就会把更少的注意力放在上课上。逐渐，老师会失去上课的兴趣、满足感、激励感，这对于师生关系是有害的。
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?
总结，师生之间的关系被学分所捆住，曾经良好的师生关系已经演变成买卖关系；学生花钱买学分，老师讲课卖学分。我们又将期待何种亲密的师生关系呢？
译文属可可英语原创，未经允许，不得转载。
