導師你還記得我麼雙語美文

　　學生說，大學畢業時，導師竟然連我的名字都不記得;導師卻說，學生找我，除了要求改成績，就是要寫推薦信。什麼時候開始，大學裡的師生關係變得如此單薄?接下來，小編給大家準備了,歡迎大家參考與借鑑。

　　Chen Chen, 22, had her graduation farewell dinner weeks ago. But the law graduate of Shandong University still remembers the embarrassing moment when she proposed a toast to her professor and he couldn’t remember her name.

　　今年22歲的陳辰來自山東大學法學院，這個22歲的姑娘幾周前剛和老師同學一起吃了散夥飯。但是，至今她還記得自己在飯桌上嚮導師敬酒時，導師卻不記得她名字的尷尬時刻。

　　“I immediately blushed,” Chen says. “I wasn’t close to my professor, but I didn’t expect our relation to be so tenuous.”

　　她說：“我當時臉就紅了，雖然我和導師不是很親近，但沒有想到大家竟陌生到如此地步。”

　　Different from teacher-student relations at high school, professor-student relations in college are not so close. According to a recent survey of 2,230 students and 270 professors by Beijing Normal University, 32 percent of students rarely communicate directly with their professors.

　　大學裡的師生關係早已沒有高中時那麼親密。在北京師範大學對2230名大學生和270位導師的調查中，有32%的學生幾乎不與導師進行面對面的溝通交流。

　　Professors believe students should take the initiative in tackling this problem.

　　導師則認為，解決這一問題，學生應該更主動一些。

　　Emotional bond

　　情感交流

　　Zhang Tingting, 19, a Chinese language and literature major at Jinan University, is sitting in the staff office watching a Korean soap opera with her professor. They’ve been good friends since Zhang’s freshman year, when she went through a bad breakup.

　　來自暨南大學漢語言文學專業的19歲姑娘，張婷婷，正坐在導師的辦公室裡和導師一起看韓劇。自從張婷婷經歷了大一那場痛苦的失戀之後，她就和導師成為了好朋友。

　　“I was alone in the classroom and crying when my professor saw me. She comforted me and straightening me out,” Zhang says. After that, they talked about their personal lives and discovered their shared interest in Korean dramas.

　　她說，“當時導師看到我一個人在教室裡哭，她就過來安慰我，讓我漸漸恢復平靜，振作起來。”自此之後，她們就常常聊起私人生活，然後就發現兩人都對韓劇情有獨鍾。

　　“That made her amicable and accessible to me,” Zhang says. She now visits her professor’s office on a monthly basis to discuss her academic problems and future plans. Zhang is glad that she had the opportunity to form a close relation with her professor.

　　張婷婷還說，“老師的安慰讓我覺得她是一個平易近人又和藹可親的人。”現在，她平均每個月都會去導師的辦公室一趟，嚮導師請教學術問題，制定未來的計劃。能有機會和導師建立如此親密的關係，讓張婷婷倍感欣慰。

　　Pragmatic approach

　　功利目的

　　Approaching professors requires a proper reason and good manners. Li Hongyan, professor of communication at China Agricultural University, checks her phone for new messages after every class. One day, she received several WeChat messages, one of which said: “Professor Li, I want to study abroad. Could you please increase my score to meet the foreign university’s requirements?” Li sighed - this was the last message she wanted to receive.

　　接近導師同樣需要目的合理、方法得當。李紅豔是中國農業大學的老師，她每節課之後都會看看自己的手機。有一天，她收到好幾條微信，其中一條寫著“李老師，我很想出國留學，您能再給我加點分，讓我的成績達到外國大學的入學要求麼?”李紅豔嘆了口氣，這是她最不想收到的微信。

　　Li has been using WeChat to facilitate communication with her students. “Those who are afraid to talk face to face with professors can always find me on WeChat,” she says. In recent years, however, she has noticed that students are becoming increasingly pragmatic.

　　李老師使用微信，是為了更方便地與學生交流。她說：“這樣，那些害怕和我面對面交流的同學，可以通過微信聯絡到我。”但是，這幾年，她發現學生變得越來越功利。

　　It’s common for today’s young people to focus on their personal interests, according to Li. “But when students expect tangible benefits from us, there’s not much we can do,” she says.

　　她覺得現在的年輕人只關注自己的利益，而這已經成為一種普遍現象。她說，“當學生想要從我們這裡獲得實際的利益之時，我們往往都無能為力。”

　　Chen Yongmei, associate professor of Japanese at Beijing Forestry University, believes such students are not representative of the mainstream. Whether students approach professors largely depends on their personality.

　　陳詠梅是北京林業大學日語系的一名副教授，她覺得這樣的學生並不能代表主流。她認為，學生能否和導師拉近關係，很大程度上取決於學生自身的性格。

　　“Some of them are very outgoing and more than willing to share their thoughts with us. But if they’re not, we don’t force them to,” she says.

　　她說，“一些學生性格比較開朗，更喜歡和我們交流他們的想法。但是，如果他們不願意開口，我們也不會強迫他們。”

　　Another factor that affects professor-student relations is the professors’ way of teaching. Chen says she teaches both a compulsory and a selective course. In the selective course she tends to deliver classes in a more entertaining way, using cartoons and funny videos.

　　陳詠梅認為，另一個影響師生關係的因素則是導師的教學方法。她說，自己既教授必修課，也講授選修課。在選修課上，她會使用漫畫或是視訊，課程也會增加更多的趣味性。

　　“Students in this course are more willing to communicate with me than students in the compulsory course,” she says.

　　她說，“於是，選修課上的學生會比必修課的學生更加活躍，願意與我交流。”