“我最怕期末”：一名大学教师的焦虑

每到期末，校园里总少不了一点紧张和焦虑。学生焦虑，因为苦心备考想拿个好成绩；老师焦虑，因为学生会使出各种招数来“要分”。编辑部近日收到国内一所知名大学老师周凯的邮件，痛陈他的“期末焦虑”。这是他一个人的焦虑还是属于大学讲台上更多人的焦虑？对此，记者顺藤摸瓜展开调查并邀请专家深入分析，试图找出这背后的因由。

作为一名大学青年教师，我最焦虑的不是“时不我待”的教学改革压力，不是科研上“不断加码”的绩效考核，也不是学校周边“突飞猛涨”的房价，而是我亲爱的学生们对考试成绩“正义凛然”的索要之风——

“老师，我要出国留学，劳烦您给我85分以上。”

“如果我这门课不能上80分，我就要被退学了。”

“如果我不幸考了84分，请老师多给1分保我上85分。”

诸如此类，不胜枚举。

每个学期，我最怕的是期末。从最后一节课结束到期末考试完成，学生们的“陈情”邮件会持续“轰炸”我的电子邮箱。有时候辅导员、班主任或家长们也会亲自出马，通过打电话、发微信、到访办公室等方式为学生“跑分”“要分”。而势单力薄的我总是不堪其扰、难以招架，只得忽略邮件，关闭手机，甚至干脆逃离办公室，这种东躲西藏、狼狈不堪的生活让人着实心烦意乱。

然而，更糟糕的事情还在后面。当顶住各种压力，将分数如实提交教务系统之后，我的噩梦才真正开始。一旦查到期末分数，许多学生会立即向我表达对分数的不解、抱怨或失望。此时，“声讨”邮件扑面而来，汹涌澎湃。这些“群众来信”有的是对我本人不能设身处地站在学生立场慷慨送分表示不满，有的则列举其他课程老师如何“通情达理”“善解人意”的生动案例，有的会委婉指责我的不近人情。面对雪片般飞来的问责邮件，我总感到一种难以言说的无奈和焦虑，甚至是委屈，仿佛大错已然酿成——我的“任性”与“执拗”给这些青年人造成了无法挽回的灾难性后果，同学们一个个哭泣、失落、愤怒的神情时常在我脑海中浮现，一种莫名的负罪感甚至会让自己在睡梦中惊醒。这些邮件有时甚至让我觉得自己是一名极为另类的大学教师。

我曾借访学之机向哈佛大学、东京大学、香港大学等多所世界一流大学同人请教，如何应对学生“跑分”“要分”的行为，然而得到的回答却是他们“从未遇到过此类现象”，并且认为学生向老师索要分数是一种严重的作弊行为，必须予以及时纠正和严格禁止。

近日，与几位青年教师在学术会议之余交流时发现，大家虽身处不同高校，但在“给分焦虑”方面却惊人相似，这不禁令人唏嘘不已。在今天的中国大学校园中，为何“跑分”“要分”现象如此流行？一些学生为何如此理直气壮？任课教师给学生打分为何变得战战兢兢？为何我们的“天之骄子”不去思考如何刻苦用功获得理想分数，而是挖空心思向教师索要满意分数？这些问题我们没有现成答案，但可以肯定的是，其背后有更为复杂的原因。实用主义盛行，浮躁之风侵蚀校园，重知识教育轻道德塑造的办学模式，急功近利、望子成龙的中国家长，都可能是导致大学生“跑分”“要分”的深层诱因。由此，我们不应简单地把板子打在尚处在人格养成关键阶段的青年学生身上，而是要对社会教育、学校教育及家庭教育进行深刻反思。

当前，立德树人是大学教育的根本任务，是培养高素质人才的根本要求。作为教师，认真公正地对待每一位同学的成绩，既是我们的职业道德和伦理底线，也是树立大学生正确价值观和人生观的关键一课，我们绝不能掉以轻心，也不能随波逐流，而是要让青年学生清楚认识到获取高分不能靠耍小聪明，唯有依靠勤奋刻苦和不断努力。

说话间，面对眼前这400多份期末试卷和接二连三的“陈情邮件”，那种熟悉而又无奈的焦虑感再次袭来，然而我知道自己其实别无选择，唯有坚守初心、坚守底线、坚守原则。

来源：人民网

"I am most afraid of the end of the term": the anxiety of a university teacher

At the end of the term, there is always a little bit of tension and anxiety on the campus. Students are anxious because they are anxious to get a good result, and the teacher is anxious because the students will come out with all kinds of tricks to "point out". The editorial department recently received a famous domestic university teacher Zhou Kai mail, and his final anxiety". Is this the anxiety of his own or more of the anxiety of the University rostrum? In this regard, the reporter launched an investigation and in-depth analysis by invited experts, trying to find out the reasons behind this.

As a young university teachers, I most anxiety is not "Time will not wait for me." teaching reform and Research on the pressure, not "overweight" performance appraisal, not around the school "skyrocketing prices," but my dear students for the exam "zhengyilinran" -- for the wind

"Teacher, I want to study abroad, could you give me more than 85 points."

"If I don't have 80 points in this class, I'm going to be dropped out."

"If I am unfortunate to have 84 points, ask the teacher to give 1 points more than 85 points."

Like this, it is too numerous to enumerate.

Every semester, what I am most afraid of is the end of the term. From the end of the last class to complete the final exam, the students of the e-mail "petition" mail will continue "bombing" my. Sometimes the counselor or parents will personally, by phone, micro letter, visit the office for students to "run" to "". But because I always stand it, overwhelmed, had to ignore the message, turn off your mobile phone, or even get out of the office, this day, in the lives of people with solid upset.

The worse, however, is still behind. My nightmares really begin when I hold back all kinds of pressure and submit the score to the educational system.  Once the final scores are found, many students will immediately express to me the incomprehension, complaints, or disappointments of the scores. At this time, "denounce" mail Pumianerlai, surging. These "letters" of some I can't put myself in position for students generous expressed dissatisfaction with some other courses listed the teacher how to "show common" and "understanding" the vivid case, some will accuse me of euphemism be beneath the human character. In the face of an avalanche of accountability messages, I always feel a kind of unspeakable frustration and anxiety, even wronged, as if a has already led to my "capricious" and "stubborn" has caused disastrous results to these young people, the students one by one to cry, lost, often angry look in my mind, a kind of inexplicable sense of guilt and even make their own wake up in a dream. These emails sometimes even make me feel that I am a very different college teacher.

I once visited by study of the machine to the Harvard University, University of Tokyo, University of Hong Kong and many other world-class university people ask, how to deal with students "run" "to" behavior, but the answer is "they have never encountered such phenomenon", and that the students to the teacher for scores is a serious cheating behavior, must be promptly corrected and strictly prohibited.

Recently, when I was in communication with a few young teachers in the academic conference, I found that although you are in different universities, but they are strikingly similar in "giving points anxiety". In today's Chinese University campus, why is the "running score" "points" so popular? Why are some students so strong? Why did the teacher score the students to become trembling? Why we do not think about how to "God's favored one" hard work to get ideal scores, but try to ask for teachers' satisfaction scores? We have no ready-made answers to these questions, but it is certain that there are more complicated reasons behind them. Pragmatism, impetuous wind erosion campus, heavy and light moral education mode shape knowledge education, quick, pushy parents Chinese, is likely to lead to college students "running" and "to" the deep cause. Therefore, we should not simply play the board on young students who are still at the critical stage of personality development, but have a deep reflection on social education, school education and family education.

At present, moral education is the fundamental task of university education, is a fundamental requirement for the cultivation of high-quality talents. As a teacher, serious justice to each student's achievement, is our occupation moral and ethical bottom line, but also establish the key lesson students the correct values and outlook on life, we can never let down, cannot drift, but to let the young students clearly recognize that to obtain high scores can not rely on smart, can only rely on hard work and continuous efforts.

The speech, face the more than 400 final papers and one after another "petition mail", the kind of familiar and helpless anxiety hit again, but I know they don't really have a choice, only adhere to the beginning of the heart, stick to the bottom line, adhere to the principle of.