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Honorable teachers, principles, dear parents and students:
Good morning to you all. On this sunny and unforgettable day, we gladly welcome you to our grade 12’s graduation ceremony.
Two years ago, when we first came to this program and began our three years of high school education. It was your enthusiasm that influenced us, giving us the heart to keep moving forward; it was your encouragement that motivated us, encouraging us to persevere. It was your high spirits that encouraged us, and pointed us in the right way. It was your harmony that united us, urging us to stand our ground and charge fearlessly forward.
Three years, 36 months(thirty-six), 1095 days(one thousand and ninety-five), 26280 hours(twenty-six thousand two hundred and eighty), 1576800 minutes(1 million five hundred and seventy-six thousand eight hundred), 94608000 seconds(ninety-four million six hundred and eight thousand). Your confidence, patience and determination have grown. Under the guidance of Mrs. Lv, you have achieved success which we celebrate today.
We look up to you as role models and you are our heroes. We built a relationship not unlike that of a great, big, family. Working together has made us familiar to each other and know each other from the bottom of our hearts. Seeing you mature every day from morning to night, motivating us, makes us more mature.
Yesterday, you were proud of this program, today, this program is proud because of you. With 51 university acceptance letters coming from all directions, people were impressed by your accomplishments. We, the Grade 11’s will shortly turn into grade 12’s already feel the pressure that is soon to be placed upon us, and we thank you for your example, which will give us the perseverance to succeed. In the up-coming year, we will follow your footsteps, and will never give up creating what will be our very own miracle. At the same time, we would like to inform our dear future successors, we hope that you will not be afraid of the future hardships; we also hope that you put your best efforts into your work; to become the pride and future of Sino – Canadian Program here in Jilin City No.1 High School and ChangchunExperimental High School.
Today, you will turn over a new chapter of your lives, although there will be numerous obstacles blocking your paths, your determined hearts will be forever strong. You will walk towards the light of the glory of tomorrow, with our best wishes from the bottom of our hearts! Go for it!
毕业典礼致辞的英文版【2】
i am honored to be with you today at your commencement from one of the finest universities in the world. i never graduated from college. truth be told, this is the closest i've ever gotten to a college graduation.
today i want to tell you three stories from my life. that's it. no big deal. just three stories.
the first story is about connecting the dots.
i dropped out of reed college after the first 6 months, but then stayed around as a drop-in for another 18 months or so before i really quit. so why did i drop out?
it started before i was born. my biological mother was a young, unwed college graduate student, and she decided to put me up for adoption. she felt very strongly that i should be adopted college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. except that when i popped out they decided at the last minute that they really wanted a girl. so my parents, who were on a waiting list, got a call in the middle of the night asking: "we have an unexpected baby boy; do you want him?" they said: "of course." my biological mother later found out that my mother had never graduated from college and that my father had never graduated from high school. she refused to sign the final adoption papers. she only relented a few months later when my parents promised that i would someday go to college.
and 17 years later i did go to college. but i naively chose a college that was almost as expensive as stanford, and all of my working-class parents' savings were being spent on my college tuition. after six months, i couldn't see the value in it. i had no idea what i wanted to do with my life and no idea how college was going to help me figure it out. and here i was spending all of the money my parents had saved their entire life. so i decided to drop out and trust that it would all work out ok. it was pretty scary at the time, but looking back it was one of the best decisions i ever made. the minute i dropped out i could stop taking the required classes that didn't interest me, and begin dropping in on the ones that looked interesting.
it wasn't all romantic. i didn't have a dorm room, so i slept on the floor in friends' rooms, i returned coke bottles for the 5 deposits to buy food with, and i would walk the 7 miles across town every sunday night to get one good meal a week at the hare krishna temple. i loved it. and much of what i stumbled into by following my curiosity and intuition turned out to be priceless later on. let me give you one example: reed college at that time offered perhaps the best calligraphy instruction in the country. throughout the campus every poster, every label on every drawer, was beautifully hand calligraphed. because i had dropped out and didn't have to take the normal classes, i decided to take a calligraphy class to learn how to do this. i learned about serif and san serif typefaces, about varying the amount of space between different letter combinations, about what makes great typography great. it was beautiful, historical, artistically subtle in a way that science can't capture, and i found it fascinating.
none of this had even a hope of any practical application in my life. but ten years later, when we were designing the first macintosh computer, it all came back to me. and we designed it all into the mac. it was the first computer with beautiful typography. if i had never dropped in on that single course in college, the mac would have never had multiple typefaces or proportionally spaced fonts. and since windows just copied the mac, its likely that no personal computer would have them. if i had never dropped out, i would have never dropped in on this calligraphy class, and personal computers might not have the wonderful typography that they do. of course it was impossible to connect the dots looking forward when i was in college. but it was very, very clear looking backwards ten years later.
again, you can't connect the dots looking forward; you can only connect them looking backwards. so you have to trust that the dots will somehow connect in your future. you have to trust in something - your gut, destiny, life, karma, whatever. this approach has never let me down, and it has made all the difference in my life.
my second story is about love and loss.
i was lucky – i found what i loved to do early in life. woz and i started apple in my parents garage when i was 20. we worked hard, and in 10 years apple had grown from just the two of us in a garage into a $2 billion company with over 4000 employees. we had just released our finest creation - the macintosh - a year earlier, and i had just turned 30. and then i got fired. how can you get fired from a company you started?
well, as apple grew we hired someone who i thought was very talented to run the company with me, and for the first year or so things went well. but then our visions of the future began to diverge and eventually we had a falling out. when we did, our board of directors sided with him. so at 30 i was out. and very publicly out. what had been the focus of my entire adult life was gone, and it was devastating.
i really didn't know what to do for a few months. i felt that i had let the previous generation of entrepreneurs down - that i had dropped the baton as it was being passed to me. i met with david packard and bob noyce and tried to apologize for screwing up so badly. i was a very public failure, and i even thought about running away from the valley. but something slowly began to dawn on me – i still loved what i did. the turn of events at apple had not changed that one bit. i had been rejected, but i was still in love. and so i decided to start over.
i didn't see it then, but it turned out that getting fired from apple was the best thing that could have ever happened to me. the heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything. it freed me to enter one of the most creative periods of my life.
during the next five years, i started a company named next, another company named pixar, and fell in love with an amazing woman who would become my wife.
pixar went on to create the worlds first computer animated feature film, toy story, and is now the most successful animation studio in the world. in a remarkable turn of events, apple bought next, i retuned to apple, and the technology we developed at next is at the heart of apple's current renaissance. and laurene and i have a wonderful family together.
大家下午好,
The national student sports program, waged by the Ministry of Education and aimed at improving students health, was held from 10:00a.m.~11:00a.m.on April 29,2007 in many primary and middle schools all over China. Almost 11 million students in Jiangsu province participated in this program.
全国学生体育项目,进行了由教育部,旨在提高学生的健康,从上午10点举行。~ 11:通行292007四月在中国各地的许多小学和中学。江苏省近11000000名学生参加了这一计划。
The Ministry of Education advocates that we do exercises for one hour a day and can work healthily for 50 years. Our whole life will be very enjoyable.
教育部提倡我们每天做一个小时的运动,能够健康地活50年。我们的整个生活会很愉快的。
In my opinion, we senior high school students should do exercises for one hour a day even though our spare time is limited. Health is a basic condition for our study. If we did not do exercises, we wouldn’t be able to get good study records. So every one of you, join the program now!
在我看来,我们的高中学生应该每天即使我们的业余时间是有限的一小时做练习。健康是我们研究的一个基本条件。如果我们不进行运动,我们不能够得到很好的研究记录。所以你们每一个人,加入该计划现在!
Hargreaves认为,教师文化是指教师在长期应对相似需求和限制的教学过程中所形成与发展起来的信仰、价值观、行为习惯等。本文对教师文化的研究主要针对大学英语教师在大学范围内及学院范围内的科研文化及其现状、问题的研究。
教师专业发展主要的研究目的是研究教师的专业成长过程,揭示教师专业发展的规律性,阶段性特征,发展成因,对教师教学工作的影响等。正如Lange指出的,“教师发展”是指教师在智能、经验及教学态度上不断成长的过程。综观国内外语教师专业发展研究成果,主要还是围绕教师所应该拥有的知识和能力、应开设的课程、具备怎样的专业素质等外语教师培训内容而展开[3]。
二、现状调查与结果分析
笔者就科研的数量和质量,对云南省六所高校共计164位大学英语教师进行了问卷调查,并对其中一部分进行了访谈。公共外语教师的科研成果统计如下表(2011-2013):
从上表中可以看出,大学英语教师的科研情况不容乐观。尽管有很多教师参加了科研活动,但是科研活动的质量堪虞。高质量的科研项目活动仅占所有项目的24%,而高质量的论文仅占所有论文的8%;同时,论文内容更多地是对教学实践,教学活动中的教学手段、教学经验进行总结或陈述,而缺乏从教学论的角度对教学进行系统的研究。出版学术专著的仅有6人,其余均为教材教辅书籍。这说明大学英语教师仍然对纯理论或较深的学术研究有着很大的局限性。大学英语教师的科研现状相比十年前杨忠等做的调查,在科研数量和参与度上有所进步,但是从科研的质量上来看,却几乎没有多大的变化。
大学英语教师的科研文化总的来说具有以下几个特点:
(一)科研个体文化向科研合作主义文化的转变
总的来说,大学英语教师的科研文化还是一种个体文化。其特点是科研主要还是以自身的知识完善和增长为目的,以个人为单位,进行科研。这种状况的形成主要是因为大学的组织机构造成的。在大学,高校教师各自为政,在工作和生活中缺乏充分的交流和沟通,更谈不上合作。高校英语教师的科研活动主要目标是以自己为中心,独立选择科研的对象,独立查阅资料,独立思考问题并且独立完成科研文章和项目。但是近年来,高校英语教师的科研活动开始向合作文化转变,这是因为现在的研究对象比较广,科研资金需求大,研究内容开始向跨学科发展,研究深度加深等,个人进行科研遇到了不少的难题。
(二)科研中的派别主义文化
教师之间不是独立工作,也不是和整个学校的大多数同事一起合作,而是参与到学校内更小的团体,如学院、系,特殊利益团等,这就形成了派别主义文化。调查中表明,大多数高校英语教师在选取自己的科研合作伙伴的时候,更多的是根据自己与合作伙伴之间的私人关系来进行选择,其次才会考虑到其专业水平、研究方向等。这种派别主义文化尤其对一些年轻的高校教师来说产生了极大的负面影响。年轻教师缺乏做科研的经验,在科研道路上急需帮助,而这种派别主义文化,阻碍了年轻教师向有经验教师的学习途径。而一些年轻教师要想加入到某个派别当中,成为科研团体当中的一员,往往比较困难,甚至必须选择与其中一些教师拉近关系,而对另一些教师疏远关系,从而使教师间关系产生不良的影响和后果。
(三)功利性科研文化
研究活动是高等教育的重要组成部分。高校教师最初的科学研究主要是不带任何目的的纯科学理论研究, 旨在探索真理,追求新知,而不是直接满足社会需求和个人需求,因而从事科学研究的教师多为自觉、自发为发掘真理而献身的学者,他们的研究目的纯粹是为了知识本身。但是随着科学对社会的巨大影响和改变,整个高校界的科研活动开始带上了功利色彩,表现出社会化倾向,原来的纯理论研究也越来越多地被应用研究所取代。许多高校英语教师的科研活动也主要是出于个体发展的需要,把科学研究当做一种工具,把职称晋升作为从事科学研究的重要目的之一。目前我国的高校教师的课题经费和职称被等同于其工作能力,因而导致对科研活动的纯功利性追求。同时,科研活动往往讲述数量不讲质量,制造出大量的学术垃圾。
三、原因分析
根据调查结果和分析来看,大学英语教师的科研现状并不乐观。虽然越来越多的教师开始投入到科研活动中来,但是科研成果的质量却相对较低。造成这种科研现状和科研文化的原因很复杂,本文概括了以下几点:
(一)缺乏科研意识
首先,大学英语教师主要从事的是非英语专业学生的英语教学,属于基础课的范畴,主要是针对某一套教材的课文内容、课后练习进行讲解, 似乎并不涉及太多的专业知识领域,主要以传授英语语言基础知识为教学目标,以教学经验为主导。这一现实导致很多大学英语教师认为科研对教学没有实质性的帮助。其次,尽管52%的教师认为搞科研是专业发展的需要,但63%的教师认为搞科研是为了提升职称,而仅仅只有13%的教师是因为对科研感兴趣而进行科研活动。有20%的人对科研一点兴趣也没有,甚至认为科研对教学根本就没有什么实用价值,根本就不愿意从事任何科研活动。
(二)科研环境欠佳
首先,大学英语教师承担全校的英语基础课教学,平均每周工作量均在12-20个课时之间,繁重的教学任务让他们缺乏时间和精力去从事科研。此外,由于绝大多数英语教师均为女性,在承担教学任务之外,她们还要承担家庭孩子的责任,更加没有精力从事科研。其次,32%的教师认为缺乏充分的信息渠道,缺少国外的第一手研究资料,无法全面了解国内外的最新科研动态,只有24%的教师能够定期地阅读国外学术期刊,这还没有考虑到期刊的档次。再次,大多数教师认为发表文章较为困难。这不仅仅因为国内英语专业的期刊较少,还因为很多教师不懂得研究方法,不知道该如何进行科研。同时,近年来英语类期刊上的文章更接近理论研究,较深的研究内容让众多普通教师觉得根本就看不懂。
(三)缺少学术带头人
31%的教师认为院、系领导是教师专业发展的核心力量。大学英语教师由于主要从事基础教学,没有学科具体内容,因此很难在某一专业方向进行深入的研究,而且由于高校教师的科研活动更多的是一种个人活动,因此那些在专业方面相对较强的院系领导没有充分发挥出学术带头人的作用,带领普通教师走上科研之路。
四、建立良好科研文化,促进教师专业发展的几点建议
从以上分析来看,造成目前高校英语教师科研状况不佳的原因很多很复杂,既包括了教师自身的主动性原因,也包括了学院、学校等方面的客观原因,甚至还包括了社会因素原因,因此,笔者提出几点建议:
(一)学院及学校领导应该为教师创造更多的进修机会和平台。院系领导应该通过引领教学、提供教师多种学习平台如工作坊、学术讲座、科研基金、科研信息材料、进修项目等,把自己的角色转变为普通教师的学习典范、教育改革的核心以及其所在院系的学术带头人,尽力创造一个以科研为导向的教师文化。
(二)改变我们学术体系当中的对教师的不切实际的期望和奖励制度。在我们的体制中,每个教师都被期望完成“教学、实践、和研究”这三项工作职责,同时还要完成家庭职责。这一期望应该被重新评价。英语教学活动是多维的,非常复杂,要求极为复杂的技能,以至于个体教师最好情况下也仅仅只能把精力集中在其中的二项职责。我们应该搞清楚教师心中什么样的奖励才是真正对其有意义的,建立起较科学的奖励机制,对科研成果大、学术价值高、实践指导意义大的教师进行奖励。
(三)创建合作的科研文化,促进教师的专业发展。合作对于个人的学习非常重要。教师作为终身学习者,如果不与他人交流,学到的东西是非常有限的。合作使得教师的专业发展超越个人反思以及对外界专家,教育培训者等的依赖,使得教师之间能够互相学习,取长补短,整合并共享资源,促进彼此的专业发展。
(四)合作并不是高校英语教师科研困境的唯一解决方法。专业发展及专业学习过程可以是正式的也可以是非正式的,它们可以在教师培训中获得,也可以在与学生的交流过程中获得,还可以通过与有经验的教师的交流获得,但是最重要的因素还在于教师自身。正如Bailey等指出的:持续的就是专业发展是每个个体英语教师的职责,而不是学校、培训机构、或者他们的工作单位的职责。高校英语教师应该培养自己的科研兴趣,因为只有保持长久的兴趣,才能持之以恒的进行科学研究,并取得成绩。
俗话说:“文学作品既是语言运用的经典,也是一种文化现象的体现。”英美文学可以说体现了英美文化中的世界观和价值观,它与中国文化有着本质的区别。英美文学作品不像我们的诗歌、小说、散文等,但是在刻画人物方面也入木三分,通过人物的感情世界、内心活动来吸引读者,用生动形象的语言给予读者深刻的印象。作为高职院校的学生在学习英语的过程中,需要了解和研究英美文学,在文学作品中受到美的熏陶。下面是我在教学工作中的几点做法,仅供大家参考:
一、提高教师分析英美文学作品的能力
高职院校的教师在改革的新形势下必须更新自己的教学观念,使自己传统的教育教学理念彻底改变,这样才能使自己的课堂变为自主学习的新模式,在教学过程中进一步激发学生的学习兴趣,调动学生的主动性和积极性,使自己变为激励、指导、参与、监督于一体的角色,要想做到这些,就应该对自己提出更高的要求。
1.利用网络资源提高自身素质
高职院校的教师必须适应教学形式的改革,在平时的工作中,网络资源丰富多彩,所需知识可以说应有尽有,因此我经常利用现代技术充实自己的知识,从而提高学生分析问题与理解问题的能力。
2.虚心向有经验的教师请教
常言道:“学无止境”,“给学生一杯水,教师需要有一桶水”。作为教师,学习是永远没有止境的,在平时的工作中,我利用一切能够利用的机会向有经验的教师求教,以便于提高自己的业务能力和实践教学能力。
二、提高学生对英美文学作品的兴趣
英美文学作品兼顾本文由收集整理生活的各个方面,对文化、历史、哲学、自然科学等方面也有所涉及,作为一名高职院校的英语教师,如何指导学生研究英美方向的小说作品,提高学生学习的积极性,使学生能够进行创造性的活动,是自己的责任与使命。
1.运用现代化的教学手段
在课堂教学中通过创设情景来激发学生的学习积极性,使其能够主动地思考是我们教师追求的目标,可是有些作品由于距离我们的年代久远,受时空的限制,在欣赏文学作品时,很难把握作品的意境,这时我就运用多媒体教学手段,使当时的情景声情并茂地展现在学生的面前,这样学生的想象能力能够得以激发,他们的学习兴趣就会进一步提高。
2.运用启发式的教学方式
在多种多样的教学方法中,“启发式”教学是一种具有创造性的教学方法,它能够使学生积极思考问题,解决在学习过程中难以表达的矛盾。在教学过程中,我经常采用这种方法,使学生学会阅读、能够阅读、乐于阅读,通过查找资料,了解文学作品的思想意境,
3.改变传统的考试形式
在考试的时候,我一改单一的考试方式,采用平时成绩和笔试成绩相结合的方法,通过考查学生的读书笔记、作业成绩等方面,使他们养成主动学习的好习惯。在考试时不出难题偏题,引导他们进行研究学习。久而久之,学生就会注重平时的表现及学习的过程。
三、指导学生自主学习英美文学作品的意识
高职院校的学生学习依赖性较强,作为一名教师,就应针对其特点,使其学会自主学习,只有这样他们才能有目的地安排自己的学习计划,并将学习活动坚持不懈地进行下去,在学习的过程中主动参与课堂教学,积极参加课外活动,进一步激发学生的潜力。
1.改变单二的教学方式
高职院校的大学生,应该把自己学到的英语知识运用到实际工作中去,例如:能够用英语进行日常的话题交流,用英语填写一定形式的通知、信函、表格等等。因此,在教学过程中,我改变了单一的教学方式,通过多种途径使高职院校的学生获得知识、提高能力。例如:运用院校的实验室、校园网等等培养学生的动手操作能力;提供学生参加社会实践的机会,使他们加强与社会的联系,清楚自己的学习与职业的关系;组织学生根据自己的需要,选听讲座报告等等。高职院校学生的学习过程是一种探索性的活动,对书本上的东西要善于质疑、触类旁通、举一反三,这样
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才能在学习上加以创新。
2.充分提供自主学习的空间
如果让学生能够自主学习,教师就应给学生充分的学习空间。作为一名高职院校的教师,不能只让学生只是坐在教室里听自己讲解,更不应占用学生的太多时间,应该给学生预留出自主学习的时间,让他们以主人翁本文由收集整理的姿态投入学习中。
3.给学生提供自主学习的教学设备
关键词:高中英语;教学质量;语法问题
随着我国进入全球化进程,英语对学生成长越来越重要,这就导致更多的学者对英语教学的关注与重视。不过在英语教学中语法教学一直是争议的重点内容,如何进行英语语法教学,语法教学是否有必要?这些问题都让众多教育学者感到迷茫。
一、高中英语教学中语法教学存在的问题
1.缺少英语语法的教学意识
英语作为重点课程已有多年,不少老师认为英语是作为学生交际能力来进行学习的,语法对于学生利用英语交际来说并不重要,这也是因为老师们受到“交际教学法”的影响造成的。英语语法教学意识不强的另一个重要原因就是一部分老师对新课改要求的错误理解,认为新课并不是重视英语语法教学,因此在课堂上淡化英语语法带来的效果,简单讲解或者不讲,这就造成学生对很多著名英语文章或者著作无法准确理解含义,在长期看不懂的情况下对学习英语失去兴趣,直接影响英语成绩以及未来的升学道路。
2.语法教学脱离实际,缺乏实践性
学习英语枯燥无味,这是我国众多学生学习英语的过程中普遍存在的现象。造成该现象的一个重要原因就是老师在进行语法教学中没有结合学生的实际生活情况以及学习能力,大多选择精讲多练的教学方式,这样不仅无法让学生拥有身临其境的语境进行学习,更无法加深他们的知识点印象,长久下来对英语语法以及整个英语课程都毫无兴趣,大大降低英语学习效率。
3.直接灌输语法知识,教学毫无趣味性和生动性
不少英语老师严重受到传统英语教学思想的影响,对语法知识的讲解非常重视,对语法的实际应用缺少关注。因此在教学上选择直接灌输的方式教授学生,导致师生之间缺少交流,课堂沉闷。更因为学生对英语语法知识的学习处于被动一方,不够主动,直接影响英语学习效率以及语言的综合能力。
二、解决高中英语语法教学问题的策略
1.生动设置语法教学情境化,提高语法教学的趣味性
拥有学习兴趣才会渴望认识知识世界,渴望探索寻求真理,这是一种带有情绪在内的自愿活动。学习英语知识以及语法知识更是如此,要引发学生学习英语语法的兴趣。而新课改中表示灌输语法知识不是最终的目的,最终目标是将语法知识应用于实际真实的生活中,因此老师在教授语法知识时生动有趣的设置语法情景更有利于教学效果。
提供丰富的感性材料。进行语法教学的前提是学生拥有基础语言材料,这样学生才能够正确、感性地分析语法情景教学中获得的内容。但是感性材料不够典型或者量不够足就会导致学生无法正确将英语能力应用到其中。而设置语法情境时选择就地取材,选择和学生关系紧密的日常生活案例,更能够促进学生带入其中,理解其中的含义,降低学习难度,令学生容易获取成功感,还能够促进他们加深知识点记忆。
2.语法重点突出,精讲易懂
突出与精讲是相辅相成的,在语法教学中想要突出某部分重点就是对其进行精讲。作为老师要知道课本中有哪些语法要点,这样在进行课堂讲解中就不会显得毫无重点。而在教学中老师常常会举一些例子,而这些例子往往来源于语法书或者参考书中,不少老师就直接照搬到课堂上讲解起来,这样就导致语法教学虽然内容丰富,可针对性不强,不仅无法提高学生的语法能力,甚至有可能抑制他们的学习兴趣。因此老师在讲解其中一个语法要点时,必须选择合适且典型的例句,精简例句才是最佳选择,并不是越多或者越细才好。除此之外,老师在进行语法讲解中还要尽量简单明了,用通俗易懂的话来讲解,尽量避免复杂化或者使用太专业术语导致学生听不懂。将简单话语配合典型例子讲解,教学效果事半功倍。
3.归纳法和演绎法相结合应用
所谓归纳法与演绎法是完全相反的两个过程,归纳法是将特殊变为普通,而演绎法则是将普通变为特殊,而这两种方法在英语语法教学应用中十分多见。新课改对学生学习英语的方法提出新要求,鼓励学生主动尝试、积极探索,形成具有自我特色的学习方式。同时倡导学生从众多事例中主动进行归纳总结,而不是由老师直接告知最终结果。自我探索与研究更有利于激发潜在的学习欲望,学习兴趣是学好英语的基础。
4.以新带旧,延伸旧知识点