關(guān)于英語(yǔ)演講稿范文
對(duì)的教育英語(yǔ)篇一：英語(yǔ)演講：大學(xué)教育對(duì)我的意義
1.WhatCollegeEducationMeanstoMe
Goodmorning,everyone.Thetitleofmyspeechis“Whatcollegeeducationmeanstome”.
Forme,collegeeducationisamarvelousship-builder.Withgreatvision,collegeeducationhasequippedme,firstwithapowerfulpropeller--theknowledgeincertainfieldandwideexposuretootherdisciplines.Bydevotingmyselftomycoursesinthedayandimmersingmyselfintheworldliteratureatnight,I’veamassedthedrivingforceforthefutureandeichedmysoul.
Besides,collegeeducationhasalsoprovidedmewithaprecisecompa
ss--thesenseofsocialresponsibility.HowcanIbestservethepublicwhileachievingmyself-fulfillment?Myoneyear’sexperienceasanEnglishtutorhasproved:tobevaluabletosocietyaswellastofindmyplace,Ihavetopossesssomeactualstrengthandtheabilitytofunctionwellinthemostchallengingsituation.Amidthehecticschedulethatbalancesclubactivities,sports,andacademiccourses,Ifeeltherhythmandbeautyinmylife,knowingthatI’montherightway.
Andmoreimportantly,collegeeducationhassetupnotonlysingleships,butalsofleetswithcommondestinations.Byinteractingwithfriendsofcommonbeliefs,I’veacquiredskillsofrelatingtootherpeople.
Now,asashipabouttomakemymaidenvoyage,I’mstillnotinthepositiontotellwhat’swaitingaheadofme,butwithapowerfulpropeller,aprecisecompassandardentcompanionsofsailingintheseaofsociety,I’mreadytobeagreatsea-explorer.Thankyou.
大學(xué)教育對(duì)我的意義
大家早上好。今天我演講的題目是“大學(xué)教育對(duì)我的意義”。
對(duì)我來(lái)說(shuō)，大學(xué)教育猶如一位技藝精湛的造船師。首先，具有遠(yuǎn)見(jiàn)卓識(shí)的大學(xué)教育為我裝配了一只馬力強(qiáng)勁的推進(jìn)器；專(zhuān)業(yè)知識(shí)及廣博的課外知識(shí)給我?guī)?lái)無(wú)限動(dòng)力。白天我全神貫注地研習(xí)自己的課程，晚上則盡情享受世界文學(xué)，在此過(guò)程中，我既為未來(lái)積聚了力量，又充實(shí)了自己的靈魂。
此外，大學(xué)教育還為我提供了一個(gè)精確的羅盤(pán)，即社會(huì)責(zé)任感。“如何才能在實(shí)現(xiàn)自我價(jià)值的同時(shí)最大限度地服務(wù)于社會(huì)？”我一年的英語(yǔ)家教的經(jīng)歷證明：只有擁有過(guò)硬的實(shí)力和對(duì)高挑戰(zhàn)性局面應(yīng)付自如的能力，我才能成為一個(gè)對(duì)社會(huì)有價(jià)值的人，一個(gè)找到自己位置的人。在協(xié)調(diào)著社團(tuán)活動(dòng)、體育運(yùn)動(dòng)和專(zhuān)業(yè)課程的忙碌日程中，我感受到了生活的韻律與美麗。
更為重要的是，大學(xué)教育不僅僅制造了一只只單個(gè)的船只，他還組建了一支支駛向同一目的地的大艦隊(duì)。在與志趣相投的朋友們的相處、融合中，我鍛煉了與人交往的能力。
現(xiàn)在我即將作為一只巨輪開(kāi)始我的首航，盡管前方的情況還無(wú)法預(yù)料，我卻有充足的信心作一名出色的海洋探索者，因?yàn)槲矣袕?qiáng)勁的推進(jìn)器、精確的羅盤(pán)，還有一幫與我同行、一起駛向社會(huì)之洋的熱心朋友！
對(duì)的教育英語(yǔ)篇二：全球化對(duì)大學(xué)教育的影響英文
DiscusstheEffectsofGlobalizationonUniversityEducation
AccordingtoHeld(1999),ascitedbyRuiYang(2003),globalizationhasalreadybecomeapopularwordinthelate1900s.Therehavebeenaconsiderablenumberofdifferentviewswhichhavecreatedahugeacademicandpopularliteratureonglobalizationandrelatedtopics.AccordingtodatacollectedbyBusch(1997),theamountofarticleswith“globalization/global”inthetitlehaveincreasedalmostthreetimesinthepasttenyears.Inordertosurviveandoccupyasignificantpositioninacademicfield,highereducationhasbeguntointegrateintotheglobalcommunitytofulfilltheglobalrequirementandevenadjusttotheinternationalpractice.Somepeopleassertthatglobalizationbringsalotofbenefitstouniversityeducationanditwillimprovetheeducationalqualityofthewholeworld.However,althoughglobalizationbringsopportunitiestouniversityeducation,arguethatithasnegativeeffectsonhigherthefuturedevelopmentofhighereducation.Thisarticlewoulddiscussbothviewsontheeffectsofglobalizationonuniversityeducation.
Globalizationhascriticalinfluenceonuniversityinstitutionsandtheireducationalstrategies.Inordertokeepcorrespondencewithrapiddevelopedglobalization,universityeducationevenbecomesanindustrywhichaimstoboosteconomy.AccordingtoPostiglioneandJiang(1999),assummarizedbyRuiYang(2003),inSeptember1999,thenumberofmatriculatesinChineseuniversitiesincreased
almost50%,from1.08in1998to1.53millionstudentsin1999.Thisexpansionaimedtopromotetheeconomy,sincetheChinesegovernmentbelievedthatparentsinChinawerewillingtospendaconsiderableamountofmoneyontheirchild’shighereducation(PostiglioneandJiang1999).Astheresultoftheascendancyofeconomicsovereducationalstrategies,globalizationisbothanopportunityandadangeroussignaltohighereducation.
Manypeoplearguethatglobalizationisnotanewphenomenon.AscitedbyRuiYang(2003),itisaremarkablechangeinvariousfieldsuchaslabor,production,consumption,information,andtechnology,whichmightcollectivelybecrucialtothesociety(Miyoshi1998:248),andrequirearethinkingofsocialtheoryandpoliticsinthecurrentsituationasaresponsetonewdevelopmentsinthecommunityandculture(Kellner1998:39).Thismeansglobalizationisadevelopingprocessofthesociety.Italsobringschancesandpositivechangetothewholeworldcommunity.
Oneofthebenefitsthatglobalizationbringtouniversityeducationisacademicresourcessharing.TakeTed.comasanexample,Tedisoneofthelargestonlineopeningcourseresourceswhicharewidelyadaptedbyaconsiderablenumberofuniversities.Itisawebsitethatuniversitiesallaroundtheworldsharetheirprofessionalcoursesonlinesothatstudentsandteachersfromothercountiescanalsohaveaccesstocoursesgivenbyprofessorsincertainfieldsuchasphilosophy,psychologyandmath.Besides,globalizationfacilitatesuniversitiesfromallaround
theworldtocooperatewitheachother.Therearesomanyproblemsandissuesremainedtobesettledbyworldcitizens.Thecooperationofhighereducationinstitutesintegrateshumanbeing’sintelligentandwisdomtodisposepuzzlesandputforwardnovelthoughts.Thiswilllargelycontributethesocietyandhelptheworldcivilizationmoveforward.
Moreover,withthedevelopmentofglobalization,globaleducationalsocameintobeing.AccordingtoAltbach(2004),theappearanceofaglobaleducationmarketshowitselfintheformofavarietyofmultinationaluniversities.Higherinstitutestrytosetupbranchcampusesinforeigncountries.Theylinkprogramsoracademicresearcheswithotheruniversities.Globalizationprovidesstudentswithmoreopportunitiestochoosetheirfavoriteuniversity.Forthosestudentswhocomefromdevelopingcountries,theycouldhaveaccesstohigherandprofessionaleducationfromdevelopedcountriesunderthecircumstanceofglobalization.Someuniversitiesandinstitutesevenofferspecialscholarshipforinternationalstudents.
However,withregardtouniversityeducation,whichaimstocultivatetalentsforsociety,peoplebelievethatthenegativeeffectsofglobalizationexceedpositiveones.Tosatisfytheglobalizationrequirement,universityeducationislikelytoloseitsoriginalacademicmeaning.Oneofthespecializedcharactersofglobalizationiseconomicbooming.AccordingtoCurrie(1998),assummarizedbyRuiYang(2003),tosurviveandsucceedinarapidlydevelopingworld,universityleadersbelievethat
theymustpossethemarketandtransferthemselvestocustomer-orientedcompanies(Currie1998:15).Someuniversitieshavetosetstudents-orientededucationalpolicysothattheycouldrecruitmorestudents.Themostdirectreflectionisthatuniversitiestakeeconomicstandardsasbenchmarkofhighereducation.
AccordingtoMiyoshi(1998:264),ascitedbyRuiYang(2003),whenRobertC.Dynes,vice-chancellorforAcademicAffairs,theUniversityofCalifornia,SanDiego(UCSD),wasdesignatedtoassumechancellorshipinApril1996,heputforwardsevengoalsforUCSDonthesituation.Allofthese,twoofthemwereconcernedwiththestudents,onewiththeuniversitystaff,onewiththecampuscommunity,onewiththeregionalcommunity,andtwowithpartnershipsbetweentheuniversityandbusinesslocally,nationally,andinternationally(UniversityofCalifornia,SanDiego11April1996).Heemphasizesthesocialinteractionsbetweenresearchinstitutionsandthebusinessorganizations.Onlywhenuniversitieshavethechancetocooperatewiththeeconomictrendandfollowthesocietyrequirement,cantheycompetewithothercompetitors.Asaresult,universitiesfailtopursueacademicoutcomesandlesslikelytomakeacontributiontothecommunity.
Moreover,globalizationmakesuniversityeducationlargelyrelyonmoderntechnologytodeliveryknowledge.Intheclassroom,electronicequipmentsuchascomputer,projectorarethemostnecessaryfacilityintheteachingprocess.Without
thiskindofdevice,teachersarenotlikelytogiveanormallecture.AccordingtoBirkerts(1994),,ascitedbyRuiYang(2003),manypeopledecrythecognitiveeffectsoflearningfromscreen-informationorlong-distanceknowledge.(Birkerts1994:27).High-techteachingequipmenthasbecometheindispensablepartofuniversityeducation.Studentsandteachersareencouragedtoworkingontheirprojectthoughcomputersandelectronicdevices.Itseemsthatglobalizationprovidetheuniversitystaffandstudentswithoccasiontooperatemoderntechnology.Consequently,universitieslosttraditionalsenseasacademiccenterandturnedtohigh-technologyequipmentland.
Globalizationisaninevitableprocessofsocialdevelopment.Ithasgreatinfluenceonculture,economy,policy,tradeandeducation.Itisundisputedthatglobalizationenhancestheworldcommunityandintegratesworldwidediversity.Universitiesallaroundtheworldaregreatlyencouragedbyglobalizationandmovetowardmodernandinternationaldirection.However,thenegativeeffectsoneducationcannotbeneglected.Whathasbeenarguedinthispaperisthatglobalizationisaprocesswhichtransformshighereducationinanegativeway.Whileitistruethatunderthecircumstanceofglobalization,futureuniversityeducationfacesachallengetomaintainitstraditionalmeaningofcultivatingtalentsforthesociety.Whathighereducationinstitutesdotosavethemselvesfromtherapiddevelopmentworldissignificantforthefuturepathofworlduniversityeducation.
對(duì)的教育英語(yǔ)篇三：新目標(biāo)對(duì)英語(yǔ)教育的影響
新目標(biāo)對(duì)英語(yǔ)教育的影響
作為有十多年英語(yǔ)教學(xué)經(jīng)驗(yàn)的初中教師，深感作為語(yǔ)言，我們學(xué)的目的是為了說(shuō)，能表達(dá)自己的觀點(diǎn)。但多年的應(yīng)試教育使學(xué)生將英語(yǔ)作為升上高一級(jí)學(xué)校不得不學(xué)的學(xué)科，以至于很多高考高分獲得者很難表達(dá)一個(gè)簡(jiǎn)單的觀點(diǎn)，即“說(shuō)”仍然停留在相當(dāng)?shù)偷乃健Ｒ皇情_(kāi)口困難，不敢將開(kāi)口作為一種習(xí)慣。二是持續(xù)說(shuō)的困難，不能持續(xù)表達(dá)，只是長(zhǎng)話短說(shuō)。
我縣從2003年開(kāi)始啟用人教社新目標(biāo)，新目標(biāo)在英語(yǔ)說(shuō)
的教學(xué)帶來(lái)了創(chuàng)新性的變革，它存在以下幾個(gè)特點(diǎn)：一是由聽(tīng)到說(shuō)。體現(xiàn)出說(shuō)前有了聽(tīng)作為先導(dǎo)。聽(tīng)是說(shuō)的準(zhǔn)備，做到了以聽(tīng)?zhēng)дf(shuō)，以聽(tīng)促說(shuō)，聽(tīng)說(shuō)結(jié)合。
二是由不自主到自主，新目標(biāo)更加注重了說(shuō)的經(jīng)驗(yàn)的積累，說(shuō)話環(huán)境的適應(yīng)和開(kāi)口習(xí)慣成為學(xué)生客觀上創(chuàng)造了多說(shuō)的條件，主觀上有了多說(shuō)的愿望，堅(jiān)持多說(shuō)。從而徹底改變了單純以教師為中心的一言堂現(xiàn)狀。把學(xué)生從消極的知識(shí)接受者變成了積極的參與
者。。
三是由想說(shuō)到說(shuō)明白，新目標(biāo)所體現(xiàn)的想說(shuō)的動(dòng)機(jī)可以是真正的交際動(dòng)機(jī)。課文創(chuàng)造了真實(shí)的交際情況，使之能想從而到能說(shuō)，到說(shuō)明白。做到了想說(shuō)什么就說(shuō)什么。
鑒于新目標(biāo)中說(shuō)的教學(xué)具有以上的特點(diǎn)，教學(xué)中我注意以下幾個(gè)方面的結(jié)合：
一是要將語(yǔ)言訓(xùn)練與思緒訓(xùn)練相結(jié)合，說(shuō)是用語(yǔ)言表達(dá)思想的言
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