引論：我們?yōu)槟砹?3篇英文發(fā)言稿范文，供您借鑒以豐富您的創(chuàng)作。它們是您寫作時(shí)的寶貴資源，期望它們能夠激發(fā)您的創(chuàng)作靈感，讓您的文章更具深度。

篇1

youth means a temperamental predominance of courage over timidity of the appetite , for adventure over the love of ease. this often exists in a man of 60 more than a boy of 20 . nobody grows old merely by a number of years . we grow old by deserting our ideals.

years wrinkle the skin , but to give up enthusiasm wrinkles the soul . worry , fear , self –distrust bows the heart and turns the spirit back to dust .

whether 60 of 16 , there is in every human being ‘s heart the lure of wonders, the unfailing childlike appetite of what’s next and the joy of the game of living . in the center of your heart and my heart there’s a wireless station : so long as it receives messages of beauty , hope ,cheer, courage and power from men and from the infinite, so long as you are young .

when the aerials are down , and your spirit is covered with snows of cynicism and the ice of pessimism, then you are grown old ,even at 20 , but as long as your aerials are up ,to catch waves of optimism , there is hope you may die young at 80.

thank you!

青春

青春不是指歲月，而是指心態(tài)。粉嫩的臉，紅潤的唇，矯健的膝并不是青春。青春表現(xiàn)在意志的堅(jiān)強(qiáng)與懦弱。想象的豐富與蒼白、情感的充沛與貧乏等方面。青春是生命深處清泉的噴涌。

青春是追求。只有當(dāng)勇氣蓋過怯弱、進(jìn)取壓倒茍安之時(shí)，青春才存在。果如此，則60見之長者比20歲之少年更具青春活力。僅僅歲月的流逝并不能使他們衰老。而一旦拋棄理想和信念，則垂垂老也。

歲月只能使皮膚起皺。而一旦喪失生活的激情，則連靈魂枯老，使人生枯如死水，毫無活力。

篇2

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!

畢業(yè)典禮致辭的英文版【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.

篇3

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!

初中畢業(yè)典禮致辭英文【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.

篇4

dear teacher:

i would like to thank you for all the help you gave me during this past semester. you were alway so patient when i asked you questions. you listened to them carefully and explained everything so thoroughly. you showed me different ways to practice and remember new words and usage. i felt so encouraged and became more comfortable in speaking english. you made the excercise so interesting that i was always very eager to participate and practice. my english has improved so much. how could i thank you enough?! i cannot wait to take your clanext semester and keep working on my english.

篇5

全國學(xué)生體育項(xiàng)目，進(jìn)行了由教育部，旨在提高學(xué)生的健康，從上午10點(diǎn)舉行。~ 11:通行292007四月在中國各地的許多小學(xué)和中學(xué)。江蘇省近11000000名學(xué)生參加了這一計(jì)劃。

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.

教育部提倡我們每天做一個(gè)小時(shí)的運(yùn)動(dòng)，能夠健康地活50年。我們的整個(gè)生活會(huì)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!

篇6

所謂的問題教學(xué)法，指的是將教學(xué)過程中的相關(guān)知識(shí)點(diǎn)以提問的方式進(jìn)行教學(xué)，讓學(xué)生在探索答案，尋找解題方法的同時(shí)，充分發(fā)揮自身的主觀能動(dòng)性，實(shí)現(xiàn)思維的拓展與活躍，進(jìn)而實(shí)現(xiàn)學(xué)習(xí)能力和解題技巧的提升。但是就目前我國高中數(shù)學(xué)的課堂現(xiàn)狀而言，要想實(shí)現(xiàn)這種教學(xué)方法，需要學(xué)生擁有較高的活躍度與配合度，因此，教師在教學(xué)過程中如何激發(fā)學(xué)生的潛力，通過提問實(shí)現(xiàn)“問題教學(xué)法”對(duì)于學(xué)生學(xué)習(xí)能力的提升，是本文所要探討的重要問題。

1 尊重學(xué)生差異，合理設(shè)計(jì)問題

“問題教學(xué)法”的核心就在于提問，因此教師在選擇和設(shè)計(jì)問題時(shí)要格外注意和慎重。基于學(xué)生個(gè)體差異的客觀存在性，教學(xué)在設(shè)置題目時(shí)，要酌情考慮不同學(xué)生對(duì)于知識(shí)點(diǎn)的掌握和記憶能力，認(rèn)真選擇提問的方式和突出的重點(diǎn)。以三角函數(shù)的正弦定理一節(jié)為例，筆者首先組織學(xué)生對(duì)之前學(xué)習(xí)的三角函數(shù)相關(guān)概念進(jìn)行復(fù)習(xí)，而在復(fù)習(xí)過程中有學(xué)生不經(jīng)意間發(fā)現(xiàn)內(nèi)角正弦值在計(jì)算上的特殊性，筆者立刻以此為切入點(diǎn)，在原有公式的基礎(chǔ)上稍加變化，就得出一個(gè)全新的有關(guān)三角形邊、角關(guān)系的，適用于任何一種角的通用函數(shù)公式。這時(shí)筆者就會(huì)根據(jù)這一個(gè)全新的公式進(jìn)行提問，提問的內(nèi)容就是這個(gè)以直角三角形為基本模板推導(dǎo)出來的公式，是否適用于所有的三角形？然后就將不同難度的三角形驗(yàn)證問題，交給不同層次的學(xué)生，比如將較為容易驗(yàn)證的銳角三角形，交給平時(shí)學(xué)習(xí)基礎(chǔ)較為薄弱的學(xué)生；將驗(yàn)證較有難度的鈍角三角形交給平時(shí)學(xué)習(xí)基礎(chǔ)較為扎實(shí)的學(xué)生。而經(jīng)過全體同學(xué)的驗(yàn)證，這一公式在銳角三角形中得到了百分之百的驗(yàn)證，而使用鈍角進(jìn)行驗(yàn)證的學(xué)生成功率極低。基于這種情況，筆者和學(xué)生一起進(jìn)行了討論，并以分類的方法完善了對(duì)于三角函數(shù)的正弦定理的相關(guān)證明過程。

2 精心創(chuàng)設(shè)情境，激發(fā)學(xué)生興趣

學(xué)生是一切學(xué)習(xí)和教學(xué)活動(dòng)展開的主體，而對(duì)高中數(shù)學(xué)教學(xué)而言，其一切內(nèi)容的展開目的在于讓學(xué)生掌握完整而系統(tǒng)的數(shù)學(xué)知識(shí)，提升其綜合運(yùn)用能力，故而要想真正意義上提升教學(xué)質(zhì)量和課堂教學(xué)效果，就必須將學(xué)生置于中心和重心，以必要的方法與手段提升其學(xué)習(xí)的積極性和主觀能動(dòng)性。基于這一點(diǎn)，教師在展開問題教學(xué)時(shí)，需要充分把握好學(xué)生的實(shí)際情況以及教學(xué)內(nèi)容的特點(diǎn)，以適當(dāng)?shù)姆绞綄⒍咧g有效結(jié)合起來，創(chuàng)設(shè)出合理、有趣的問題情境，使學(xué)生能夠在輕松愉快的學(xué)習(xí)氛圍當(dāng)中進(jìn)行知識(shí)的學(xué)習(xí)和研究。

例如，在學(xué)習(xí)“平面向量的實(shí)際應(yīng)用“一節(jié)內(nèi)容時(shí)，筆者以大部分學(xué)生都很關(guān)注和感興趣的奧運(yùn)會(huì)鐵人三項(xiàng)為情境設(shè)置模板，設(shè)置了這樣一個(gè)問題：鐵人三項(xiàng)比賽當(dāng)中，某運(yùn)動(dòng)員在靜水中游泳的速度為A km/h，水流的速度為b km/h，假設(shè)運(yùn)動(dòng)員將要橫跨某個(gè)區(qū)域到達(dá)對(duì)岸的距離為s Km，那么運(yùn)動(dòng)員要想實(shí)現(xiàn)橫跨水流游到對(duì)岸，實(shí)際的運(yùn)動(dòng)軌跡將會(huì)如何？速度如何？如果想實(shí)現(xiàn)以最短的距離到達(dá)對(duì)岸，那么應(yīng)該朝著哪個(gè)方向出發(fā)，實(shí)際的速度又如何？通過這樣充滿現(xiàn)實(shí)意味的情境設(shè)置，將教材中的內(nèi)容與生活實(shí)際相結(jié)合，使學(xué)生能夠利用現(xiàn)實(shí)生活中可以感知的素材加強(qiáng)對(duì)于知識(shí)的理解。如此也有助于調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，使之能夠以更加飽滿的熱情投入到對(duì)于數(shù)學(xué)知識(shí)的學(xué)習(xí)過程當(dāng)中，實(shí)現(xiàn)綜合能力的提升。

3 注重實(shí)踐探究，提高應(yīng)用能力

作為一門本身具有較強(qiáng)實(shí)踐性的學(xué)科，高中數(shù)學(xué)在展開問題教學(xué)的過程中，必須要增加所提問題的實(shí)踐應(yīng)用能力，讓學(xué)生在教師的指導(dǎo)下，可以通過自身對(duì)于問題的思考和實(shí)踐，實(shí)現(xiàn)對(duì)于知識(shí)的獲取與掌握。因此在展開問題教學(xué)的過程中，教師要基于學(xué)生學(xué)習(xí)的特點(diǎn)和知識(shí)認(rèn)知規(guī)律，有目的性地引導(dǎo)其投身到問題情境的參與過程當(dāng)中，將書本當(dāng)中固定的知識(shí)，專戶為生活當(dāng)中的實(shí)際問題來展開實(shí)踐與探索。

例如，筆者在講解等差數(shù)列這一章節(jié)內(nèi)容時(shí)，引入了日常生活中乘坐出租車的案例，并提出了這樣的思考問題：某市出租車起步價(jià)8元，3公里以內(nèi)不另行計(jì)費(fèi)，超出3公里的部分，按1.2元/公里收費(fèi)。假設(shè)路面不擁堵的情況下，乘坐出租車到20公里外的某地，一共需要支付多少車費(fèi)？鑒于這道題目本身具有濃厚的生活氣息，故而有的同學(xué)根據(jù)實(shí)際經(jīng)驗(yàn)會(huì)立刻回答出“8+（20-5）×1.2=26”的計(jì)算方法與結(jié)果。但是從另外一個(gè)角度來解釋這一現(xiàn)象，整個(gè)稱作出租車產(chǎn)生計(jì)費(fèi)的過程，可以視作以5公里為基點(diǎn)，每超出1公里，多產(chǎn)生1.2元的計(jì)費(fèi)，那么對(duì)應(yīng)6公里和7公里，期間的計(jì)費(fèi)差距，也就是1.2元的差距，那么這一則計(jì)費(fèi)問題就可以看成是一個(gè)等差數(shù)列的雛形。通過引導(dǎo)，學(xué)生紛紛舉出與乘坐出租車較為相似的案例，也從這些案例當(dāng)中提煉出了當(dāng)差數(shù)列的原型。而在此過程中，課堂的氣氛也得到了最大程度的活躍，效果自然可想而知。

總而言之，在高中數(shù)學(xué)教學(xué)過程中采用問題教學(xué)法是能夠提升學(xué)生積極性，維護(hù)其學(xué)習(xí)主體地位的有效手段之一。但是要想真正實(shí)現(xiàn)對(duì)于教學(xué)效果和質(zhì)量的促進(jìn)，教師就必須要在問題的設(shè)置和選擇上下功夫，唯有在尊重學(xué)生差異性的基礎(chǔ)上，實(shí)現(xiàn)創(chuàng)設(shè)情境的趣味性和實(shí)踐性，才能從本質(zhì)上抓住學(xué)生對(duì)于數(shù)學(xué)學(xué)習(xí)的興趣點(diǎn)，實(shí)現(xiàn)其學(xué)習(xí)能力的全面提升。

篇7

又逢元旦節(jié)，新的一年在人們的期待中開始了。元旦節(jié)已經(jīng)是一個(gè)古老的話題了，那么，元旦節(jié)從何而來?它又象征著一種什么意義，我們一起來看看。 元旦節(jié)是我國建國后法定的一個(gè)節(jié)假日，但元旦一詞，在我國的歷史上卻出現(xiàn)的很早。南北朝時(shí)期首次出現(xiàn)“元旦”這個(gè)詞語，而在此以前的“元日”、“正旦”等詞都是指待新年的第一天。

在“元旦”這個(gè)詞語中，元的意思是第一或開始，旦的意思是太陽升起或是白天。元旦，便是新年的第一天。它蘊(yùn)涵著一種蓬勃的生機(jī)，表明一種美好的開始。

隨著xx年第一屢陽光照亮大地，新年開始了她翩翩的腳步。同學(xué)們，我們是祖國的未來，希望之門正朝我們打開。一年之際在于春，作為一個(gè)全新的開始。讓我們?cè)谶@生命的春天里，播灑下希望的種子，辛勤地耕耘吧!

我的演講完畢，謝謝大家!

篇8

二、現(xiàn)狀調(diào)查與結(jié)果分析

筆者就科研的數(shù)量和質(zhì)量，對(duì)云南省六所高校共計(jì)164位大學(xué)英語教師進(jìn)行了問卷調(diào)查，并對(duì)其中一部分進(jìn)行了訪談。公共外語教師的科研成果統(tǒng)計(jì)如下表（2011-2013）：

從上表中可以看出，大學(xué)英語教師的科研情況不容樂觀。盡管有很多教師參加了科研活動(dòng)，但是科研活動(dòng)的質(zhì)量堪虞。高質(zhì)量的科研項(xiàng)目活動(dòng)僅占所有項(xiàng)目的24%，而高質(zhì)量的論文僅占所有論文的8%;同時(shí)，論文內(nèi)容更多地是對(duì)教學(xué)實(shí)踐，教學(xué)活動(dòng)中的教學(xué)手段、教學(xué)經(jīng)驗(yàn)進(jìn)行總結(jié)或陳述，而缺乏從教學(xué)論的角度對(duì)教學(xué)進(jìn)行系統(tǒng)的研究。出版學(xué)術(shù)專著的僅有6人，其余均為教材教輔書籍。這說明大學(xué)英語教師仍然對(duì)純理論或較深的學(xué)術(shù)研究有著很大的局限性。大學(xué)英語教師的科研現(xiàn)狀相比十年前楊忠等做的調(diào)查，在科研數(shù)量和參與度上有所進(jìn)步，但是從科研的質(zhì)量上來看，卻幾乎沒有多大的變化。

大學(xué)英語教師的科研文化總的來說具有以下幾個(gè)特點(diǎn)：

（一）科研個(gè)體文化向科研合作主義文化的轉(zhuǎn)變

總的來說，大學(xué)英語教師的科研文化還是一種個(gè)體文化。其特點(diǎn)是科研主要還是以自身的知識(shí)完善和增長為目的，以個(gè)人為單位，進(jìn)行科研。這種狀況的形成主要是因?yàn)榇髮W(xué)的組織機(jī)構(gòu)造成的。在大學(xué)，高校教師各自為政，在工作和生活中缺乏充分的交流和溝通，更談不上合作。高校英語教師的科研活動(dòng)主要目標(biāo)是以自己為中心，獨(dú)立選擇科研的對(duì)象，獨(dú)立查閱資料，獨(dú)立思考問題并且獨(dú)立完成科研文章和項(xiàng)目。但是近年來，高校英語教師的科研活動(dòng)開始向合作文化轉(zhuǎn)變，這是因?yàn)楝F(xiàn)在的研究對(duì)象比較廣，科研資金需求大，研究內(nèi)容開始向跨學(xué)科發(fā)展，研究深度加深等，個(gè)人進(jìn)行科研遇到了不少的難題。

（二）科研中的派別主義文化

教師之間不是獨(dú)立工作，也不是和整個(gè)學(xué)校的大多數(shù)同事一起合作，而是參與到學(xué)校內(nèi)更小的團(tuán)體，如學(xué)院、系，特殊利益團(tuán)等，這就形成了派別主義文化。調(diào)查中表明，大多數(shù)高校英語教師在選取自己的科研合作伙伴的時(shí)候，更多的是根據(jù)自己與合作伙伴之間的私人關(guān)系來進(jìn)行選擇，其次才會(huì)考慮到其專業(yè)水平、研究方向等。這種派別主義文化尤其對(duì)一些年輕的高校教師來說產(chǎn)生了極大的負(fù)面影響。年輕教師缺乏做科研的經(jīng)驗(yàn)，在科研道路上急需幫助，而這種派別主義文化，阻礙了年輕教師向有經(jīng)驗(yàn)教師的學(xué)習(xí)途徑。而一些年輕教師要想加入到某個(gè)派別當(dāng)中，成為科研團(tuán)體當(dāng)中的一員，往往比較困難，甚至必須選擇與其中一些教師拉近關(guān)系，而對(duì)另一些教師疏遠(yuǎn)關(guān)系，從而使教師間關(guān)系產(chǎn)生不良的影響和后果。

（三）功利性科研文化

研究活動(dòng)是高等教育的重要組成部分。高校教師最初的科學(xué)研究主要是不帶任何目的的純科學(xué)理論研究， 旨在探索真理，追求新知，而不是直接滿足社會(huì)需求和個(gè)人需求，因而從事科學(xué)研究的教師多為自覺、自發(fā)為發(fā)掘真理而獻(xiàn)身的學(xué)者，他們的研究目的純粹是為了知識(shí)本身。但是隨著科學(xué)對(duì)社會(huì)的巨大影響和改變，整個(gè)高校界的科研活動(dòng)開始帶上了功利色彩，表現(xiàn)出社會(huì)化傾向，原來的純理論研究也越來越多地被應(yīng)用研究所取代。許多高校英語教師的科研活動(dòng)也主要是出于個(gè)體發(fā)展的需要，把科學(xué)研究當(dāng)做一種工具，把職稱晉升作為從事科學(xué)研究的重要目的之一。目前我國的高校教師的課題經(jīng)費(fèi)和職稱被等同于其工作能力，因而導(dǎo)致對(duì)科研活動(dòng)的純功利性追求。同時(shí)，科研活動(dòng)往往講述數(shù)量不講質(zhì)量，制造出大量的學(xué)術(shù)垃圾。

三、原因分析

根據(jù)調(diào)查結(jié)果和分析來看，大學(xué)英語教師的科研現(xiàn)狀并不樂觀。雖然越來越多的教師開始投入到科研活動(dòng)中來，但是科研成果的質(zhì)量卻相對(duì)較低。造成這種科研現(xiàn)狀和科研文化的原因很復(fù)雜，本文概括了以下幾點(diǎn)：

（一）缺乏科研意識(shí)

首先，大學(xué)英語教師主要從事的是非英語專業(yè)學(xué)生的英語教學(xué)，屬于基礎(chǔ)課的范疇，主要是針對(duì)某一套教材的課文內(nèi)容、課后練習(xí)進(jìn)行講解， 似乎并不涉及太多的專業(yè)知識(shí)領(lǐng)域，主要以傳授英語語言基礎(chǔ)知識(shí)為教學(xué)目標(biāo)，以教學(xué)經(jīng)驗(yàn)為主導(dǎo)。這一現(xiàn)實(shí)導(dǎo)致很多大學(xué)英語教師認(rèn)為科研對(duì)教學(xué)沒有實(shí)質(zhì)性的幫助。其次，盡管52%的教師認(rèn)為搞科研是專業(yè)發(fā)展的需要，但63%的教師認(rèn)為搞科研是為了提升職稱，而僅僅只有13%的教師是因?yàn)閷?duì)科研感興趣而進(jìn)行科研活動(dòng)。有20%的人對(duì)科研一點(diǎn)興趣也沒有，甚至認(rèn)為科研對(duì)教學(xué)根本就沒有什么實(shí)用價(jià)值，根本就不愿意從事任何科研活動(dòng)。

（二）科研環(huán)境欠佳

首先，大學(xué)英語教師承擔(dān)全校的英語基礎(chǔ)課教學(xué)，平均每周工作量均在12-20個(gè)課時(shí)之間，繁重的教學(xué)任務(wù)讓他們?nèi)狈r(shí)間和精力去從事科研。此外，由于絕大多數(shù)英語教師均為女性，在承擔(dān)教學(xué)任務(wù)之外，她們還要承擔(dān)家庭孩子的責(zé)任，更加沒有精力從事科研。其次，32%的教師認(rèn)為缺乏充分的信息渠道，缺少國外的第一手研究資料，無法全面了解國內(nèi)外的最新科研動(dòng)態(tài)，只有24%的教師能夠定期地閱讀國外學(xué)術(shù)期刊，這還沒有考慮到期刊的檔次。再次，大多數(shù)教師認(rèn)為發(fā)表文章較為困難。這不僅僅因?yàn)閲鴥?nèi)英語專業(yè)的期刊較少，還因?yàn)楹芏嘟處煵欢醚芯糠椒ǎ恢涝撊绾芜M(jìn)行科研。同時(shí)，近年來英語類期刊上的文章更接近理論研究，較深的研究內(nèi)容讓眾多普通教師覺得根本就看不懂。

（三）缺少學(xué)術(shù)帶頭人

31%的教師認(rèn)為院、系領(lǐng)導(dǎo)是教師專業(yè)發(fā)展的核心力量。大學(xué)英語教師由于主要從事基礎(chǔ)教學(xué)，沒有學(xué)科具體內(nèi)容，因此很難在某一專業(yè)方向進(jìn)行深入的研究，而且由于高校教師的科研活動(dòng)更多的是一種個(gè)人活動(dòng)，因此那些在專業(yè)方面相對(duì)較強(qiáng)的院系領(lǐng)導(dǎo)沒有充分發(fā)揮出學(xué)術(shù)帶頭人的作用，帶領(lǐng)普通教師走上科研之路。

四、建立良好科研文化，促進(jìn)教師專業(yè)發(fā)展的幾點(diǎn)建議

從以上分析來看，造成目前高校英語教師科研狀況不佳的原因很多很復(fù)雜，既包括了教師自身的主動(dòng)性原因，也包括了學(xué)院、學(xué)校等方面的客觀原因，甚至還包括了社會(huì)因素原因，因此，筆者提出幾點(diǎn)建議：

（一）學(xué)院及學(xué)校領(lǐng)導(dǎo)應(yīng)該為教師創(chuàng)造更多的進(jìn)修機(jī)會(huì)和平臺(tái)。院系領(lǐng)導(dǎo)應(yīng)該通過引領(lǐng)教學(xué)、提供教師多種學(xué)習(xí)平臺(tái)如工作坊、學(xué)術(shù)講座、科研基金、科研信息材料、進(jìn)修項(xiàng)目等，把自己的角色轉(zhuǎn)變?yōu)槠胀ń處煹膶W(xué)習(xí)典范、教育改革的核心以及其所在院系的學(xué)術(shù)帶頭人，盡力創(chuàng)造一個(gè)以科研為導(dǎo)向的教師文化。

（二）改變我們學(xué)術(shù)體系當(dāng)中的對(duì)教師的不切實(shí)際的期望和獎(jiǎng)勵(lì)制度。在我們的體制中，每個(gè)教師都被期望完成“教學(xué)、實(shí)踐、和研究”這三項(xiàng)工作職責(zé)，同時(shí)還要完成家庭職責(zé)。這一期望應(yīng)該被重新評(píng)價(jià)。英語教學(xué)活動(dòng)是多維的，非常復(fù)雜，要求極為復(fù)雜的技能，以至于個(gè)體教師最好情況下也僅僅只能把精力集中在其中的二項(xiàng)職責(zé)。我們應(yīng)該搞清楚教師心中什么樣的獎(jiǎng)勵(lì)才是真正對(duì)其有意義的，建立起較科學(xué)的獎(jiǎng)勵(lì)機(jī)制，對(duì)科研成果大、學(xué)術(shù)價(jià)值高、實(shí)踐指導(dǎo)意義大的教師進(jìn)行獎(jiǎng)勵(lì)。

（三）創(chuàng)建合作的科研文化，促進(jìn)教師的專業(yè)發(fā)展。合作對(duì)于個(gè)人的學(xué)習(xí)非常重要。教師作為終身學(xué)習(xí)者，如果不與他人交流，學(xué)到的東西是非常有限的。合作使得教師的專業(yè)發(fā)展超越個(gè)人反思以及對(duì)外界專家，教育培訓(xùn)者等的依賴，使得教師之間能夠互相學(xué)習(xí)，取長補(bǔ)短，整合并共享資源，促進(jìn)彼此的專業(yè)發(fā)展。

篇9

緊張繁忙的報(bào)到工作已落下帷幕，在此我謹(jǐn)代表全體班主任歡迎所有參加“學(xué)習(xí)英語、感受大學(xué)”青少年英語夏令營的同學(xué)們，向所有取得第一步勝利的班主任們賀喜，向我們辛苦勞累的老師們致敬！我們承諾，我們將以“5e”作為我們的工作原則，即“enthusiastic,earnest,efficient,effective&excellent”。我們將以滿腔的激情、最真誠的態(tài)度、最高效的工作和最出色的表現(xiàn)搭好老師與營員間的橋梁。

作為營員最親密的指導(dǎo)員，我們身兼多職、責(zé)任重大。營員每喊一聲“老師”就能激起我們班主任心底的無限喜悅，就為讓這甜美的嗓音，我們將絞盡腦汁為他們安排最精彩、最有意義的活動(dòng)，讓他們眼中的“老師”做得更稱職！我們將舉行大型演講比賽、體育趣味性活動(dòng)和文藝聯(lián)歡晚會(huì)，鍛煉營員的口才、發(fā)揮營員的特長。我們還將在每個(gè)晚上為他們安排豐富的精神套餐，讓他們?cè)谳p松愉悅的環(huán)境下感受英語、體驗(yàn)人生。每一個(gè)熱點(diǎn)話題隱藏著我們大學(xué)生對(duì)生活的思索，每一次互動(dòng)蘊(yùn)育著我們對(duì)能力素質(zhì)的追求，每一斷欣賞都給予我們無盡的啟迪，我們希望營員們?cè)谖覀儬I造的學(xué)習(xí)氛圍下，學(xué)到的不僅僅是英語，更多的是能力的培養(yǎng)和道德的熏陶！

篇10

尊敬的老師，親愛的同學(xué)們：

大家好！我今天走上講臺(tái)參加競選英語代表職務(wù)，我相信憑著我的勇氣我一定可以的，因?yàn)槲乙呀?jīng)下了這個(gè)決心勇于拼搏的決心，這次演講可能也就是下次就職演說。

我叫孟家玥，是一個(gè)有耐心的學(xué)生，這里的耐心是指有一次文哲在訓(xùn)練老師給我吩咐我一個(gè)任務(wù)讓我給他們說一下作業(yè)。文哲突然讓我給想起了一個(gè)事情，讓我去幫她值班我就去了我一直等到六點(diǎn)半我才走了，這就是我比較有耐心的學(xué)生，對(duì)于我來說英語這方面我比我們班里的每一個(gè)人都了解，我還知道在國際音標(biāo)里的元音有多少個(gè)，輔音有多少個(gè)……這些我都已經(jīng)會(huì)背了。假如這次我競選英語課代表競選成功的話，我都會(huì)用一顆平常的心，溫柔的心來對(duì)待。有了“寬容之心”，我才使胸懷寬廣，虛懷若谷，虛心接受同學(xué)的意見樂于幫助他人，只有把英語搞好這才是最關(guān)鍵的。如果我這次競選能成功的話我一定要把我以前壞的毛病去改一改，無論競選成功還是沒有成功我都會(huì)去改的。我要給同學(xué)們做一個(gè)好的榜樣。

對(duì)待英語課上的說話，跑坐位。我又該如何做呢？首先，我認(rèn)為上英語課必須要做到每個(gè)人管好自己，這是大關(guān)鍵，我覺得我制定的實(shí)施方案是可以的。  也許有時(shí)候我的膽子可能小了點(diǎn)，但是我相信有了同學(xué)們對(duì)我的信任，我一定會(huì)改掉自己的缺點(diǎn)，從而完善我以前的面目。

希望大家支持我！

篇11

高職院校的教師在改革的新形勢下必須更新自己的教學(xué)觀念，使自己傳統(tǒng)的教育教學(xué)理念徹底改變，這樣才能使自己的課堂變?yōu)樽灾鲗W(xué)習(xí)的新模式，在教學(xué)過程中進(jìn)一步激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性，使自己變?yōu)榧?lì)、指導(dǎo)、參與、監(jiān)督于一體的角色，要想做到這些，就應(yīng)該對(duì)自己提出更高的要求。

1.利用網(wǎng)絡(luò)資源提高自身素質(zhì)

高職院校的教師必須適應(yīng)教學(xué)形式的改革，在平時(shí)的工作中，網(wǎng)絡(luò)資源豐富多彩，所需知識(shí)可以說應(yīng)有盡有，因此我經(jīng)常利用現(xiàn)代技術(shù)充實(shí)自己的知識(shí)，從而提高學(xué)生分析問題與理解問題的能力。

2.虛心向有經(jīng)驗(yàn)的教師請(qǐng)教

常言道：“學(xué)無止境”，“給學(xué)生一杯水，教師需要有一桶水”。作為教師，學(xué)習(xí)是永遠(yuǎn)沒有止境的，在平時(shí)的工作中，我利用一切能夠利用的機(jī)會(huì)向有經(jīng)驗(yàn)的教師求教，以便于提高自己的業(yè)務(wù)能力和實(shí)踐教學(xué)能力。

二、提高學(xué)生對(duì)英美文學(xué)作品的興趣

英美文學(xué)作品兼顧本文由收集整理生活的各個(gè)方面，對(duì)文化、歷史、哲學(xué)、自然科學(xué)等方面也有所涉及，作為一名高職院校的英語教師，如何指導(dǎo)學(xué)生研究英美方向的小說作品，提高學(xué)生學(xué)習(xí)的積極性，使學(xué)生能夠進(jìn)行創(chuàng)造性的活動(dòng)，是自己的責(zé)任與使命。

1.運(yùn)用現(xiàn)代化的教學(xué)手段

在課堂教學(xué)中通過創(chuàng)設(shè)情景來激發(fā)學(xué)生的學(xué)習(xí)積極性，使其能夠主動(dòng)地思考是我們教師追求的目標(biāo)，可是有些作品由于距離我們的年代久遠(yuǎn)，受時(shí)空的限制，在欣賞文學(xué)作品時(shí)，很難把握作品的意境，這時(shí)我就運(yùn)用多媒體教學(xué)手段，使當(dāng)時(shí)的情景聲情并茂地展現(xiàn)在學(xué)生的面前，這樣學(xué)生的想象能力能夠得以激發(fā)，他們的學(xué)習(xí)興趣就會(huì)進(jìn)一步提高。

2.運(yùn)用啟發(fā)式的教學(xué)方式

在多種多樣的教學(xué)方法中，“啟發(fā)式”教學(xué)是一種具有創(chuàng)造性的教學(xué)方法，它能夠使學(xué)生積極思考問題，解決在學(xué)習(xí)過程中難以表達(dá)的矛盾。在教學(xué)過程中，我經(jīng)常采用這種方法，使學(xué)生學(xué)會(huì)閱讀、能夠閱讀、樂于閱讀，通過查找資料，了解文學(xué)作品的思想意境，

3.改變傳統(tǒng)的考試形式

在考試的時(shí)候，我一改單一的考試方式，采用平時(shí)成績和筆試成績相結(jié)合的方法，通過考查學(xué)生的讀書筆記、作業(yè)成績等方面，使他們養(yǎng)成主動(dòng)學(xué)習(xí)的好習(xí)慣。在考試時(shí)不出難題偏題，引導(dǎo)他們進(jìn)行研究學(xué)習(xí)。久而久之，學(xué)生就會(huì)注重平時(shí)的表現(xiàn)及學(xué)習(xí)的過程。

三、指導(dǎo)學(xué)生自主學(xué)習(xí)英美文學(xué)作品的意識(shí)

高職院校的學(xué)生學(xué)習(xí)依賴性較強(qiáng)，作為一名教師，就應(yīng)針對(duì)其特點(diǎn)，使其學(xué)會(huì)自主學(xué)習(xí)，只有這樣他們才能有目的地安排自己的學(xué)習(xí)計(jì)劃，并將學(xué)習(xí)活動(dòng)堅(jiān)持不懈地進(jìn)行下去，在學(xué)習(xí)的過程中主動(dòng)參與課堂教學(xué)，積極參加課外活動(dòng)，進(jìn)一步激發(fā)學(xué)生的潛力。

1.改變單二的教學(xué)方式

高職院校的大學(xué)生，應(yīng)該把自己學(xué)到的英語知識(shí)運(yùn)用到實(shí)際工作中去，例如：能夠用英語進(jìn)行日常的話題交流，用英語填寫一定形式的通知、信函、表格等等。因此，在教學(xué)過程中，我改變了單一的教學(xué)方式，通過多種途徑使高職院校的學(xué)生獲得知識(shí)、提高能力。例如：運(yùn)用院校的實(shí)驗(yàn)室、校園網(wǎng)等等培養(yǎng)學(xué)生的動(dòng)手操作能力；提供學(xué)生參加社會(huì)實(shí)踐的機(jī)會(huì)，使他們加強(qiáng)與社會(huì)的聯(lián)系，清楚自己的學(xué)習(xí)與職業(yè)的關(guān)系；組織學(xué)生根據(jù)自己的需要，選聽講座報(bào)告等等。高職院校學(xué)生的學(xué)習(xí)過程是一種探索性的活動(dòng)，對(duì)書本上的東西要善于質(zhì)疑、觸類旁通、舉一反三，這樣

轉(zhuǎn)貼于

才能在學(xué)習(xí)上加以創(chuàng)新。

2.充分提供自主學(xué)習(xí)的空間

如果讓學(xué)生能夠自主學(xué)習(xí)，教師就應(yīng)給學(xué)生充分的學(xué)習(xí)空間。作為一名高職院校的教師，不能只讓學(xué)生只是坐在教室里聽自己講解，更不應(yīng)占用學(xué)生的太多時(shí)間，應(yīng)該給學(xué)生預(yù)留出自主學(xué)習(xí)的時(shí)間，讓他們以主人翁本文由收集整理的姿態(tài)投入學(xué)習(xí)中。

篇12

作文教學(xué)在中學(xué)課標(biāo)要求中占據(jù)重要位置，也是衡量語文寫作水平的重要內(nèi)容。作文作為語文教學(xué)的薄弱環(huán)節(jié)，過去一直圍繞“結(jié)果寫作法”而脫離了學(xué)生在寫作中的自主性，忽視了學(xué)生的感受，更是對(duì)學(xué)生寫作過程中遇到的問題缺乏有效指導(dǎo)。

一、現(xiàn)行高中作文教學(xué)現(xiàn)狀簡評(píng)

作文教學(xué)長期以來一直處于低效的狀態(tài)，其因素一方面源自教材的編寫，另一方面則反映在課堂教學(xué)的選擇成敗上。以高中某版教材為例，寫作與閱讀是分開的，對(duì)于寫作板塊多以單獨(dú)編寫、練習(xí)及課堂延伸為主。具體來看，記敘文寫作從記人、記事、景物描寫等方面進(jìn)行指導(dǎo)；議論文寫作重點(diǎn)對(duì)論點(diǎn)、論據(jù)材料的選擇，以及論證方法的明確；說明文寫作專業(yè)凸顯寫作主題，以橫向展開、縱向梳理等方面來發(fā)掘說明的道理，充實(shí)作品的文采。然而，實(shí)際寫作教學(xué)中，常常出現(xiàn)一些不足，大致梳理表現(xiàn)在以下幾點(diǎn)：一是缺乏對(duì)學(xué)生“寫作意識(shí)”的激發(fā)，在進(jìn)行寫作教學(xué)及寫法框架構(gòu)思指導(dǎo)上，對(duì)于“動(dòng)筆前有沒有想好，對(duì)于寫作的重點(diǎn)是否明確”等問題往往缺乏指導(dǎo)。二是寫作知識(shí)相對(duì)缺乏，特別是寫作策略及寫作程序性知識(shí)的認(rèn)識(shí)不夠。如在發(fā)掘?qū)懽鞲袆?dòng)點(diǎn)時(shí)缺乏整體的素材提煉，難以從學(xué)生的體驗(yàn)中來構(gòu)思架構(gòu)。三是寫作過程的缺失，無論是命題寫作還是自主寫作練習(xí)，對(duì)于“寫作過程”往往沿襲小學(xué)、初中的寫作思路，僅限于從題目的選擇及寫法的講解中來對(duì)照，并無對(duì)寫作過程的有效指導(dǎo)。如何選題，如何修改，如何組織，如何成篇等問題無從建構(gòu)。事實(shí)上，對(duì)于寫作能力的養(yǎng)成與學(xué)生的寫作意識(shí)關(guān)系密切，長期以來對(duì)寫作課堂的教學(xué)以“應(yīng)試”為主，忽視了學(xué)生在寫作教學(xué)中的交流性。有讀者，同樣也需要聽眾；有人閱讀，同樣也需要傾聽與回應(yīng)。對(duì)于寫作意義及寫作意識(shí)的激發(fā)，要能夠從學(xué)生的寫作知識(shí)、寫作習(xí)慣上進(jìn)行逐步養(yǎng)成，將目光聚集在寫作的交流與互動(dòng)上，更好地提升學(xué)生如何下筆，如何修改，如何完成寫作過程。

二、探討過程寫作的特點(diǎn)

作文寫作教學(xué)作為任務(wù)，在教學(xué)步驟上應(yīng)該圍繞寫作設(shè)計(jì)來進(jìn)行訓(xùn)練。以《美國語文》中的“稻草變黃金：日常生活中的蛻變”為例，首先，從話題的導(dǎo)引中構(gòu)設(shè)回憶性散文寫作任務(wù)，圍繞“回憶”來觀察身邊的故事。其次，明確寫作側(cè)重點(diǎn)，將如何剪裁寫作材料，如何進(jìn)行表達(dá)，如何連貫語言進(jìn)行有效指導(dǎo)。第三，注重思維的發(fā)散，從多種素材中來構(gòu)思。第四，明確寫作過程，指導(dǎo)學(xué)生如何下筆，如何構(gòu)建寫作主體，如何審視和對(duì)照相關(guān)素材。第五，明確作文的修改任務(wù)，從多種視角來引導(dǎo)學(xué)生觀察生活，對(duì)具體事物進(jìn)行刻畫，創(chuàng)造出強(qiáng)烈的印象。我們從上述寫作訓(xùn)練設(shè)計(jì)中獲得兩點(diǎn)啟示：一是做好讀與寫的銜接；二是做好對(duì)文體的選擇及延伸，注重從閱讀中對(duì)寫作過程的關(guān)注。總的來看，本課堂實(shí)例將寫作過程作為重點(diǎn)，教師在寫作教學(xué)中需要明確教學(xué)步驟，注重對(duì)教學(xué)內(nèi)容的精心策劃，無論是從構(gòu)思還是打腹稿，塑造篇章結(jié)構(gòu)還是修繕文本內(nèi)容，都體現(xiàn)了對(duì)寫作過程中的具體落實(shí)。遵循寫作過程中對(duì)知識(shí)與技巧的運(yùn)用，從學(xué)生的寫作方法及寫作過程指導(dǎo)中來滲透寫作意識(shí)，幫助學(xué)生從篇章的完成中來一步步地逼近寫作目標(biāo)。

三、過程寫作法應(yīng)用實(shí)踐指導(dǎo)與技巧

寫作過程是復(fù)雜的思維過程，在寫作教學(xué)中應(yīng)該圍繞寫作動(dòng)機(jī)的激發(fā)，從寫作內(nèi)容、寫作興趣及技巧運(yùn)用上來關(guān)注寫作過程，輔助學(xué)生從寫作過程中明確寫作視角、剪切好寫作素材、提升寫作策略和寫作能力。一是注重對(duì)寫作隱性知識(shí)顯性化的構(gòu)建，從寫作的表達(dá)方式、寫作策略的細(xì)化、寫作結(jié)構(gòu)的構(gòu)思上，明確寫作教學(xué)的任務(wù)和重點(diǎn)，讓學(xué)生從寫作實(shí)踐中，綜合運(yùn)用各類知識(shí)、技巧。如通過對(duì)策略性知識(shí)的運(yùn)用來快速構(gòu)思，明確寫作內(nèi)容。教師要從記憶策略的激發(fā)上，增強(qiáng)學(xué)生對(duì)自身生活儲(chǔ)備的回憶，并從自我體驗(yàn)中來完成書寫，而非是苦思冥想的刻意為之。二是發(fā)揮學(xué)生的主體性，將學(xué)生作為教學(xué)與寫作過程進(jìn)行全面整合，凸顯學(xué)生在寫作過程中的自主性，教師圍繞學(xué)生來明確寫作教學(xué)重點(diǎn)，尊重學(xué)生在寫作過程中的自我性。如在過程寫作教學(xué)中，教師要放下“權(quán)威”，對(duì)整個(gè)寫作過程給予引領(lǐng)和組織。當(dāng)然，對(duì)于教師自我地位的明確，并非是放任自流，而是結(jié)合寫作教學(xué)的不同階段，從問題中來針對(duì)性講解，引導(dǎo)學(xué)生快速完成寫作任務(wù)。三是強(qiáng)化師生間的互動(dòng)與民主。寫作教學(xué)是對(duì)自我情感的表達(dá)，也是與人交流，增強(qiáng)自我意識(shí)的過程。另外，在過程寫作教學(xué)中，教師應(yīng)該從師生、生生間的互動(dòng)參與中，來發(fā)揮小組合作學(xué)習(xí)方式的積極作用，從同伴間的互評(píng)與分享中來增進(jìn)師生、生生間的交流，更好地促進(jìn)學(xué)生自我表達(dá)與完善。

四、結(jié)束語

總之，作文教學(xué)一直是語文學(xué)科的重要內(nèi)容，過程寫作法將作文教學(xué)中的實(shí)際問題作為研究對(duì)象，通過教學(xué)案例探討，讓學(xué)生從中來獲得寫作訓(xùn)練，增強(qiáng)學(xué)生的寫作意識(shí)。

篇13

2003年，我國頒布了新的高中《英語課程標(biāo)準(zhǔn)》，首次明確應(yīng)該把學(xué)生“文化意識(shí)”的培養(yǎng)列入到英語教學(xué)中。新課標(biāo)頒布之后，人們對(duì)文化教學(xué)越來越重視，大家意識(shí)到想要成功地實(shí)現(xiàn)英語教學(xué)目的，必須將文化教學(xué)與語言教學(xué)結(jié)合起來，培養(yǎng)學(xué)生的文化意識(shí)，提高學(xué)生的跨文化交際能力。本文試圖總結(jié)一些高中英語課堂中文化教學(xué)的方法。首先我們回顧一下語言與文化的關(guān)系以及文化教學(xué)的重要性。

一、語言與文化的關(guān)系以及文化教學(xué)的重要性

什么是文化？不同領(lǐng)域的學(xué)者對(duì)文化都有著不同的詮釋。許多社會(huì)學(xué)家、哲學(xué)家、人類學(xué)家、歷史學(xué)家、語言學(xué)家都試圖給文化下一個(gè)全面的定義。英國人類學(xué)家Taylor是最早提出文化定義的學(xué)者。他在1871年出版的《原始文化》中提到“所謂文化或文明，是在廣義民族志的意義上，是一個(gè)知識(shí)、信仰、藝術(shù)、道德、法律、習(xí)俗以及其他人類作為社會(huì)成員而獲得的能力和習(xí)性的復(fù)合體”（轉(zhuǎn)引自劉靜，2006）。”語言與文化密不可分，不存在沒有語言的文化，也不存在沒有文化的語言。語言既是文化總體的一個(gè)組成部分，又能反映文化其他部分。與此同時(shí)，文化又制約著語言的使用。總體來說，語言和文化是相互影響、相互制約的關(guān)系。

文化教學(xué)在英語語言教學(xué)中有著重要的作用。首先了解文化知識(shí)是學(xué)習(xí)語言知識(shí)的關(guān)鍵。如果不掌握相應(yīng)的文化背景知識(shí)，想學(xué)習(xí)好承載著該文化的語言知識(shí)不不可能的。其次學(xué)習(xí)文化知識(shí)可以培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣、激發(fā)學(xué)生的學(xué)習(xí)熱情。最后文化教學(xué)可以優(yōu)化學(xué)生的知識(shí)結(jié)構(gòu)。學(xué)生通過文化知識(shí)的學(xué)習(xí)，可以了解該語言國的人文、地理、歷史等方面的知識(shí)，因而可以優(yōu)化學(xué)生的知識(shí)結(jié)構(gòu)。

二、高中英語課堂中文化教學(xué)的方法

我們主要從教師、學(xué)生對(duì)英語文化知識(shí)的興趣和態(tài)度、教師在文化教學(xué)中的作用、實(shí)施文化教學(xué)的障礙以及了解文化知識(shí)的最佳途徑這幾個(gè)方面來分析當(dāng)前高中英語課堂中文化教學(xué)的途徑，教師可以采用相應(yīng)的措施在高中英語課堂中更有效地進(jìn)行文化教學(xué)。

1. 轉(zhuǎn)變部分教師及學(xué)生對(duì)文化教學(xué)的態(tài)度

了解文化知識(shí)是學(xué)習(xí)語言知識(shí)的關(guān)鍵。在教學(xué)過程中，如果教師將語言知識(shí)與文化知識(shí)相結(jié)合，往往起到事半功倍的效果。因此，我們應(yīng)該注意以下幾個(gè)方面：

首先，教師要轉(zhuǎn)變自己的傳統(tǒng)觀念。教師必須改變傳統(tǒng)只重視語言教學(xué)的觀念，加強(qiáng)對(duì)文化教學(xué)的重視。只有教師有了正確的教育理念，才能在課堂中積極主動(dòng)的進(jìn)行文化教學(xué)，為學(xué)生創(chuàng)造更多接觸文化知識(shí)的機(jī)會(huì)。教師對(duì)文化知識(shí)的態(tài)度也會(huì)直接影響學(xué)生學(xué)習(xí)文化知識(shí)的熱情。

其次，教師要注重培養(yǎng)學(xué)生對(duì)文化知識(shí)的興趣。興趣是最好的老師，學(xué)生在學(xué)習(xí)自己感興趣的知識(shí)的時(shí)候，學(xué)習(xí)效率是非常高的。因此，教師要培養(yǎng)學(xué)生對(duì)文化知識(shí)的興趣，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性。例如教師可以在課堂上可以適當(dāng)?shù)姆乓恍┯⑽母枨螂娪敖o學(xué)生提供接觸地道英語的機(jī)會(huì)，此外教師還可以通過“課前三分鐘”的機(jī)會(huì)讓學(xué)生輪流的介紹一些文化知識(shí)，教師還可以讓學(xué)生排演一些英文的小短劇，這些活動(dòng)都可以培養(yǎng)學(xué)生對(duì)文化知識(shí)的興趣。

最后，教師要引導(dǎo)學(xué)生把對(duì)文化知識(shí)的興趣轉(zhuǎn)化為學(xué)習(xí)英語語言本身的興趣，激發(fā)學(xué)生的學(xué)習(xí)熱情。學(xué)生綜合語言運(yùn)用能力是由語言知識(shí)、語言技能、學(xué)習(xí)策略、情感態(tài)度以及文化意識(shí)五個(gè)方面構(gòu)成的。學(xué)生對(duì)文化知識(shí)方面的興趣可以轉(zhuǎn)化為學(xué)習(xí)英語的興趣，從而今提高學(xué)生綜合語言運(yùn)用能力。

2. 充分發(fā)揮教師在文化教學(xué)中的作用

大部分學(xué)生學(xué)習(xí)文化知識(shí)的途徑是通過課堂教學(xué)。因此，教師在課堂上是否經(jīng)常進(jìn)行文化教學(xué)很大程度的影響著學(xué)生的文化知識(shí)水平，所以教師要充分發(fā)揮自己在文化教學(xué)中的作用。

首先，教師要加大課堂上文化教學(xué)的比重。一方面，教師可以將語言教學(xué)與文化教學(xué)相結(jié)合，例如在遇到涉及到文化知識(shí)的閱讀理解、完形填空試題時(shí)多介紹一些相關(guān)的文化背景知識(shí)。另一方面，教師可以單獨(dú)的進(jìn)行文化知識(shí)的講解，例如教師可以在導(dǎo)入新課的時(shí)候多介紹一些相關(guān)的文化背景知識(shí)。

其次，首先教師應(yīng)該多設(shè)計(jì)一些任務(wù)型活動(dòng)。教師可以設(shè)計(jì)一些接近現(xiàn)實(shí)生活、具有真實(shí)意義的情景，例如兩個(gè)來自不同文化背景的人由于缺少文化知識(shí)而產(chǎn)生的交流障礙的情況。學(xué)生可以通過角色扮演、小組討論等形式完成任務(wù)，從而提高了學(xué)生綜合運(yùn)用語言的能力，也避免了在真實(shí)的交流中出現(xiàn)這種問題。

最后，教師要充分的利用教材。教師應(yīng)該將教材上的文化背景知識(shí)進(jìn)行加工整合，將教材中比較零散的文化知識(shí)系統(tǒng)的介紹給學(xué)生。當(dāng)教材中的文化信息不能滿足教學(xué)的需要時(shí)，教師要通過互聯(lián)網(wǎng)、原文書籍等渠道獲得更豐富的文化知識(shí)。

3. 減少實(shí)施文化教學(xué)的障礙

當(dāng)前實(shí)施文化教學(xué)的障礙主要有以下幾點(diǎn)：學(xué)生課業(yè)負(fù)擔(dān)重，高考不直接考文化知識(shí)，缺少必要的教學(xué)資源，缺乏指導(dǎo)性的師資培訓(xùn)。因此，為了有效地進(jìn)行文化教學(xué)，我們要盡可能地減少這些障礙。

首先，學(xué)生課業(yè)負(fù)擔(dān)過重的主要原因是高考的壓力，學(xué)生偏重語言知識(shí)的學(xué)習(xí)主要也是因?yàn)樵嚲碇饕疾榈氖菍W(xué)生的語言知識(shí)。因此，我們可以通過對(duì)試卷進(jìn)行適當(dāng)?shù)恼{(diào)整來加強(qiáng)學(xué)生對(duì)文化知識(shí)的重視。例如，在試卷中加入一些考查學(xué)生語言交際能力的試題。此外出題者在選擇完形填空、閱讀理解等題目時(shí)可以有意識(shí)的選擇一些涉及到文化知識(shí)的文章，以便能更好地考查學(xué)生的綜合能力。

關(guān)于教學(xué)資源方面，雖然和以前相比，當(dāng)前的教材中已經(jīng)加大了文化背景知識(shí)的比重，但還是不能滿足一部分教師的需要。因此，除了教材之外，還應(yīng)該為教師提供更多的關(guān)于文化知識(shí)的書籍、雜志等。教師也應(yīng)該培養(yǎng)自己獲取信息的能力，通過電視、互聯(lián)網(wǎng)等媒體了解相應(yīng)的文化背景知識(shí)。

最后，關(guān)于師資培訓(xùn)方面，要加強(qiáng)對(duì)英語教師進(jìn)行關(guān)于文化知識(shí)方面的培訓(xùn)，以求更有效地進(jìn)行文化教學(xué)。

4. 探索學(xué)習(xí)文化知識(shí)的途徑

學(xué)生了解文化知識(shí)的主要途徑有教師的課堂傳授、通過互聯(lián)網(wǎng)、廣播電視等媒體，閱讀相關(guān)讀物、同外國人交流。我們?cè)诮虒W(xué)中要注意以下幾個(gè)方面：

首先，因?yàn)榇蟛糠謱W(xué)生傾向于通過教師的課堂傳授來了解英語文化知識(shí)，因此教師要尋求更有效的文化教學(xué)方法，提高課堂文化教學(xué)的效率。教師可以選擇將語言教學(xué)與文化教學(xué)相結(jié)合的方法。

其次，教師還可以選擇中西文化對(duì)比的方法，通過中西文化對(duì)比教學(xué)，學(xué)生可以清楚地認(rèn)識(shí)到中西文化的差異和共同之處，學(xué)生不但可以很好的了解西方的文化，同時(shí)對(duì)自己的文化也有更多的了解。除此之外，學(xué)生也可以理智地對(duì)待不同文化之間的差異，在生活中避免犯文化方面的錯(cuò)誤，進(jìn)而由于文化差異造成交流障礙。

再次，學(xué)校要開展關(guān)于文化知識(shí)方面的選修課。大部分的學(xué)生都愿意參加有關(guān)文化知識(shí)的選修課。教師也可以充分利用選修課的時(shí)間向?qū)W生介紹相關(guān)的英語文化知識(shí)。

最后，教師要鼓勵(lì)學(xué)生閱讀更多的原版英文材料。在這個(gè)閱讀過程中，學(xué)生的語言表達(dá)能力得到了提升，與此同時(shí)，學(xué)生們也能通過這些材料了解這些語言所承載的文化背景知識(shí)。此外，學(xué)生們學(xué)習(xí)地道的英語，也能避免他們?cè)诮涣髦谐霈F(xiàn)“中式英語”，從而使其能更清晰明了地表達(dá)自己的觀點(diǎn)。

高中英語文化對(duì)學(xué)生的英語學(xué)習(xí)有著至關(guān)重要的作用。希望本文中提出的教學(xué)建議對(duì)教師能有一定的幫助。

參考文獻(xiàn)：

[1] 蔡秀清.高中英語的跨文化教學(xué)[J].教學(xué)與管理，2004（9）.

[2] 劉 靜.文化語言研究[M].北京：中華書局，2006.