關(guān)于英語演講稿范文
對的教育英語篇一：英語演講：大學(xué)教育對我的意義
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)教育對我的意義
大家早上好。今天我演講的題目是“大學(xué)教育對我的意義”。
對我來說，大學(xué)教育猶如一位技藝精湛的造船師。首先，具有遠(yuǎn)見卓識的大學(xué)教育為我裝配了一只馬力強勁的推進(jìn)器；專業(yè)知識及廣博的課外知識給我?guī)頍o限動力。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)，在此過程中，我既為未來積聚了力量，又充實了自己的靈魂。
此外，大學(xué)教育還為我提供了一個精確的羅盤，即社會責(zé)任感�！叭绾尾拍茉趯崿F(xiàn)自我價值的同時最大限度地服務(wù)于社會？”我一年的英語家教的經(jīng)歷證明：只有擁有過硬的實力和對高挑戰(zhàn)性局面應(yīng)付自如的能力，我才能成為一個對社會有價值的人，一個找到自己位置的人。在協(xié)調(diào)著社團(tuán)活動、體育運動和專業(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的船只，他還組建了一支支駛向同一目的地的大艦隊。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始我的首航，盡管前方的情況還無法預(yù)料，我卻有充足的信心作一名出色的海洋探索者，因為我有強勁的推進(jìn)器、精確的羅盤，還有一幫與我同行、一起駛向社會之洋的熱心朋友！
對的教育英語篇二：全球化對大學(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.
對的教育英語篇三：新目標(biāo)對英語教育的影響
新目標(biāo)對英語教育的影響
作為有十多年英語教學(xué)經(jīng)驗的初中教師，深感作為語言，我們學(xué)的目的是為了說，能表達(dá)自己的觀點。但多年的應(yīng)試教育使學(xué)生將英語作為升上高一級學(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)一個簡單的觀點，即“說”仍然停留在相當(dāng)?shù)偷乃�。一是開口困難，不敢將開口作為一種習(xí)慣。二是持續(xù)說的困難，不能持續(xù)表達(dá)，只是長話短說。
我縣從2003年開始啟用人教社新目標(biāo)，新目標(biāo)在英語說
的教學(xué)帶來了創(chuàng)新性的變革，它存在以下幾個特點：一是由聽到說。體現(xiàn)出說前有了聽作為先導(dǎo)。聽是說的準(zhǔn)備，做到了以聽帶說，以聽促說，聽說結(jié)合。
二是由不自主到自主，新目標(biāo)更加注重了說的經(jīng)驗的積累，說話環(huán)境的適應(yīng)和開口習(xí)慣成為學(xué)生客觀上創(chuàng)造了多說的條件，主觀上有了多說的愿望，堅持多說。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)生從消極的知識接受者變成了積極的參與
者。。
三是由想說到說明白，新目標(biāo)所體現(xiàn)的想說的動機(jī)可以是真正的交際動機(jī)。課文創(chuàng)造了真實的交際情況，使之能想從而到能說，到說明白。做到了想說什么就說什么。
鑒于新目標(biāo)中說的教學(xué)具有以上的特點，教學(xué)中我注意以下幾個方面的結(jié)合：
一是要將語言訓(xùn)練與思緒訓(xùn)練相結(jié)合，說是用語言表達(dá)思想的言
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