关于英语演讲稿范文
对的教育英语篇一：英语演讲：大学教育对我的意义
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.
大学教育对我的意义
大家早上好。今天我演讲的题目是“大学教育对我的意义”。
对我来说，大学教育犹如一位技艺精湛的造船师。首先，具有远见卓识的大学教育为我装配了一只马力强劲的推进器；专业知识及广博的课外知识给我带来无限动力。白天我全神贯注地研习自己的课程，晚上则尽情享受世界文学，在此过程中，我既为未来积聚了力量，又充实了自己的灵魂。
此外，大学教育还为我提供了一个精确的罗盘，即社会责任感。“如何才能在实现自我价值的同时最大限度地服务于社会？”我一年的英语家教的经历证明：只有拥有过硬的实力和对高挑战性局面应付自如的能力，我才能成为一个对社会有价值的人，一个找到自己位置的人。在协调着社团活动、体育运动和专业课程的忙碌日程中，我感受到了生活的韵律与美丽。
更为重要的是，大学教育不仅仅制造了一只只单个的船只，他还组建了一支支驶向同一目的地的大舰队。在与志趣相投的朋友们的相处、融合中，我锻炼了与人交往的能力。
现在我即将作为一只巨轮开始我的首航，尽管前方的情况还无法预料，我却有充足的信心作一名出色的海洋探索者，因为我有强劲的推进器、精确的罗盘，还有一帮与我同行、一起驶向社会之洋的热心朋友！
对的教育英语篇二：全球化对大学教育的影响英文
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.
对的教育英语篇三：新目标对英语教育的影响
新目标对英语教育的影响
作为有十多年英语教学经验的初中教师，深感作为语言，我们学的目的是为了说，能表达自己的观点。但多年的应试教育使学生将英语作为升上高一级学校不得不学的学科，以至于很多高考高分获得者很难表达一个简单的观点，即“说”仍然停留在相当低的水平。一是开口困难，不敢将开口作为一种习惯。二是持续说的困难，不能持续表达，只是长话短说。
我县从2003年开始启用人教社新目标，新目标在英语说
的教学带来了创新性的变革，它存在以下几个特点：一是由听到说。体现出说前有了听作为先导。听是说的准备，做到了以听带说，以听促说，听说结合。
二是由不自主到自主，新目标更加注重了说的经验的积累，说话环境的适应和开口习惯成为学生客观上创造了多说的条件，主观上有了多说的愿望，坚持多说。从而彻底改变了单纯以教师为中心的一言堂现状。把学生从消极的知识接受者变成了积极的参与
者。。
三是由想说到说明白，新目标所体现的想说的动机可以是真正的交际动机。课文创造了真实的交际情况，使之能想从而到能说，到说明白。做到了想说什么就说什么。
鉴于新目标中说的教学具有以上的特点，教学中我注意以下几个方面的结合：
一是要将语言训练与思绪训练相结合，说是用语言表达思想的言
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