關于英語演講稿范文
對的教育英語篇一：英語演講：大學教育對我的意義
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.
大學教育對我的意義
大家早上好。今天我演講的題目是“大學教育對我的意義”。
對我來說，大學教育猶如一位技藝精湛的造船師。首先，具有遠見卓識的大學教育為我裝配了一只馬力強勁的推進器；專業知識及廣博的課外知識給我帶來無限動力。白天我全神貫注地研習自己的課程，晚上則盡情享受世界文學，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，大學教育還為我提供了一個精確的羅盤，即社會責任感。“如何才能在實現自我價值的同時最大限度地服務于社會？”我一年的英語家教的經歷證明：只有擁有過硬的實力和對高挑戰性局面應付自如的能力，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。在協調著社團活動、體育運動和專業課程的忙碌日程中，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：新目標對英語教育的影響
新目標對英語教育的影響
作為有十多年英語教學經驗的初中教師，深感作為語言，我們學的目的是為了說，能表達自己的觀點。但多年的應試教育使學生將英語作為升上高一級學校不得不學的學科，以至于很多高考高分獲得者很難表達一個簡單的觀點，即“說”仍然停留在相當低的水平。一是開口困難，不敢將開口作為一種習慣。二是持續說的困難，不能持續表達，只是長話短說。
我縣從2003年開始啟用人教社新目標，新目標在英語說
的教學帶來了創新性的變革，它存在以下幾個特點：一是由聽到說。體現出說前有了聽作為先導。聽是說的準備，做到了以聽帶說，以聽促說，聽說結合。
二是由不自主到自主，新目標更加注重了說的經驗的積累，說話環境的適應和開口習慣成為學生客觀上創造了多說的條件，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狀。把學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，新目標所體現的想說的動機可以是真正的交際動機。課文創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。
鑒于新目標中說的教學具有以上的特點，教學中我注意以下幾個方面的結合：
一是要將語言訓練與思緒訓練相結合，說是用語言表達思想的言
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