英文發(fā)言稿大全11篇

緒論：寫(xiě)作既是個(gè)人情感的抒發(fā)，也是對(duì)學(xué)術(shù)真理的探索，歡迎閱讀由發(fā)表云整理的11篇英文發(fā)言稿范文，希望它們能為您的寫(xiě)作提供參考和啟發(fā)。

篇（1）

我是來(lái)自十年級(jí)七班的司明宇。

I am Jenny from Class 14 Grade 10.

非常榮幸能夠代表?xiàng)魅~2015級(jí)全體軍訓(xùn)學(xué)員在這里和大家一起分享我?guī)滋靵?lái)的軍訓(xùn)感受。

It is a great honor to share my feeling of the military training on behalf of grade 2015 of Wuhan Maple Leaf International School.

首先祝賀大家順利地完成了此次軍訓(xùn)，精彩的軍訓(xùn)成果匯報(bào)表演充滿(mǎn)著我們的熱血激情與汗水辛勞。在此我要感謝我們親愛(ài)的領(lǐng)事，教官以及領(lǐng)導(dǎo)們。感謝你們無(wú)私的幫助，感謝你們所寄予的殷切期望，更感謝你們勝似親人的親切關(guān)懷！

First of all , congratulations on you finish the military training successfully . Fantastic performances of military training achievement were full of our passion and sweat. Here I would like to thank our dear teachers , trainers , leaders. Thank you for your selfless help ,thank you for your ardent expectations , what’s more is the care like relatives.

短短五天的軍訓(xùn)。雖然很苦很累但其實(shí)還是很值得的，教官也為我們付出了很多，他們筆直的腰桿、挺起的胸膛、昂揚(yáng)的士氣。告訴我們那是軍人的颯爽英姿。那汗水中神采奕奕的雙眼和那嘹亮的軍歌，讓我們?yōu)橹袆?dòng)、為之震撼，這一周的軍訓(xùn)，嚴(yán)肅了我們的紀(jì)律激發(fā)了我們的斗志。我也逐漸明白我們必須做一個(gè)有紀(jì)律、不怕苦的楓葉人。只有這樣我們才能更好地迎接即將到來(lái)的高中生活，而這也正是軍訓(xùn)的意義所在。

Within five days of military training. Although it is tired but worth , instructors also paid a lot for us . Their behavior tell us what is brave. We are all moved and amazed by them. This military training makes our discipline be serious and also inspires us to fight. I also gradually understand that we must be a maple leaver who observe discipline and work hard. Only in this way can we be better to face the coming high school life and this is the meaning of military training.

雄關(guān)漫道真如鐵，而今邁步從頭越。親愛(ài)的同學(xué)們，軍訓(xùn)是我們高中生活的起點(diǎn)，我們要繼承和發(fā)揚(yáng)部隊(duì)的優(yōu)良傳統(tǒng)，把良好的作風(fēng)帶到實(shí)際生活，學(xué)習(xí)中去；去塑造自己、完善自己，為楓葉航船，漲滿(mǎn)帆、撐穩(wěn)舵，為早日實(shí)現(xiàn)自己的夢(mèng)想奠定堅(jiān)實(shí)的基礎(chǔ)。

篇（2）

Good morning to you all. On this sunny and unforgettable day, we gladly welcome you to our grade 12’s graduation ceremony.

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（3）

Actually, I am very much curious about your definitions of a good college life at this special point. Someone once complained to me that the college life is totally a waste of time and money. Do you think so?

The answer is definitely no. Here I want to tell you that if you try to manage your college life well, you will find that it will be really a valuable part of your life. And now I’m going to share with you my personal experiences of my college life. I remember when I was a freshman, a junior student was giving a speech on this stage i was so impressed by her, and made my mind to study hard. So what I did in my pervious three years was just about making full use of college resources to develop my own potentials.

In my first year, I studied hard as I did in my high school, attending every class, listening to teachers carefully, reviewing after class and doing homework by myself. College at that time was a brand new stage for me, I was trying to find my way of adapting to it quickly. I participated in various kinds of activities to improve my abilities, such as joining in the students union, going to the old people’s home, selling newspapers outside campus, taking part in chorus competition and recitation contest. I think my ability is somehow improved through the year of efforts.

The second year was a very important turning point for me. I tried to learn more by myself and then apply the knowledge into practice. the very important event for me is the 18th china daily 21st century cup national english speaking competition in which I got the first prize in our school. but what I want to mention is only the benefits I gained from thiss competition, for example, my english speaking ability has been improved, and no longer afraid of saying a word in public and also I made friends with many students from other universities with whom I can share experience. and some other competitions like hubei provincial translation and interpreting competition, and so many more. another part is the social activities.

In july xx, I went to singapore to be a volunteer in the second international traditional martial arts competition. That was also an amazing experience in my life. As you can see that I witnessed with my own eyes a different culture thus broadening my horizons. so here i want to appeal to you all that seize every opportunity to develop yourself, for the college is an integrated platform in the journey of your life through which you are bound to grow up. The third years seems like a great leap for me. equipped with the solid foundation I laid in the previous two years, I further participated in some important major-related contests, such as the outlook talent show held by cctv, the fifth cross-strait interpreting competition and national english ability competition.

Through all these contests, I found myself much more confident in the road ahead. Next I’m going to give you some suggestions to help you manage your college life better.

Suggestion 1:

Learn as much as possible. for most of us college can be an unforgettable period for us to learn something. some one once said that university is like a dye vat, which means that you may be easily influenced by others. If you want to learn something you will be embraced by knowledge and wisdom; and if you don’t have the desire to learn you will find you get nothing after 4 years’ college life.

Suggestion 2:

Cultivate your potentials and interests. As we know, university is an integrated platform compared with high school. You do not need to bury your head in the books all day long. You need to conduct your self-cultivation and find where your interests lie in. For example, if you have the talent for dancing, you can join in the dance association. Just show it. Life will be colorful if there is joy.

Suggestion 3:

Always be optimistic and hopeful. Everybody knows that college life is mostly determined by ourselves. Sometimes you may find that teachers can’t instruct you in every aspects. So you may easily come across difficulties with which you will get bored. but please remember that life has its ups and downs, adversity is just part of our lives.Be optimistic, you will always find your way out.

篇（4）

自從今天的第一縷霞光從東方射出，我們就在一遍遍詢(xún)問(wèn)：到了嗎？到了嗎？現(xiàn)在置身于“得天地清氣、極人文華彩”的清華園，我們的心中又在一遍遍歡呼：到了！到了！多少回憧憬向往，多少次魂?duì)繅?mèng)繞。北京，我們來(lái)了，清華，我們來(lái)了！

千里行程、一路顛簸的疲憊早已被興奮與激動(dòng)替代。

首先請(qǐng)?jiān)试S我代表全體營(yíng)員向組織這次活動(dòng)的世紀(jì)明德勵(lì)志修學(xué)營(yíng)組委會(huì)，向帶領(lǐng)我們的老師，陪同我們的輔導(dǎo)員表示深深的感謝！老師，你們辛苦了！

千年古都，水木清華。這里名師云集、人才輩出。王國(guó)維、梁?jiǎn)⒊㈥愐　②w元任、錢(qián)鐘書(shū)，一個(gè)個(gè)令莘莘學(xué)子頂禮膜拜的泰山北斗的身影曾經(jīng)在這里停留；而今一批批學(xué)術(shù)大師、興業(yè)之才、治國(guó)之賢的腳步從這里邁出。中西兼容、文理滲透、古今貫通、治學(xué)嚴(yán)謹(jǐn)、學(xué)風(fēng)濃郁的清華早已以中國(guó)第一名校的風(fēng)范蜚聲海外。我相信走過(guò)清華之后，將是對(duì)我們靈魂的一次洗禮，精神的一次提升，生命的一次激勵(lì)！今天我們是清華的游人，明天我們將是清華的主人！

勵(lì)志修學(xué)營(yíng)組委會(huì)為我們安排了豐富多彩的活動(dòng)內(nèi)容：踏訪莊嚴(yán)神圣的天安門(mén)廣場(chǎng)，瞻仰天下第一旗讓我們報(bào)國(guó)之志油然而生；游覽古老幽深的紫禁城讓我們回味燦爛奪目的中華文明；登上舉世聞名的萬(wàn)里長(zhǎng)城讓我們襟懷天下，不到長(zhǎng)城非好漢；暢游頤和園讓我們體會(huì)皇家園林的大氣磅礴；學(xué)術(shù)大師、知名教授的課堂將給我們智慧的啟迪，精神的提升；還有籃球賽上顯身手，聯(lián)誼會(huì)中展才藝。如此種種，不一而足。就讓我們珍藏點(diǎn)點(diǎn)滴滴的感動(dòng)，獲取真真切切的美好吧。我想，在座的每一位營(yíng)員應(yīng)該和我一樣是懷著激動(dòng)和好奇的心情參加本次心智拓展夏令營(yíng)的，在此，我衷心地倡議在場(chǎng)的每一位同學(xué)都積極參與到活動(dòng)中來(lái)，將夏令營(yíng)中所得到的感悟和收獲，變成自己成長(zhǎng)道路上的助推劑，成為今后一生的財(cái)富。

篇（5）

中圖分類(lèi)號(hào)：G633.6 文獻(xiàn)標(biāo)識(shí)碼：C 文章編號(hào)：1672-1578（2016）01-0131-01

所謂的問(wèn)題教學(xué)法，指的是將教學(xué)過(guò)程中的相關(guān)知識(shí)點(diǎn)以提問(wèn)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(guó)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(guò)程中如何激發(fā)學(xué)生的潛力，通過(guò)提問(wèn)實(shí)現(xiàn)“問(wèn)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(wèn)題。

1 尊重學(xué)生差異，合理設(shè)計(jì)問(wèn)題

“問(wèn)題教學(xué)法”的核心就在于提問(wèn)，因此教師在選擇和設(shè)計(jì)問(wèn)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(wèn)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(guò)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(wèn)，提問(wèn)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(lái)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(wèn)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(guò)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(lèi)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(guò)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(kāi)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(kāi)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(kāi)問(wèn)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(lái)，創(chuàng)設(shè)出合理、有趣的問(wèn)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(wèn)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(guò)這樣充滿(mǎn)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(mǎn)的熱情投入到對(duì)于數(shù)學(xué)知識(shí)的學(xué)習(xí)過(guò)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(mén)本身具有較強(qiáng)實(shí)踐性的學(xué)科，高中數(shù)學(xué)在展開(kāi)問(wèn)題教學(xué)的過(guò)程中，必須要增加所提問(wèn)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(guò)自身對(duì)于問(wèn)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(kāi)問(wèn)題教學(xué)的過(guò)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(wèn)題情境的參與過(guò)程當(dāng)中，將書(shū)本當(dāng)中固定的知識(shí)，專(zhuān)戶(hù)為生活當(dāng)中的實(shí)際問(wèn)題來(lái)展開(kāi)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(chē)的案例，并提出了這樣的思考問(wèn)題：某市出租車(chē)起步價(jià)8元，3公里以?xún)?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(chē)到20公里外的某地，一共需要支付多少車(chē)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(lái)解釋這一現(xiàn)象，整個(gè)稱(chēng)作出租車(chē)產(chǎn)生計(jì)費(fèi)的過(guò)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(wèn)題就可以看成是一個(gè)等差數(shù)列的雛形。通過(guò)引導(dǎo)，學(xué)生紛紛舉出與乘坐出租車(chē)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(guò)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(guò)程中采用問(wèn)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(wèn)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（6）

一、引言

英語(yǔ)語(yǔ)法課堂教學(xué)對(duì)高中階段的英語(yǔ)教學(xué)更是有著非常重要的作用。課堂提問(wèn)作為一種課程引入的有效方法，在傳統(tǒng)的英語(yǔ)閱讀教學(xué)中備受推崇，然而在目前的英語(yǔ)語(yǔ)法教學(xué)中卻沒(méi)有得到很好的應(yīng)用。提問(wèn)不僅是一種有效的課堂引入技巧，由教師提問(wèn)引發(fā)師生雙邊交流的談話法以及提問(wèn)教學(xué)法也是新課程改革下提倡的教學(xué)方法。通過(guò)課堂提問(wèn)，教師可以集中學(xué)生注意力，激發(fā)學(xué)生學(xué)習(xí)興趣，發(fā)揮學(xué)生想象力和理解力，還可以使英語(yǔ)語(yǔ)法課堂教學(xué)充滿(mǎn)活力，營(yíng)造和諧的教學(xué)氛圍。但是目前，大多數(shù)高中英語(yǔ)語(yǔ)法的課堂教學(xué)并沒(méi)有充分發(fā)揮提問(wèn)的有效性。

二、高中英語(yǔ)語(yǔ)法教學(xué)中課堂提問(wèn)存在的問(wèn)題

1.候答時(shí)間過(guò)短

由于傳統(tǒng)教學(xué)理念的影響，很多教師在課堂提問(wèn)時(shí)形式大于內(nèi)容，提出問(wèn)題與學(xué)生回答之間的間隔時(shí)間很短，提問(wèn)變成了自問(wèn)自答，不能給學(xué)生留出足夠的思考時(shí)間。由于學(xué)生和教師在知識(shí)層次以及思維深度上的差別，特別是高中語(yǔ)法教學(xué)的特殊性，教師在提問(wèn)是不能從學(xué)生出發(fā)，不僅不能起到激發(fā)學(xué)生學(xué)習(xí)興趣，引入課程教學(xué)的目的，而且還會(huì)淡化學(xué)生作為學(xué)習(xí)主體地位，使語(yǔ)法課堂教學(xué)變成教師的一言堂。

2.情境預(yù)設(shè)過(guò)重

高中語(yǔ)法教學(xué)中提問(wèn)的“預(yù)設(shè)過(guò)重”主要體現(xiàn)在教師的提問(wèn)生硬的套用教案，提問(wèn)內(nèi)容缺少與學(xué)生生活的聯(lián)系。在課堂教學(xué)中，我們經(jīng)常會(huì)發(fā)現(xiàn)教師提問(wèn)的預(yù)設(shè)性與學(xué)生的思維統(tǒng)一不到一起，教學(xué)節(jié)奏被打亂。例如教師想引出非限定性從句的一些用法，向?qū)W生提問(wèn)：“我們學(xué)過(guò)的用逗號(hào)隔開(kāi)的從句叫什么呢？”學(xué)生很多并不能聯(lián)想到非限定從句，回答五花八門(mén)，教師沒(méi)有得到預(yù)期的答案，自問(wèn)自答的：“叫非限定性從句對(duì)嗎？”這種提問(wèn)方式預(yù)設(shè)過(guò)重，缺乏變通，一旦學(xué)生跟不上，課堂教學(xué)的節(jié)奏就很容易被打亂。

3.提問(wèn)隨意，評(píng)價(jià)單一

有些教師由于對(duì)課程內(nèi)容準(zhǔn)備不充分，課程設(shè)計(jì)缺乏系統(tǒng)性，對(duì)問(wèn)題的提出并沒(méi)有經(jīng)過(guò)仔細(xì)的推敲而是帶有隨意性。如在課程教授過(guò)程中教師遇到一首歌或一幅畫(huà)，就會(huì)問(wèn)學(xué)生聽(tīng)過(guò)嗎？看過(guò)嗎？這種帶有即興意味的提問(wèn)不能引發(fā)學(xué)生的思考，缺乏目的性。另外在回應(yīng)學(xué)生的回答時(shí)，大多教師會(huì)用“Very good，Right，That’s wrong”等簡(jiǎn)短單一的回答，缺乏細(xì)致的評(píng)價(jià)使學(xué)生一頭霧水，不知道自己錯(cuò)在哪里或?qū)υ谀睦铮@樣不利于學(xué)生對(duì)所學(xué)內(nèi)容的進(jìn)一步理解。

三、高中英語(yǔ)語(yǔ)法課堂提問(wèn)教學(xué)的有效措施

1.加強(qiáng)提問(wèn)趣味性，激發(fā)學(xué)生的學(xué)習(xí)積極性

針對(duì)目前高中語(yǔ)法教學(xué)中存在的“滿(mǎn)堂灌”現(xiàn)象，教師在提問(wèn)時(shí)要增加趣味性，培養(yǎng)學(xué)生的積極情感。首先可以使用多媒體技術(shù)集聲像、文字于一體，直觀性、形象化的特點(diǎn)，創(chuàng)設(shè)與英語(yǔ)語(yǔ)法教學(xué)相關(guān)情境，配合多媒體的展示，向?qū)W生提問(wèn)，以增強(qiáng)師生間的互動(dòng)性，培養(yǎng)學(xué)生積極好學(xué)的意識(shí)。例如，在導(dǎo)入虛擬語(yǔ)氣教學(xué)時(shí)，教師可以通過(guò)多媒體向?qū)W生展示“BIG BIG WORD”的背景圖片，并通過(guò)播放“BIG BIG WORD”這首歌以及虛擬語(yǔ)氣相關(guān)的歌詞重點(diǎn)展示，讓學(xué)生在聽(tīng)歌的同時(shí)將注意力集中到虛擬語(yǔ)氣的學(xué)習(xí)中來(lái)，教師可以通過(guò)歌詞提問(wèn)：“if you are a big big girl，in a big big world，what would happen？”來(lái)引發(fā)學(xué)生的積極互動(dòng)，然后導(dǎo)入課程所需的虛擬語(yǔ)氣的學(xué)習(xí)，達(dá)到激發(fā)學(xué)生學(xué)習(xí)興趣的目的。其次教師也可以利用一些英語(yǔ)小游戲作為提問(wèn)的引入，例如在學(xué)習(xí)定語(yǔ)從句時(shí)教師可以通過(guò)準(zhǔn)備一些寫(xiě)有人名或事物的卡片，為學(xué)生提供定語(yǔ)從句描述的范例，讓學(xué)生根據(jù)范例自己對(duì)抽到的卡片進(jìn)行描述，然后大家分享，最后教師用提問(wèn)的方式引導(dǎo)學(xué)生對(duì)定語(yǔ)從句的用法進(jìn)行總結(jié)，以此加強(qiáng)學(xué)生的學(xué)習(xí)內(nèi)容的理解。

2.提問(wèn)結(jié)合語(yǔ)篇語(yǔ)境，增強(qiáng)學(xué)生的語(yǔ)言運(yùn)用能力

在高中英語(yǔ)語(yǔ)法的教學(xué)中，教師更應(yīng)該注重學(xué)生英語(yǔ)的實(shí)踐運(yùn)用能力，所以在語(yǔ)法教學(xué)中的課堂提問(wèn)應(yīng)盡量結(jié)合學(xué)生實(shí)際，積極為學(xué)生創(chuàng)造交流語(yǔ)境，使學(xué)生綜合運(yùn)用英語(yǔ)語(yǔ)言的能力得到培養(yǎng)。例如在“should have”結(jié)構(gòu)的教學(xué)時(shí)，教師可以根據(jù)許多學(xué)生有早上不吃早飯的習(xí)慣，建構(gòu)對(duì)話情境。“Who didn’t have breakfast this morning？Could you tell us your feeling？”然后根據(jù)學(xué)生的回答教師做出總結(jié)性引導(dǎo)：“We should have had breakfast this morning.”教師可以將“should have”重點(diǎn)向?qū)W生展示，讓學(xué)生自己領(lǐng)悟其含義，增強(qiáng)學(xué)生的語(yǔ)言運(yùn)用能力。

3.提問(wèn)伴隨任務(wù)，讓學(xué)生學(xué)會(huì)創(chuàng)造性使用語(yǔ)言

新課程標(biāo)準(zhǔn)倡導(dǎo)任務(wù)型學(xué)習(xí)模式，教師在英語(yǔ)語(yǔ)法的課堂教學(xué)提問(wèn)時(shí)，可以將提問(wèn)內(nèi)容與學(xué)生的學(xué)習(xí)認(rèn)為相結(jié)合，使學(xué)生的學(xué)習(xí)更加貼近現(xiàn)實(shí)，從一開(kāi)始就培養(yǎng)學(xué)生積極主動(dòng)探究的學(xué)習(xí)方式，培養(yǎng)學(xué)生自己發(fā)現(xiàn)問(wèn)題、解決問(wèn)題的能力。例如在講解情態(tài)動(dòng)詞may、can、should、must等的用法時(shí)，教師可以設(shè)計(jì)一個(gè)任務(wù)型活動(dòng)，通過(guò)提問(wèn)的形式：“我們學(xué)校要組織我們?nèi)ラL(zhǎng)城旅游，那我們必須（must）帶什么？應(yīng)該（should）帶什么？也許（may）要帶什么？能夠（can）帶什么？通過(guò)這樣的討論，讓大家在活動(dòng)的探究中學(xué)習(xí)到情態(tài)動(dòng)詞的用法。

四、結(jié)語(yǔ)

有效的課堂提問(wèn)必須是符合學(xué)生實(shí)際情況，充分準(zhǔn)備，具有啟發(fā)性和激趣性的提問(wèn)。有效的提問(wèn)是高中英語(yǔ)語(yǔ)法課堂教學(xué)有效性的重要組成部分，教師只有充分重視課堂提問(wèn)的重要作用，加重對(duì)課堂提問(wèn)的研究，才能真正促進(jìn)高中英語(yǔ)語(yǔ)法教學(xué)的有效進(jìn)行。

篇（7）

一、靈活使用教材，適時(shí)調(diào)整教學(xué)方法

鑒于教材中有些語(yǔ)法項(xiàng)目的編排不利于學(xué)生系統(tǒng)地掌握語(yǔ)法知識(shí)，有些語(yǔ)法項(xiàng)目所涉及的用法不能滿(mǎn)足日常使用的需求，根據(jù)教學(xué)語(yǔ)法的系統(tǒng)性原則和循序漸進(jìn)、階段循環(huán)原則，作者認(rèn)為應(yīng)從如下兩個(gè)方面靈活使用教材。

（一）對(duì)教材中分散的語(yǔ)法現(xiàn)象作適當(dāng)?shù)募泻蜌w納

教材中語(yǔ)法教學(xué)材料具有螺旋式編排特點(diǎn)，但其缺乏系統(tǒng)性，學(xué)生學(xué)的可能是些零散的語(yǔ)言知識(shí)，接觸的只是部分語(yǔ)法規(guī)律，很難系統(tǒng)掌握。所以在學(xué)生大量語(yǔ)言實(shí)踐的基礎(chǔ)上，教師應(yīng)對(duì)教材中出現(xiàn)的同類(lèi)內(nèi)容適時(shí)地進(jìn)行歸納與小結(jié)，按照實(shí)踐一認(rèn)識(shí)一再實(shí)踐一再認(rèn)識(shí)的思想，不斷拓寬和加深學(xué)生對(duì)同一語(yǔ)法項(xiàng)目的認(rèn)識(shí)，提高其運(yùn)用能力。

（二）對(duì)部分語(yǔ)法內(nèi)容做適當(dāng)?shù)恼{(diào)整、取舍和補(bǔ)充

教師要善于結(jié)合教學(xué)實(shí)際的需要，靈活地和有創(chuàng)造性地使用教材，對(duì)教材的內(nèi)容、編排順序和教學(xué)方法等方面進(jìn)行適當(dāng)?shù)娜∩峄蛘{(diào)整。如，情態(tài)動(dòng)詞的用法分單元介紹，但只涉及了must，should，ought to may/might，can/could等，而且所介紹的也只是最基本的語(yǔ)法要點(diǎn)，對(duì)其表猜測(cè)的用法只是一帶而過(guò)。作者認(rèn)為在介紹這些情態(tài)動(dòng)詞的用法的時(shí)候，應(yīng)進(jìn)行適當(dāng)?shù)耐卣埂Ｈ缜閼B(tài)動(dòng)詞還應(yīng)包括shall，will，dare，need等;must，may/might，can/could表猜測(cè)時(shí)，除了課本上所提到的對(duì)現(xiàn)在的事實(shí)進(jìn)行猜測(cè)，還可對(duì)己經(jīng)發(fā)生的事情進(jìn)行猜測(cè)，如:it must have rained last night，for the ground is wet。同時(shí)還應(yīng)提醒學(xué)生不同情況下表猜測(cè)的反意疑問(wèn)句形式。

二、優(yōu)化課堂語(yǔ)法教學(xué)，發(fā)展學(xué)生語(yǔ)法能力

鑒于目前語(yǔ)法教學(xué)課堂上主要是教師講解為主，學(xué)生參與極少，且訓(xùn)練方式單一，致使課堂教學(xué)枯燥，學(xué)生興趣不足，語(yǔ)法知識(shí)薄弱這種現(xiàn)狀，作者認(rèn)為應(yīng)該從以下三個(gè)方面優(yōu)化課堂語(yǔ)法教學(xué)，提高教學(xué)效率，發(fā)展學(xué)生語(yǔ)法能力。

1.利用認(rèn)知原則，讓學(xué)生在理解語(yǔ)言知識(shí)的基礎(chǔ)上操練外語(yǔ)。喬姆斯基的生成語(yǔ)法認(rèn)為，各種語(yǔ)言的語(yǔ)法具有一定的普遍性和共同性。因此，在外語(yǔ)語(yǔ)法教學(xué)中，教師應(yīng)充分利用母語(yǔ)與外語(yǔ)的交叉對(duì)比分析進(jìn)行教學(xué)，加強(qiáng)正遷移，減少負(fù)遷移，幫助學(xué)生提高學(xué)習(xí)效率，在分析和疏導(dǎo)錯(cuò)誤的過(guò)程中，一定要注意充分肯定學(xué)生的進(jìn)步和優(yōu)點(diǎn)。

2.課堂教學(xué)為以教師為主導(dǎo)、學(xué)生為主體的“參與型”課堂教學(xué)。在外語(yǔ)教學(xué)中，學(xué)習(xí)者的內(nèi)在學(xué)習(xí)因素起著決定性的作用。因此，課堂上教師要調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性和主動(dòng)性，課堂教學(xué)應(yīng)以學(xué)生為中心，以學(xué)生的實(shí)際操練為主。就教師而言，教師不應(yīng)是單純的語(yǔ)言知識(shí)的講授者，而是學(xué)生學(xué)習(xí)語(yǔ)言交際活動(dòng)的設(shè)計(jì)者、組織者、引導(dǎo)者，并且也參與到交際活動(dòng)中來(lái)，在活動(dòng)中扮演不同角色;就學(xué)生而言，學(xué)生不再是消極的聽(tīng)眾，而是語(yǔ)言學(xué)習(xí)活動(dòng)的主體，每個(gè)人都直接參與到活動(dòng)中來(lái)，在活動(dòng)中掌握英語(yǔ)。教師在教學(xué)中主要考慮的不是自己如何講，而應(yīng)該是學(xué)生如何學(xué)。形成以教師為主導(dǎo)，以學(xué)生為主體“參與型”的課堂教學(xué)，把教學(xué)建立在學(xué)習(xí)語(yǔ)言的實(shí)踐過(guò)程中。

3.利用交際原則，開(kāi)展豐富的、有實(shí)際意義的情景交際教學(xué)。教師應(yīng)該在課堂教學(xué)中通過(guò)多種手段創(chuàng)設(shè)各種語(yǔ)言情景，如對(duì)話、短劇、討論等，既有真實(shí)情景，也有模擬情景，使學(xué)生在具有交際目的的語(yǔ)言情景中學(xué)習(xí)英語(yǔ)。進(jìn)而發(fā)展成語(yǔ)言交際能力。

具體從以下幾個(gè)方面來(lái)操作：

1.利用對(duì)比分析，促進(jìn)學(xué)生認(rèn)知能力的發(fā)展

學(xué)生在學(xué)習(xí)英語(yǔ)的過(guò)程中，經(jīng)常受到母語(yǔ)的干擾，即“負(fù)遷移”效應(yīng)，使學(xué)生在學(xué)習(xí)英語(yǔ)時(shí)常用漢語(yǔ)結(jié)構(gòu)來(lái)表達(dá)英語(yǔ)，但這并不能否認(rèn)母語(yǔ)的積極影響，母語(yǔ)畢竟是我們最熟悉的語(yǔ)言，在英語(yǔ)學(xué)習(xí)的初級(jí)甚至中級(jí)階段，我們還是用漢語(yǔ)去感知、理解英語(yǔ)，尤其在語(yǔ)法方面，因?yàn)橛h兩種語(yǔ)言的語(yǔ)法結(jié)構(gòu)，很多是一樣的，比如句子成份、句子類(lèi)型、多種詞性的用法等。因此，在英語(yǔ)語(yǔ)法教學(xué)中，教師有必要對(duì)英漢兩種語(yǔ)言結(jié)構(gòu)和表達(dá)方式進(jìn)行適度的對(duì)比，以便發(fā)現(xiàn)其中的異同及其規(guī)律，起到既能充分地利用母語(yǔ)，又能排除母語(yǔ)的干擾。比如詞形的變化、冠詞、語(yǔ)序等漢語(yǔ)中沒(méi)有的，要作為重點(diǎn)，引導(dǎo)學(xué)生發(fā)現(xiàn)其規(guī)律，掌握其用法。

2.加強(qiáng)語(yǔ)法教學(xué)的趣味性，培養(yǎng)學(xué)生積極的學(xué)習(xí)情感

心理學(xué)原理告訴我們：積極情緒，通常會(huì)伴隨一種愉快的主觀體驗(yàn)，并能提高人的積極性和活動(dòng)能力。我們?cè)谡Z(yǔ)法任務(wù)的呈現(xiàn)上務(wù)必要具有吸引力，把學(xué)生的注意力集中起來(lái)。

（1）充分發(fā)揮現(xiàn)代媒體在教學(xué)中應(yīng)有的作用。多媒體在語(yǔ)法教學(xué)中的應(yīng)用可為學(xué)生提供更好的語(yǔ)言學(xué)習(xí)環(huán)境。計(jì)算機(jī)集聲像文字為一身，它的多維信息傳遞，可以吸引學(xué)生的注意力，豐富學(xué)生的感性認(rèn)識(shí)，提高學(xué)生對(duì)學(xué)習(xí)內(nèi)容的理解與感受。多媒體的應(yīng)用不但可以增強(qiáng)課堂的教學(xué)信息容量，使學(xué)生的自主學(xué)習(xí)在課堂上得以實(shí)現(xiàn)，進(jìn)而使教師的注意力能始終集中在每一個(gè)教學(xué)環(huán)節(jié)上。

（2）利用圖表、實(shí)物、圖片、簡(jiǎn)筆畫(huà)等輔助教學(xué)。講解各種時(shí)態(tài)時(shí)，利用坐標(biāo)軸，就能讓學(xué)生比較清楚明白地了解一般現(xiàn)在時(shí)、一般過(guò)去時(shí)、將來(lái)時(shí)、現(xiàn)在完成時(shí)、過(guò)去完成時(shí)表示的含義及時(shí)間概念。在講現(xiàn)在進(jìn)行時(shí)的時(shí)候，可給出一幅一家人在自家院子里活動(dòng)的圖片，讓學(xué)生描述圖片中人們正在做的事情。

（3）將游戲、字謎、智力測(cè)驗(yàn)等用于語(yǔ)法教學(xué)。在學(xué)習(xí)定語(yǔ)從句時(shí)，教師可組織學(xué)生猜謎語(yǔ)。課前教師先準(zhǔn)備好卡片上面寫(xiě)有一些人名或事物的名稱(chēng)，要求同學(xué)們按照老師的范例來(lái)描述并猜詞。

篇（8）

作為老師的助手，我們是偌大夏令營(yíng)工作程序中必不可少的補(bǔ)丁。在老師宏觀框架的指導(dǎo)下，我們將發(fā)揮優(yōu)勢(shì)，填補(bǔ)細(xì)微工作上的漏缺。在精疲力盡之時(shí)，我們?nèi)圆煌钐鸬奈⑿Α⒆钔昝赖闹笇?dǎo)。因?yàn)槲覀兡贻p，我們有不懈的干勁和滾燙的情懷！

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(yǔ)、感受大學(xué)”青少年英語(yǔ)夏令營(yíng)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(mǎn)腔的激情、最真誠(chéng)的態(tài)度、最高效的工作和最出色的表現(xiàn)搭好老師與營(yíng)員間的橋梁。

作為營(yíng)員最親密的指導(dǎo)員，我們身兼多職、責(zé)任重大。營(yíng)員每喊一聲“老師”就能激起我們班主任心底的無(wú)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(chēng)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(yíng)員的口才、發(fā)揮營(yíng)員的特長(zhǎng)。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(yǔ)、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(wú)盡的啟迪，我們希望營(yíng)員們?cè)谖覀儬I(yíng)造的學(xué)習(xí)氛圍下，學(xué)到的不僅僅是英語(yǔ)，更多的是能力的培養(yǎng)和道德的熏陶！

篇（9）

很高興在這里向大家介紹xx的基本情況。

首先，請(qǐng)?jiān)试S我代表xx，向在座的各位嘉賓表示熱烈的歡迎！

在社會(huì)各界朋友的關(guān)心和支持下，xx在20__年的10月27日已正式開(kāi)業(yè)，目前市場(chǎng)運(yùn)作情況良好。

xx項(xiàng)目總投資3.2億元，建筑面積10萬(wàn)平方米，由一棟交易主樓和十二組裘皮風(fēng)情街群樓組成，擁有商鋪390多個(gè)，是一座集裘皮服裝展銷(xiāo)、品牌推廣、服裝設(shè)計(jì)、原料銷(xiāo)售、商務(wù)辦公于一體的專(zhuān)業(yè)裘皮市場(chǎng)。開(kāi)業(yè)以來(lái)，裘皮城引起了國(guó)內(nèi)外裘皮行業(yè)人士的高度關(guān)注，目前已有200余家裘皮、皮革服裝經(jīng)營(yíng)戶(hù)及100余家國(guó)內(nèi)外裘皮服裝知名品牌落戶(hù)裘皮城，正常營(yíng)業(yè)的商鋪達(dá)238個(gè)。截止到20__年1月底裘皮城銷(xiāo)售額達(dá)3.75億元。

隨著xx品牌效應(yīng)的擴(kuò)大，裘皮城正在被越來(lái)越多裘皮消費(fèi)者所矚目。中國(guó)裘皮城已經(jīng)成為一張展示余姚裘皮產(chǎn)業(yè)和園區(qū)形象的“金名片”。

成績(jī)只能代表過(guò)去，未來(lái)需要我們做的還有很多，但是我們有信心把這個(gè)市場(chǎng)做得更好。今后我們將繼續(xù)走高、專(zhuān)、精、細(xì)的道路，把中國(guó)裘皮城培育成專(zhuān)業(yè)、高檔的裘皮服裝市場(chǎng)，力求代表國(guó)內(nèi)水貂皮服裝及裘皮制品的最高水平。

為使我們裘皮城的生意興旺，永久保持后續(xù)的正常運(yùn)營(yíng)，我們正著力做好以下幾件事：

一是加強(qiáng)市場(chǎng)管理及公司內(nèi)部管理，在堅(jiān)持 “精品市場(chǎng)、產(chǎn)業(yè)龍頭、旅游景點(diǎn)”三位一體的發(fā)展目標(biāo)下，打造裘皮產(chǎn)業(yè)“名城”，不斷完善裘皮城硬件設(shè)施及軟件配套，提升市場(chǎng)服務(wù)功能。按照創(chuàng)建省工業(yè)示范旅游市場(chǎng)及國(guó)家著名交易市場(chǎng)的要求。設(shè)置樓層分布圖和商品導(dǎo)購(gòu)圖；設(shè)置公用電話、廣播；設(shè)置宣傳公示欄；設(shè)置統(tǒng)一的牌匾、廣告牌等

二堅(jiān)持品牌營(yíng)銷(xiāo)策略。裘皮城市場(chǎng)實(shí)行品牌準(zhǔn)入制度，按季度對(duì)市場(chǎng)內(nèi)上市的服裝品牌作詳[！]細(xì)的動(dòng)態(tài)調(diào)查，了解品牌的名稱(chēng)、產(chǎn)地、經(jīng)營(yíng)者是否有特殊經(jīng)銷(xiāo)關(guān)系等情況，并由專(zhuān)門(mén)管理人員對(duì)品牌商品開(kāi)展索證和監(jiān)管。經(jīng)營(yíng)戶(hù)必須實(shí)行商品特約經(jīng)銷(xiāo)和總經(jīng)銷(xiāo)（）備案制度，商標(biāo)注冊(cè)證、授權(quán)委托書(shū)齊全，并按規(guī)定實(shí)行品牌授權(quán)公示制度。目前入住了,獸王、廣東世都、香港報(bào)喜天使等知名品牌數(shù)十個(gè)。

三是通過(guò)與國(guó)外裘皮拍賣(mài)行和協(xié)會(huì)的良好關(guān)系，定期聘請(qǐng)海外頂級(jí)服裝設(shè)計(jì)師來(lái)裘皮城進(jìn)行裘皮服裝品牌展示、，同時(shí)將定期舉辦裘皮服裝節(jié)、裘皮論壇等特色活動(dòng)，從而保持裘皮城持續(xù)旺盛的人氣和交易量。

四、加上旅游線路的內(nèi)容

篇（10）

我叫XX，我愛(ài)好唱歌、跳舞，特長(zhǎng)英語(yǔ)、音樂(lè)。這次，我要競(jìng)選的職位是英語(yǔ)課代表。

我喜愛(ài)英語(yǔ)，成績(jī)更是在班里名列前茅。甚至有時(shí)候玩游戲我都玩英語(yǔ)的，雖然有些我不會(huì)念，但慢慢來(lái)，總是能學(xué)會(huì)的。再說(shuō)了，這幾年我一直都是英語(yǔ)課代表，有一些經(jīng)驗(yàn)，我有責(zé)任、有能力為英語(yǔ)老師做好我力所能及的工作。

如果我當(dāng)上了英語(yǔ)課代表，首先我會(huì)比以前更加努力，使同學(xué)們更加信任我，另外，以前，有許多同學(xué)對(duì)我有意見(jiàn)，說(shuō)我不能當(dāng)好這個(gè)英語(yǔ)課代表，這次，我會(huì)用實(shí)際行動(dòng)來(lái)證明自己：我能當(dāng)好這個(gè)英語(yǔ)課代表。

篇（11）

中圖分類(lèi)號(hào)：G633.34 文獻(xiàn)標(biāo)志碼：A 文章編號(hào)：1008-3561（2015）32-0061-01

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(yǔ)文寫(xiě)作水平的重要內(nèi)容。作文作為語(yǔ)文教學(xué)的薄弱環(huán)節(jié)，過(guò)去一直圍繞“結(jié)果寫(xiě)作法”而脫離了學(xué)生在寫(xiě)作中的自主性，忽視了學(xué)生的感受，更是對(duì)學(xué)生寫(xiě)作過(guò)程中遇到的問(wèn)題缺乏有效指導(dǎo)。

一、現(xiàn)行高中作文教學(xué)現(xiàn)狀簡(jiǎn)評(píng)

作文教學(xué)長(zhǎng)期以來(lái)一直處于低效的狀態(tài)，其因素一方面源自教材的編寫(xiě)，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(xiě)作與閱讀是分開(kāi)的，對(duì)于寫(xiě)作板塊多以單獨(dú)編寫(xiě)、練習(xí)及課堂延伸為主。具體來(lái)看，記敘文寫(xiě)作從記人、記事、景物描寫(xiě)等方面進(jìn)行指導(dǎo)；議論文寫(xiě)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(shuō)明文寫(xiě)作專(zhuān)業(yè)凸顯寫(xiě)作主題，以橫向展開(kāi)、縱向梳理等方面來(lái)發(fā)掘說(shuō)明的道理，充實(shí)作品的文采。然而，實(shí)際寫(xiě)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(xiě)作意識(shí)”的激發(fā)，在進(jìn)行寫(xiě)作教學(xué)及寫(xiě)法框架構(gòu)思指導(dǎo)上，對(duì)于“動(dòng)筆前有沒(méi)有想好，對(duì)于寫(xiě)作的重點(diǎn)是否明確”等問(wèn)題往往缺乏指導(dǎo)。二是寫(xiě)作知識(shí)相對(duì)缺乏，特別是寫(xiě)作策略及寫(xiě)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(lái)構(gòu)思架構(gòu)。三是寫(xiě)作過(guò)程的缺失，無(wú)論是命題寫(xiě)作還是自主寫(xiě)作練習(xí)，對(duì)于“寫(xiě)作過(guò)程”往往沿襲小學(xué)、初中的寫(xiě)作思路，僅限于從題目的選擇及寫(xiě)法的講解中來(lái)對(duì)照，并無(wú)對(duì)寫(xiě)作過(guò)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(wèn)題無(wú)從建構(gòu)。事實(shí)上，對(duì)于寫(xiě)作能力的養(yǎng)成與學(xué)生的寫(xiě)作意識(shí)關(guān)系密切，長(zhǎng)期以來(lái)對(duì)寫(xiě)作課堂的教學(xué)以“應(yīng)試”為主，忽視了學(xué)生在寫(xiě)作教學(xué)中的交流性。有讀者，同樣也需要聽(tīng)眾；有人閱讀，同樣也需要傾聽(tīng)與回應(yīng)。對(duì)于寫(xiě)作意義及寫(xiě)作意識(shí)的激發(fā)，要能夠從學(xué)生的寫(xiě)作知識(shí)、寫(xiě)作習(xí)慣上進(jìn)行逐步養(yǎng)成，將目光聚集在寫(xiě)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(xiě)作過(guò)程。

二、探討過(guò)程寫(xiě)作的特點(diǎn)

作文寫(xiě)作教學(xué)作為任務(wù)，在教學(xué)步驟上應(yīng)該圍繞寫(xiě)作設(shè)計(jì)來(lái)進(jìn)行訓(xùn)練。以《美國(guó)語(yǔ)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(xiě)作任務(wù)，圍繞“回憶”來(lái)觀察身邊的故事。其次，明確寫(xiě)作側(cè)重點(diǎn)，將如何剪裁寫(xiě)作材料，如何進(jìn)行表達(dá)，如何連貫語(yǔ)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(lái)構(gòu)思。第四，明確寫(xiě)作過(guò)程，指導(dǎo)學(xué)生如何下筆，如何構(gòu)建寫(xiě)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(lái)引導(dǎo)學(xué)生觀察生活，對(duì)具體事物進(jìn)行刻畫(huà)，創(chuàng)造出強(qiáng)烈的印象。我們從上述寫(xiě)作訓(xùn)練設(shè)計(jì)中獲得兩點(diǎn)啟示：一是做好讀與寫(xiě)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(xiě)作過(guò)程的關(guān)注。總的來(lái)看，本課堂實(shí)例將寫(xiě)作過(guò)程作為重點(diǎn)，教師在寫(xiě)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(wú)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(xiě)作過(guò)程中的具體落實(shí)。遵循寫(xiě)作過(guò)程中對(duì)知識(shí)與技巧的運(yùn)用，從學(xué)生的寫(xiě)作方法及寫(xiě)作過(guò)程指導(dǎo)中來(lái)滲透寫(xiě)作意識(shí)，幫助學(xué)生從篇章的完成中來(lái)一步步地逼近寫(xiě)作目標(biāo)。

三、過(guò)程寫(xiě)作法應(yīng)用實(shí)踐指導(dǎo)與技巧

寫(xiě)作過(guò)程是復(fù)雜的思維過(guò)程，在寫(xiě)作教學(xué)中應(yīng)該圍繞寫(xiě)作動(dòng)機(jī)的激發(fā)，從寫(xiě)作內(nèi)容、寫(xiě)作興趣及技巧運(yùn)用上來(lái)關(guān)注寫(xiě)作過(guò)程，輔助學(xué)生從寫(xiě)作過(guò)程中明確寫(xiě)作視角、剪切好寫(xiě)作素材、提升寫(xiě)作策略和寫(xiě)作能力。一是注重對(duì)寫(xiě)作隱性知識(shí)顯性化的構(gòu)建，從寫(xiě)作的表達(dá)方式、寫(xiě)作策略的細(xì)化、寫(xiě)作結(jié)構(gòu)的構(gòu)思上，明確寫(xiě)作教學(xué)的任務(wù)和重點(diǎn)，讓學(xué)生從寫(xiě)作實(shí)踐中，綜合運(yùn)用各類(lèi)知識(shí)、技巧。如通過(guò)對(duì)策略性知識(shí)的運(yùn)用來(lái)快速構(gòu)思，明確寫(xiě)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(lái)完成書(shū)寫(xiě)，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(xiě)作過(guò)程進(jìn)行全面整合，凸顯學(xué)生在寫(xiě)作過(guò)程中的自主性，教師圍繞學(xué)生來(lái)明確寫(xiě)作教學(xué)重點(diǎn)，尊重學(xué)生在寫(xiě)作過(guò)程中的自我性。如在過(guò)程寫(xiě)作教學(xué)中，教師要放下“權(quán)威”，對(duì)整個(gè)寫(xiě)作過(guò)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(xiě)作教學(xué)的不同階段，從問(wèn)題中來(lái)針對(duì)性講解，引導(dǎo)學(xué)生快速完成寫(xiě)作任務(wù)。三是強(qiáng)化師生間的互動(dòng)與民主。寫(xiě)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(guò)程。另外，在過(guò)程寫(xiě)作教學(xué)中，教師應(yīng)該從師生、生生間的互動(dòng)參與中，來(lái)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(lái)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(yǔ)

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