2022年教育學(xué)留學(xué)申請書

1、 2022年教育學(xué)留學(xué)申請書 如果沒有找到您想要的內(nèi)容，點擊“申請書專題”察看更多 2022年教育學(xué)留學(xué)申請書 Dear _, In China as in the _, one can easily give up the career of a language teacher to become a lawyer or a businessman. I, however, gave up a promising legal and business career to become a language teacher, but I have never regretted it. In

2、 fact, the more I teach, the more committed I am to teaching. But not just teaching. Having battled with Chinas traditional mode of teaching for several years, I now would like to help improve teaching in China by introducing new and more effective instructional technology and media into the country

3、. For that, I would like to pursue an advanced degree in education in your country. Now an English teacher at the training center of the China National Container Corporation, I graduated in 1995 from the Capital University of Economics and Business in Beijing, where I majored in business law. At thi

4、s highly respected higher-learning institution, I received broad training that was both rigorous and vigorous. After four years of undergraduate studies, the strong logic inherent in law translated into strong logic in my thinking. With the knowledge and skills I attained in the law program, I boast

5、 the kind of intellectual maturity that would help me whatever I do. But law was never my first choice for a profession. Starting from my high school days, I always dreamed of becoming a teacher. In the second year of high school, we once had to write an essay on the topic “what do you want to do wh

6、en you grow up”. I proudly wrote, “I want to be a teacher!” But my parents shattered my dream by insisting that I pursue another profession. My father, an engineer with a Ph. D. degree, and my mother, a university teacher of English, had their reasons. Chinese teachers, particularly those teaching a

7、t the primary and secondary levels, are poorly paid and begrudgingly respected. Being young and inexperienced in the world, I acceded to their wishes when I was choosing my major for the university. But my passion for teaching was not to be stifled forever. Giver any opportunity, it would burst out.

8、 Upon graduation with an LL. B. Degree, I first took up the position of a supervisor with the China National Container Corporation in charge of its Overseas Sales Department. As the job entailed frequent translation and interpretation between Chinese and English, I persisted in improving my English

9、proficiency by attending various training courses and learning it on my own. My command of the foreign tongue became so good that, after about one year, I began to teach it to my colleagues on a full-time basis at the companys training center. After a huge detour, my career finally got back on track

10、. What makes teaching so enjoyable to me is that it is a learning experience. I enjoy it the most when my students ask difficult questions, particularly questions that I have to think long and hard to answer. I also enjoy posing questions to students, but my questions are never intended to intimidat

11、e the students or even test their knowledge but rather designed to stimulate their minds. In the constant exchange of questions and answers, students and teachers improve themselves alike to the credit of the old Chinese saying: To teach is to learn. In my three years of teaching, I really have lear

12、ned a great deal. One of the things I have learned is the ability to not only deal with but also strike an accord with people of different backgrounds. My students at the training center are all adults accomplished in a variety of roles and professions. In most cases, they are older than I am. While

13、 I stand as their equals, I have served as their mentors and role models the same way as most teachers do their students. By so doing, I have won their trust and confidence in what I teach, which has helped to make my teaching powerful and effective. To take full advantage of my teaching skills, I s

14、tarted in October 1996 to teach English and other subjects at the primary school I attended when I was a child. As the children I teach are at the age when I studied here, I am particularly sensitive to their needs and appreciative of their potential. Together with other teachers, I designed various

15、 training programs in calligraphy, art, writing, mental calculation, and English, programs that combine learning with entertainment. The kids n my class are now learning more and faster thanks to the fun they find everyday in my programs. Entertainment is, however, by no means just a ploy I use to s

16、weeten the bitter pill of learning for the children, but rather has its own intrinsic value. While kids can hardly learn well without being able to have fun, the lack of fun hurts more than the kids ability to learn. It can impair the kids emotional and psychological health to an extent that no amou

17、nt of knowledge and skills drab teaching force-feeds into them can make up. Entertainment is therefore part and parcel of what we teachers have to provide to children if we are to help them grow up into productive members of the society. The way I see entertainment, it should be considered an end in

18、 education. As Chinas education is oriented overwhelmingly towards helping kids pass exams, entertainment is about the least on the mind of an average teacher or principal. In the rush to produce super kids as measured by the grades out of exams, the purpose of education is lost all too often. The c

19、urriculum is limited to subjects covered by mandatory exams. Students are seldom encouraged to come up with original ideas. Interaction between teachers and students is kept at a minimum in the classroom. The teachers compete to heap homework on the students, as do the parents. While everybody is ti

20、red to death, few kids get armed with the ability to take initiatives or solve real-world problems. It is high time that fresh approaches were brought in. One of the ways to make a change to the Chinese classroom is to utilize new technologies and media of teaching. School authorities in China, as t

21、hose elsewhere, increasingly realize the importance of computerization, and many of the better-off schools in China are already stacked with state-of-the-art computers. But reports say only a tiny fraction of those computers are adequately utilized. The situation with other educational technologies

22、and media is no better. They are either absent from the school sitting or vastly under-used. Few Chinese teachers have acquired the know-how or the drive to make use of these modern facilities. I therefore would like to pursue first a masters degree and then a Ph. D. degree in instructional technolo

23、gy and media in the United States, where the use of modern educational facilities is undoubtedly the most advanced in the world. Judging by the information I have culled from your, website I think your institution is an American leader in the research and studies of this field. I am anxious to study

24、 under the seasoned guidance of your distinguished faculty. I hope that, after I complete my advanced training in your program, I can be a much more effective teacher in China, one that sets an example for all other Chinese teachers. Yours sincerely, 丹麥留學(xué)常見問題匯總 1、具備什么樣的資格才可申請丹麥留學(xué)? 18-30歲，高中(含職高、中專、技

25、校、本科)或同等以上學(xué)歷;有一定的英文基礎(chǔ)，能支付留學(xué)期間的所有費用。 2、簽證周期多久?簽證率如何? 正常的審理時間為10-12周。學(xué)生通過學(xué)校英語面試后，簽證率為100%。 3、留學(xué)丹麥對外語成績有何要求? 部分學(xué)校只需通過校方面試即可，無需雅思托福成績。 4、我的家庭經(jīng)濟狀況不是很好，想在丹麥勤工儉學(xué)，丹麥留學(xué)是否允許打工?打工的收入是多少?一般做哪些工作? 如果你被丹麥的正規(guī)學(xué)院錄取，你可以獲得打工許可，丹麥規(guī)定是每周打工不能超過15小時，但假期除外，遵照法律規(guī)定每小時不能少于80丹麥克朗。通常留學(xué)生從事的工作多為：送報紙、飯店(酒吧)清潔工、餐館幫廚，如果英文好的話可能會找到更好的工作，例如在幼兒園教小孩英文。 5、丹麥的治安如何? 丹麥社會穩(wěn)定、治安良好，犯罪率低，甚至許多丹麥人出門都不用鎖門。 6、學(xué)生在丹麥結(jié)束學(xué)業(yè)后是否必須回國?有什么途徑能留在丹麥? 學(xué)生結(jié)束在丹麥的學(xué)業(yè)后，如果找到了一份正式的工作，可以改為工作簽證。若學(xué)生在丹麥居住滿七年(囊括學(xué)習(xí)的時間)也可申請永久居住。 7、學(xué)生辦理續(xù)簽手續(xù)時是否還需提供銀行存款證明? 需要提供在學(xué)生本人戶頭下8000美金(或等值的歐元)的存款證明，用來保證他在丹麥學(xué)習(xí)期間的生活費用開支。存期及存款時間沒有非常要求。 8、丹麥公立院校一般是什幺時候