韓國(guó)重點(diǎn)大學(xué)留學(xué)申請(qǐng)書參考

1、 韓國(guó)重點(diǎn)大學(xué)留學(xué)申請(qǐng)書參考 韓國(guó)重點(diǎn)大學(xué)留學(xué)申請(qǐng)書 Dear _, It is my conviction that the meaning of life does not dwell in the length of time that one can live or the material abundance that one can acquire， but in the richness and the wonderfulness of life itself. With the increase of my age， many things in my life have ch

2、anged. But one thing remains constant， that is， I will consistently insist on doing what I like to do and hope that my endeavors can be valuable to the life of others. I see this as the only way whereby I can realize the value of my life. My undergraduate study focused on economics and I achieved re

3、markable scholastic performance in this field. My GPA is 3.44 (my GRE score is 2022 and TOEFL )。 For four consecutive years of my undergraduate study， I received scholarships for my distinguished academic performance. Due to my equally prominent performance in extracurricular activities I was confer

4、red on the Outstanding Student in Campus Activities. However， honestly speaking， my real interest lies not in economics， but in education. Ever since I was a primary school student， I had cherished a strong desire for a teaching career exemplified by my teachers. In the actual teaching career that I

5、 embarked on upon my graduating from university， I have become increasingly aware that the existing educational conditions in China are far from satisfactory. The backward teaching methodology and the prevailing pedagogical ideology have rendered Chinese education out of place with the modern intern

6、ational development in education. On the macro level， the current education theory and practice in China lag significantly behind advanced countries in the West. For instance， though education via the internet has achieved considerable development in past two years， in practical operation such educa

7、tion has more often than not deteriorated into an extended form of the conventional examination-oriented education instead of a really interactive process. In my personal experience， despite the fact that some of the problems that I have encountered in my teaching career can be solved by consulting

8、relevant technical literature， I have found that the more serious flaws inherent in Chinas current educational system cannot be worked out easily. Under such circumstances， an advanced program in education becomes necessary. In this age of information， traditional education， both in its ideology and

9、 methodology， has met unprecedented challenge like many other aspects of human existence. Meanwhile， the pursuit for higher levels of educational development and of the quality of life has largely transformed the educational value orientation of the general public. The educational model that is cent

10、ered around the cognitive and intellectual instruction has been seriously questioned. Greater attention has been devoted to the cultivation of well-developed personality and to the ontological status of the individual in education. Such issues as the internal studies of education science， scientific

11、 decision-making in education， and meta-education have also been increasingly emphasized upon. There have also been innovations in educational research methodology. The tendency has been to combine modern technology with humanistic research categories and with naturalistic research categories， and t

12、o organically integrate qualitative descriptions with quantitative descriptions. It is also important to carry out educational experimentations in which educational predictions are complemented by educational feedbacks. Both the complexity of education and the complexity of human individuals have ma

13、de the comprehensive application of diverse educational approaches necessary. Those new horizons are what fascinate me. In view of the following qualifications that I have acquired， I believe that I will acquit myself satisfactorily in the prospective Ph.D. program in education that I am currently e

14、ndeavoring to apply for. First and foremost， as is often claimed， ones interest is ones best director. I believe that I will do well what I am really interested in doing. Secondly， though I majored in economics as an undergraduate， my trainings during that stage helped develop effective modes of thi

15、nking and research approaches. In addition， I conscientiously self-studied many works related to education， including A Developmental History of Educational Science in the West， which enabled me to construct a solid groundwork for more advanced studies in this field. Next， it can be safely asserted

16、that education and economics are not entirely separated. For example， it is necessary to apply many statistical methods in educational psychology and my academic record indicates that statistics is the subject that I am most good at. Last but not the least， my current teaching career and my teaching

17、 experience will play a positive role in facilitating my target degree program. The reason why I apply for the University of is that it is the first state university with a time-honored history. The School of Education in this university is quite prominent among its counterparts in the field. I am p

18、articularly attracted by the Schools powerful pedagogical resource， vibrant intellectual atmosphere and a comprehensive curriculum. I plan to apply for a degree program in Instructional Technology or Educational Psychology， both of which enjoy unparalleled academic reputation in the world. My applic

19、ation for Instructional Technology is motivated by my strong interest in the application of modern science and technology， especially the information technology represented by the Internet， in the field of education and in the nature of a series of revolutionary changes resulting thereof. Instructio

20、nal Technology is a new discipline that has emerged as a result of the rapid development of modern communication technology since the late 20th century. It has tremendous potential for development and commercial application. As for my motive in selecting Educational Psychology as another possible ar

21、ea of specialization in my degree program， it is my long-cherished interest that primarily counts. On the other hand， all the accomplished educators since the 1960s have been well-versed in psychology. Almost every important new educational theory is derived psychological findings in one way or anot

22、her so that educational psychology has subsequently developed into a fundamental subject for the science of education. The tendency in the 21st century is to emphasize on the micro research of educational activities and against this backdrop educational psychology will be attached greater importance

23、. In Instructional Technology， I would like to focus on the following studies： how to improve educational efficiency by applying research results from natural sciences and engineering technology; how to explore the combination and coordination of pedagogical contents and to improve teaching methodol

24、ogy by exploiting the theoretical findings from psychology and educational science concerning the process of teaching and learning. In Educational Psychology， I will concentrate on applied cognition and development， gifted and creative education， genetics and children development， personality struct

25、ure and individual differences and other related subjects. For me， to shift from economics to education and to pursue an advanced degree in the United States is not so much a challenge as an opportunity. At present， major reforms are being introduced into virtually every important aspect of Chinese

26、society. The field of education especially calls for comprehensive reforms. The United States occupies an absolutely leading position in the present-day world in education. It is my conviction that， in the United States， advanced educational theories， technologies and information will facilitate me

27、immensely in the achievement of remarkable academic progress， fulfilling my aspiration to become an accomplished professional in the field of education. This will not only bring my patriotic fervor into reality but also make my life more meaningful and rewarding. Yours sincerely, 高中生去韓國(guó)留學(xué)需要高考成績(jī)嗎 韓國(guó)目

28、前只有個(gè)別大學(xué)需要學(xué)生提供高考成績(jī)：國(guó)立首爾大學(xué)、高麗大學(xué)、延世大學(xué)多數(shù)專業(yè)要求高考成績(jī)過(guò)本科線，如果學(xué)生提供的高考成績(jī)優(yōu)異，那么一些大學(xué)會(huì)提供50%-100%的獎(jiǎng)學(xué)金。 韓國(guó)的本科對(duì)外國(guó)留學(xué)生錄取采用的都是申請(qǐng)制，最重要的考核標(biāo)準(zhǔn)是材料審核和韓國(guó)語(yǔ)水平，一般不需要高考成績(jī)，部分學(xué)校和專業(yè)會(huì)有入學(xué)考試或面試。 大部分的韓國(guó)大學(xué)都不需要中國(guó)學(xué)生提供高考成績(jī)，例如建國(guó)大學(xué)，國(guó)民大學(xué)，翰林大學(xué)，釜山國(guó)立大學(xué)，西江大學(xué)，延世大學(xué)，中央大學(xué)等。 大家可以參考申請(qǐng)韓國(guó)本科入學(xué)時(shí)的材料，需要提交學(xué)生本人的學(xué)籍材料、戶籍材料、文案材料、語(yǔ)言成績(jī)和存款證明等相關(guān)材料。 其中學(xué)籍材料里，囊括學(xué)生的高中畢業(yè)證、成績(jī)單、會(huì)考成績(jī)或者高考成績(jī)，根據(jù)不同學(xué)校申請(qǐng)條件的差異，這些材料是可以有選擇的提交的。 韓國(guó)留學(xué)本科的要求 1、韓語(yǔ)要求 想要去韓國(guó)讀本科，最重要的就是韓語(yǔ)，韓國(guó)人都是用韓語(yǔ)進(jìn)行交流的，如果你韓語(yǔ)不會(huì)的話，課堂上你是聽不懂老師的講課內(nèi)容的，生活上，也是特別有障礙的，如果你需要尋求別人的幫助，他們聽不懂你想表達(dá)的意思，你也聽不懂他們?cè)谡f(shuō)些什么。韓國(guó)的本科需要通過(guò)韓語(yǔ)的考試，一般是三級(jí)的水平，這是最低的標(biāo)準(zhǔn)，當(dāng)然越高越好了，通過(guò)的概率就越大，如果還有英語(yǔ)成績(jī)就更好了。如果韓語(yǔ)沒(méi)有達(dá)到本科的要求，可以先去韓國(guó)的語(yǔ)言學(xué)校進(jìn)行學(xué)習(xí)，等到韓語(yǔ)的考試通