2015高考關(guān)于學(xué)習的英語(yǔ)作文
About the Chinese as a foreign educator, is one of the good things of Chinese students are so eager to learn from you. They are trained since childhood is a knowledge of the sponge, we hope as much as possible to absorb new information from their teacher, they can. Second, the Confucian education requires high degree of respect for the teacher. The title "old history" is one of the worship in our society, but the teacher is often low wages. In China of foreign teachers or foreign experts "respect", because they are called. Although most of the foreign experts in China not as a teacher of English as a foreign language professional knowledge, but before, therefore, our country government welcome don't give them a title of respect for their contribution to employment. As a result, Chinese students hold attaches great importance to, in particular, this may be why so who has a lot of people in China to live here dean ended their foreign teachers.
It will be difficult to find such appreciation level between the American student teachers. In the United States has a young people's attitude toward education worker is different, they are taught the problem, rather than simply absorb, so they decide for themselves, if a teacher is credible. American students may lead to the rejection of their teacher, they even openly against don't agree with them, as part of the learning process. American young people don't accept The face value of information, rather than their evaluate whether or not The teacher said is true or useful. The eastern and western education teachers status The way have a significant effect on The students responsibility for their learning. Chinese students become highly dependent on their teachers to give them the "right" information and can easily blame the teacher, if they do not in the classroom and said, "the teacher did not teach me enough." American students tend to be more independent learners, teachers encourage them to do themselves, form the team's research, and to seek the answer to external sources. This makes the American students in collecting data greater flexibility, and encourage them to be responsible for their own learning. In this responsibility does not only mean the rote learning of "right" answer to pass the exam, it refers to the ownership, to make learning meaningful significance.
In China, people have said, they gave all the knowledge back to the teacher of humility. This means that the person never actually have knowledge in the first place, but just borrowed from the teacher it to pass the exam. However, this also means that people will never cherish these knowledge, because he or she never had it, so they ignored it, and eventually forget it. It's like living in a dormitory, differences in their own home life. No one who lives in the dormitory needs to be well taken care of it, especially in public places. However, once you have a home, you keep beautiful and clean, because it has more value. This is the pride of ownership, is to have what is cherish. What is a treasure.
As much as Chinese students understand their foreign teachers, they should not forget that learning responsibility from within, not from the outside. The teacher can't "to" others English. No one can "get" or as a book from the teacher can get a cold English. Learning can only come from learners, responsibility, his or her own freedom to choose his or her learning experience quality, or borrowed rely on the expert's knowledge.
關(guān)于在中國作為一個(gè)外國教育家的美妙的事情之一是，中國學(xué)生是如此急于向你學(xué)習。他們被訓練從小是知識的海綿，希望盡可能多吸收新的信息從他們的老師，他們可以。其次，儒家教育要求對教師的尊重程度很高。標題“老史”是我國社會(huì )的崇敬之一，但教師往往是工資低。更是在中國的外籍教師或“外國專(zhuān)家的尊重”，因為它們被調用。盡管在中國大部分外國專(zhuān)家作為一門(mén)外語(yǔ)不作為英語(yǔ)教師的專(zhuān)業(yè)知識，但以前因此，我國政府歡迎不給予他們尊重他們的貢獻稱(chēng)號就業(yè)。因此，中國學(xué)生尤其是持有高度重視，這也許是為什么那么誰(shuí)中國有很多人來(lái)教長(cháng)住在這里結束了他們的外籍教師。
這將是很難找到這樣的美國學(xué)生教師之間的欣賞水平。在美國有一個(gè)年輕人對教育工作者的態(tài)度有所不同，他們被教導的問(wèn)題，而不是簡(jiǎn)單地吸收，因此他們自己決定，如果一名教師是可信的。美國學(xué)生可能會(huì )拒絕他們的老師，他們甚至公開(kāi)對抗與他們不同意，作為學(xué)習過(guò)程的一部分。美國的年輕人不太接受信息的面值，寧可自己評估是否或不是老師說(shuō)的是真的還是useful.The的東部和西部教育教師地位對學(xué)生采取的方式產(chǎn)生重大影響責任為他們的學(xué)習。中國學(xué)生成為高度依賴(lài)于他們的老師給他們的“正確”的信息，可以方便地責怪老師，如果他們不這樣做在課堂上也說(shuō)，“老師沒(méi)有教我就夠了。”美國學(xué)生往往更獨立的學(xué)習者，教師鼓勵他們做自己，形成研究組的研究，并尋求外部來(lái)源的答案。這使美國學(xué)生在收集資料更大的靈活性，并鼓勵他們對自己的學(xué)習負責。在這方面的責任并不僅僅意味著(zhù)死記硬背的“正確”的答案通過(guò)考試，它指的是所有權，使學(xué)習有意義的意義。
在中國，人民對此表示說(shuō)，他們給所有的知識回到老師謙虛。這意味著(zhù)此人從來(lái)沒(méi)有真正擁有的知識擺在首位，而只是借用了老師它通過(guò)考試。但是，這也意味著(zhù)，人永遠不會(huì )珍惜這些知識，因為他或她從未擁有過(guò)它，所以他們忽略了它，并最終忘記它。這就像在一間宿舍，生活在自己家里生活的差異。沒(méi)有人誰(shuí)在宿舍生活需要很好的照顧它，尤其是公共場(chǎng)所。但是，一旦你擁有一個(gè)家，你讓美麗和保持清潔，因為它有更大的價(jià)值。這是所有權的驕傲，是擁有什么是珍惜。什么是珍惜下去。
高達中國學(xué)生了解他們的外籍教師，他們不應該忘記，學(xué)習的責任來(lái)自?xún)炔�，而不是�?lái)自外部。老師不能“給”別人英語(yǔ)。沒(méi)有人可以“得到”從老師或像一本書(shū)可以得到一個(gè)寒冷的英語(yǔ)。學(xué)習只能來(lái)自于學(xué)習者，責任時(shí)，他或她自己的自由選擇他或她的學(xué)習經(jīng)驗的質(zhì)量，還是借來(lái)的依賴(lài)專(zhuān)家的知識。
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