英文介紹學科
1、First, learning Chinese will meet the needs of people's daily speech communication.
Speech activity is a way of interpersonal communication. People are social people. In daily life, everyone needs to communicate with others in general thoughts, emotions and affairs. Such as understanding common sense of life, want to apply for a job, look through advertisements, etc.
What requirements do you need to let others know and share your thoughts and feelings with others? All these need to be communicated through conversation, letter writing, phone call and other ways.
第一，學習語文將滿足人們日常生活中的言語交際的需求。
言語活動是一種人際交往方式。人是社會人，在日常生活中，每個人都需要與他人進行一般性的思想、情感、事務上的溝通。如了解生活常識、想求職、翻閱廣告等。平時有什麼要求需要讓別人知道，自己的想法和感受希望與別人分享，這些都需要通過交談、寫信、打電話等方式進行溝通。
2、Second, learning Chinese is good for people's physical and mental health, and improve the quality of their spare time life and spiritual life.
Speech activity is a way of self entertainment, sometimes it is also a way of self psychotherapy.
Reading and writing is an important way of recreation, leisure and catharsis. For example, in your spare time, you can relax and adjust your mind by reading all kinds of works you are interested in.
第二，學習語文有益人的身心健康，提高人的業餘生活、精神生活的質量。
言語活動是一種自我娛樂的方式，有時還是自我進行「心理治療」的方式。讀、寫活動是人類一種重要的消遣、休閑和宣洩的方式。如在業余時間，閱讀自己感興趣的各類作品，可以放鬆心情，調整心態。
3、Third, learning Chinese makes people have a tool to improve learning efficiency.
In its report entitled "learning to survive - today and tomorrow in the ecational world", the International Commission for ecational development of UNESCO put forward the ecational concept of "learning to learn, learning to do things, learning to live together, learning to survive".
All of these four aspects are inseparable from language activities. Among them, "learning to learn" has been placed in the first place of ecation.
第三，學習語文使人擁有一種提高學習效率的工具。
聯合國教科文組織國際教育發展委員會在題為《學會生存——教育界的今天和明天》的報告中，提出「學會學習，學會做事，學會共同生活，學會生存」的教育理念，這四個方面都離不開言語活動。其中，「學會學習」被擺在了教育的首位。
(1)英文介紹學科擴展閱讀：
學語文好處：
從現實的角度來說，學語文能夠提升閱讀能力，即從各種書面材料中獲取信息的能力，能提高書面表達能力，這兩樣是以後走向社會可以說比較常用的技能；
再現實一點，一次又一次的升學考試，這是一塊敲門磚。從提升的角度來說，學好語文，可以拓寬人的視野，提高個人素養，甚至能夠獲得好口才，提升個人魅力。
聽別人說什麼，怎麼說，想表達什麼。說出想表達的意思，讓別人贊同或了解。字正腔圓，自己讀著開心，他人聽著也舒心。寫得一手好字，字如其人，抒發心事，工作需要
⑵ 用英語介紹2個喜歡的學科老師
My two favorite teachers are my Mathematics and Science teacher. My Mathermatics teacher is Ms Lu. She is 30 years old this year and is a very patient teacher. For students who cannot understand what she say, she will slow down and repeat her words. She will even stay back after school to coach these students. The other teacher whom I like is Mr Yao, my Science teacher. He is a funny teacher and he makes Science lessons very fun. Sometimes he will tell jokes about Science which make us remember the facts easily.
⑶ 用英語介紹最喜歡學科兩問兩答
amusing and instructing us in youth, an
⑷ 描述各種學科的英語句子。20句.急！！！！！！！！！
I most like subject is physics.
What was your favorite course?
Why do you like this subject?
⑸ 關於學科的英文演講
數學
You have been learning how to develop your skills in speaking, reading, and writing the English language. Did you know that when you were in math class, you were also learning how to speak, read, and write the language of mathematics?
Mathematics uses numbers and number systems instead of the alphabet, but it's also a language: a language of patterns and symbols.
Mathematics can help you recognize, understand, describe and identify changes in patterns.
The elementary school curriculum is organized to help you learn about:
Numbers and number systems.
Measurement.
Shapes and space.
Algebra.
Statistics and probability.
You have been learning about these math areas, and you've learned how math can help you to:
Describe size and number of things in your world.
Solve problems.
Recognize and study shapes in the world around us.
Understand relationships and patterns.
Communicate with others.
There are many concepts or big ideas that you discover as you study math. Some of these ideas have been illustrated in the lessons that follow. These lessons can help you learn and check your understanding.
數學
We live in a mathematical world. Whenever we decide on a purchase, choose an insurance or health plan, or use a spreadsheet, we rely on mathematical understanding. The World Wide Web, CD-ROMs, and other media disseminate vast quantities of quantitative information. The level of mathematical thinking and problem solving needed in the workplace has increased dramatically.
In such a world, those who understand and can do mathematics will have opportunities that others do not. Mathematical competence opens doors to proctive futures. A lack of mathematical competence closes those doors.
Students have different abilities, needs, and interests. Yet everyone needs to be able to use mathematics in his or her personal life, in the workplace, and in further study. All students deserve an opportunity to understand the power and beauty of mathematics. Students need to learn a new set of mathematics basics that enable them to compute fluently and to solve problems creatively and resourcefully.
Principles and Standards for School Mathematics describes a future in which all students have access to rigorous, high-quality mathematics instruction, including four years of high school mathematics. Knowledgeable teachers have adequate support and ongoing access to professional development. The curriculum is mathematically rich, providing students with opportunities to learn important mathematical concepts and proceres with understanding. Students have access to technologies that broaden and deepen their understanding of mathematics. More students pursue ecational paths that prepare them for lifelong work as mathematicians, statisticians, engineers, and scientists.
This vision of mathematics teaching and learning is not the reality in the majority of classrooms, schools, and districts. Today, many students are not learning the mathematics they need. In some instances, students do not have the opportunity to learn significant mathematics. In others, students lack commitment or are not engaged by existing curricula.
Attaining the vision laid out in Principles and Standards will not be easy, but the task is critically important. We must provide our students with the best mathematics ecation possible, one that enables them to fulfill personal ambitions and career goals in an ever changing world.
Principles and Standards for School Mathematics has four major components. First, the Principles for school mathematics reflect basic perspectives on which ecators should base decisions that affect school mathematics. These Principles establish a foundation for school mathematics programs by considering the broad issues of equity, curriculum, teaching, learning, assessment, and technology.
Following the Principles, the Standards for school mathematics describe an ambitious and comprehensive set of goals for mathematics instruction. The first five Standards present goals in the mathematical content areas of number and operations, algebra, geometry, measurement, and data analysis and probability. The second five describe goals for the processes of problem solving, reasoning and proof, connections, communication, and representation. Together, the Standards describe the basic skills and understandings that students will need to function effectively in the twenty-first century.
The ten Standards are treated in greater detail in four grade-band chapters: prekindergarten through grade 2, grades 3–5, grades 6–8, and grades 9–12. For each of the Content Standards, each of the grade-band chapters includes a set of expectations specific to that grade band.
Finally, the document discusses the issues related to putting the Principles into action and outlines the roles played by various groups and communities in realizing the vision of Principles and Standards.
地理：
Geography is the study of the earth』s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live.
Geography is unique in bridging the social sciences (human geography) with the natural sciences (physical geography) .
Geography puts this understanding of social and physical processes within the context of places and regions - recognising the great differences in cultures, political systems, economies, landscapes and environments across the world, and the links between them. Understanding the causes of differences and inequalities between places and social groups underlie much of the newer developments in human geography.
Geography provides an ideal framework for relating other fields of knowledge. It is not surprising that those trained as geographers often contribute substantially to the applied management of resources and environments.
Click on the right hand side resource bar for a lecture by Professor Doreen Massey entitled 'Is The World Really Shrinking?' which lays out an inspirational manifesto of why its time to put the geography back into global thinking
地理：
Introction
The main objective of this online textbook is to introce students to the exciting field of knowledge known as physical geography. Physical geography is a discipline that is part of a much larger area of understanding called geography. Most indivials define geography as a field of study that deals with maps. This definition is only partially correct. A better definition of geography may be the study of natural and human constructed phenomena relative to a spatial dimension.
The discipline of geography has a history that stretches over many centuries. Over this time period, the study of geography has evolved and developed into an important form of human scholarship. Examining the historical evolution of geography as a discipline provides some important insights concerning its character and methodology. These insights are also helpful in gaining a better understanding of the nature of physical geography.
History of Geography and Physical Geography
Some of the first truly geographical studies occurred more than four thousand years ago. The main purpose of these early investigations was to map features and places observed as explorers traveled to new lands. At this time, Chinese, Egyptian, and Phoenician civilizations were beginning to explore the places and spaces within and outside their homelands. The earliest evidence of such explorations comes from the archaeological discovery of a Babylonian clay tablet map that dates back to 2300 BC.
The early Greeks were the first civilization to practice a form of geography that was more than mere map making or cartography. Greek philosophers and scientist were also interested in learning about spatial nature of human and physical features found on the Earth. One of the first Greek geographers was Herodotus (circa 484 - 425 BC). Herodotus wrote a number of volumes that described the human and physical geography of the various regions of the Persian Empire.
The ancient Greeks were also interested in the form, size, and geometry of the Earth. Aristotle (circa 384 - 322 BC) hypothesized and scientifically demonstrated that the Earth had a spherical shape. Evidence for this idea came from observations of lunar eclipses. Lunar eclipses occur when the Earth casts its circular shadow on to the moon's surface. The first indivial to accurately calculate the circumference of the Earth was the Greek geographer Eratosthenes (circa 276 - 194 BC). Eratosthenes calculated the equatorial circumference to be 40,233 kilometers using simple geometric relationships. This primitive calculation was unusually accurate. Measurements of the Earth using modern satellite technology have computed the circumference to be 40,072 kilometers.
Most of the Greek accomplishments in geography were passed on to the Romans. Roman military commanders and administrators used this information to guide the expansion of their Empire. The Romans also made several important additions to geographical knowledge. Strabo (circa 64 BC - 20 AD) wrote a 17 volume series called "Geographia". Strabo claimed to have traveled widely and recorded what he had seen and experienced from a geographical perspective. In his series of books, Strabo describes the cultural geographies of the various societies of people found from Britain to as far east as India, and south to Ethiopia and as far north as Iceland. Strabo also suggested a definition of geography that is quite complementary to the way many human geographers define their discipline today. This definition suggests that the aim of geography was to "describe the known parts of the inhabited world ... to write the assessment of the countries of the world [and] to treat the differences between countries".
During the second century AD, Ptolemy (circa 100 - 178 AD) made a number of important contributions to geography. Ptolemy's publication Geographike hyphegesis or "Guide to Geography" compiled and summarize much of the Greek and Roman geographic information accumulated at that time. Some of his other important contributions include the creation of three different methods for projecting the Earth's surface on a map, the calculation of coordinate locations for some eight thousand places on the Earth, and development of the concepts of geographical latitude and longitude (Figure 1a-1).
Figure 1a-1: This early map of the world was constructed using map making techniques developed by Ptolemy. Note that the map is organized with crisscrossing lines of latitude and longitude.
Little academic progress in geography occurred after the Roman period. For the most part, the Middle Ages (5th to 13th centuries AD) were a time of intellectual stagnation. In Europe, the Vikings of Scandinavia were the only group of people carrying out active exploration of new lands. In the Middle East, Arab academics began translating the works of Greek and Roman geographers starting in the 8th century and began exploring southwestern Asia and Africa. Some of the important intellectuals in Arab geography were Al-Idrisi, Ibn Battutah, and Ibn Khaln. Al-Idrisi is best known for his skill at making maps and for his work of descriptive geography Kitab nuzhat al-mushtaq fi ikhtiraq al-afaq or "The Pleasure Excursion of One Who Is Eager to Traverse the Regions of the World". Ibn Battutah and Ibn Khaln are well known for writing about their extensive travels of North Africa and the Middle East.
During the Renaissance (1400 to 1600 AD) numerous journeys of geographical exploration were commissioned by a variety of nation states in Europe. Most of these voyages were financed because of the potential commercial returns from resource exploitation. The voyages also provided an opportunity for scientific investigation and discovery. These voyages also added many significant contributions to geographic knowledge (Figure 1a-2). Important explorers of this period include Christopher Columbus, Vasco da Gama, Ferdinand Magellan, Jacques Cartier, Sir Martin Frobisher, Sir Francis Drake, John and Sebastian Cabot, and John Davis. Also ring the Renaissance, Martin Behaim created a spherical globe depicting the Earth in its true three-dimensional form in 1492. Behaim's invention was a significant advance over two-dimensional maps because it created a more realistic depiction of the Earth's shape and surface configuration.
Figure 1a-2: This map was constructed by Oliva in 1560. It describes the known world at this time and suggests that North America is part of Asia. Further exploration of the world would soon reject this idea.
Spatial Tradition - the investigation of the phenomena of geography from a strictly spatial perspective.
Area Studies Tradition - the geographical study of an area on the Earth at either the local, regional, or global scale.
Human-Land Tradition - the geographical study of human interactions with the environment.
Earth Science Tradition - the study of natural phenomena from a spatial perspective. This tradition is best described as theoretical physical geography.
Today, the academic traditions described by Pattison are still dominant fields of geographical investigation. However, the frequency and magnitude of human mediated environmental problems has been on a steady increase since the publication of this notion. These increases are the result of a growing human population and the consequent increase in the consumption of natural resources. As a result, an increasing number of researchers in geography are studying how humans modify the environment. A significant number of these projects also develop strategies to rece the negative impact of human activities on nature. Some of the dominant themes in these studies include: environmental degradation of the hydrosphere, atmosphere, lithosphere, and biosphere; resource use issues; natural hazards; environmental impact assessment; and the effect of urbanization and land-use change on natural environments.
Considering all of the statements presented concerning the history and development of geography, we are now ready to formulate a somewhat coherent definition. This definition suggests that geography, in its simplest form, is the field of knowledge that is concerned with how phenomena are spatially organized. Physical geography attempts to determine why natural phenomena have particular spatial patterns and orientation. This online textbook will focus primarily on the Earth Science Tradition. Some of the information that is covered in this textbook also deals with the alterations of the environment because of human interaction. These pieces of information belong in the Human-Land Tradition of geography.
數學：
For more than two thousand years, mathematics has been a part of the human search for understanding. Mathematical discoveries have come both from the attempt to describe the natural world and from the desire to arrive at a form of inescapable truth from careful reasoning. These remain fruitful and important motivations for mathematical thinking, but in the last century mathematics has been successfully applied to many other aspects of the human world: voting trends in politics, the dating of ancient artifacts, the analysis of automobile traffic patterns, and long-term strategies for the sustainable harvest of decious forests, to mention a few. Today, mathematics as a mode of thought and expression is more valuable than ever before. Learning to think in mathematical terms is an essential part of becoming a liberally ecated person.
What is mathematics really like?
Mathematics is not about answers, it's about processes. Let me give a series of parables to try to get to the root of the misconceptions and to try to illuminate what mathematics IS all about. None of these analogies is perfect, but all provide insight.
No subject is more essential nor can contribute more to becoming a liberally ecated person than mathematics. Become a math major and find out!
Computers, mathematics, and the chagrinned diner.
About nineteen years ago when personal computers were becoming more common in small businesses and private homes, I was having lunch with a few people, and it came up that I was a mathematician. One of the other diners got a funny sort of embarrassed look on her face. I steeled myself for that all too common remark, "Oh I was never any good at math." But no, that wasn't it. It turned out that she was thinking that with computers becoming so accurate, fast, and common, there was no longer any need for mathematicians! She was feeling sorry me, as I would soon be unemployed! Apparently she thought that a mathematician's work was to crank out arithmetic computations.
Nothing could be farther from the truth. Thinking that computers will obviate the need for mathematicians is like thinking 80 years ago when cars replaced horse drawn wagons, there would be no more need for careful drivers. On the contrary, powerful engines made careful drivers more important than ever.
Today, powerful computers and good software make it possible to use and concretely implement abstract mathematical ideas that have existed for many years. For example, the RSA cryptosystem is widely used on secure internet web pages to encode sensitive information, like credit card numbers. It is based on ideas in algebraic number theory, and its invulnerability to hackers is the result of very advanced ideas in that field.
⑹ 介紹學科的英語作文
In my opinion,physics is difficult for somebody,but if you know the way how to learn it,you'll pleasure from it.
First,you should listen carefully in your class,and review them continuously.Second,you should read a lot of books to enrich oneself continuously.As we all know,interests is the best teacher for ourselves,so you should develop you intrests in physics.
where there is a will, there is a way.Work hard,and you would be good at your studies.
⑺ 用英語介紹一下同學們喜歡的學科
my
favorite
subject
is
english
.
because
i
want
to
travel
around
the
world
when
i
grow
up.
so
i
must
study
hard
at
english
.
it
is
very
important
to
learn
english
well.
i
think
learning
english
is
very
interesting
and
easy
.
.
we
can
know
about
some
things
in
other
countries.
it
is
very
useful
to
learn
english
well
我最喜歡的科目是英語。因為我想周遊世界當我長大的時候。所以我必須努力學
習英語。這是非常重要的,學好英語。我認為學習英語是非常有趣的和容易的。。
我們可以了解其他國家的一些事情。它是非常有用的,學好英語
謝謝你的採納！
⑻ 介紹學科的英語的小短文
這是介紹數學的：http://www.physics.umd.e/courses/CourseWare/EssentialMathematica/
⑼ 描述各種學科的英語優美句子
數學：Mathematics is a very profound discipline. It is very wonderful, like fog loose layer after uncovering beautiful like fairyland attracts you. （數學是一門很深奧學科。它很奇妙，就像解開層層迷霧之後露出的美麗仙境一樣吸引著你。）
語文：
.The language is very pure and fresh quietly elegant, like the light open lilies, in all the subjects, which embodies the unique beauty of subjective thought, and let people understand the language of the broad and profound.（語文很清新淡雅，就像那淡淡開放的百合花，在所有的學科中獨樹一幟，既體現著主觀思想之美，又讓人領略語言之博大精深。）