教育理念英語
英語教育機構的教育理念就是以德教人，讓孩子可以快樂的成長，快樂的學習，努力培養成人，這就是很多教育機構的教育理念
2. 中國教育理念和美國教育理念異同 英文
1
Ecation is one of the most important things ring our life.I know the difference between Chinese ecation and American ecation. American high ecation is the best in the world, but when we talk about the basic ecation, most people will have different bifurcation. However, it is allowed in U.S. Americans think calculators go fast and are correct. So, when both students have an exam, then Chinese are better than American students. But when both students use some information tools, then Americans are really better then Chinese student. All appearance, Chinese students are better than American students when they manage and exploit cerebra, but when we compare how to use different information or how to spread cerebra, the American students are better than Chinese students. When we compare the Chinese basic ecation with America』s, then most people』s opinion are that Chinese ecation is for foundation ecation, and American ecation is for the cultivation of students』 creativity. In China, 「seventy three percent people agree, and twenty four percent disagree with this. Also another three percent think Chinese ecation is foundation ecation, but student may be not learning much, while American ecation is for cultivating students』 creativity, but it can let students learn more.」 China and America have totally different tradition and exams. Chinese ecation focuses on the knowledge to accumulate and indoctrinate, on how students use and manage the knowledge they learned in school, and on how to understand the knowledge system and structure. Reversely, American care more about how students use knowledge in society. It lets student challenge the knowledge, animadvert ideas, and focus on, exploit or create knowledge. These two types of attitude about ecation show us the different ways to understand knowledge, and also to show two countries with different ecation opinions. 「In China, when comparing the ecation, sixty percent people think the best ecation model is uniting both advantages. It lets students have very good foundation ecation and good creativity. Sixty five percent disagree. Another thirty three people think, because the two types of ecation come from different culture, tradition and society background, it is really hard to combine.」 The difference between China and America is mostly an ecation and knowledge difference. Such as, what is basic foundation ecation? We can have an example in math. In Chinese ecation, Chinese think it is basic to have calculation skills so everybody has to remember the entire concept. So, from elementary school to high school you are not allowed to use a calculator. American ecation focuses on improve student assuredness, self-determination, independence, and Chinese ecation focuses on strictness and preciseness. Good foundation ecation can improve creation; also it can improve student』s thinking. Good preciseness can improve comprehensive thinking. Also, could be an enemy to thinking. Ecation is culture, and different ecations show different societies』 culture; the good American ecation system may not be good for Chinese society. So, different ecation has to follow the society background. Because different society backgrounds and different culture helps humans create a different country in the world, American ecation should be following the American』s culture. Also, Chinese ecation has to follow Chinese culture. A good ecation model for China is very important to the learning process, and also is very hard. Anyway, we only need modern ecation which is internationalization ecation system and localization ecation systems unite each other. That is going to improve our ecation skills.
2
Quantities of lessons per day: Each Chinese teacher teaches only one subject while each US teacher teaches all subjects. Each Chinese teacher teaches two periods every day while each American teacher teaches at least five periods every day.
Sizes of classes: Chinese schools have larger classes of more than 50 students each while American schools have smaller classes of around 25. So, the final result is that each Chinese teacher teaches the same quantity of students as his/her American counterpart.
Efficiency in classroom activities: Chinese classes are much bigger, and fortunately, students are well trained and more efficient in following the teachers' advice in participate in certain activities. Americans classes are smaller, but their students will waste some time in adjusting themselves according to their teachers' suggestions.
Foreign languages: Chinese schools usually have English as their foreign language, and Russian and Japanese are only taught in some schools in the north of China and some top foreign language schools (e.g. German, French and Japanese are taught in Nanjing Foreign Language School) whereas American schools may teach French, German, Italian, Spanish, Japanese, Chinese, etc. as their foreign languages.
Test-Oriented Ecation: Chinese schools are criticized for providing test-oriented ecation, the result of which is procing students of less ability. We are trying a lot to adapt our schools to quality-oriented ecation. But Americans say that they are learning from us in preparing their students for exams. Maybe, the two extremes of ecation are going together. The two peoples are "making two ends meet".
Quantities of feedback: Each Chinese teacher marks layers of layers of students' exercises every day and give immediate feedback to students while an American teacher leaves all the work to their parents.
Observing classes: Chinese teachers regularly go to other classrooms to observe other how teachers do their work in order to make their own work more efficient while American teachers never have such time and practice.
Office work: Chinese teachers of the same field have the same department office for their office work. So they often do their team work in discussing what to be taught, how to teach it, etc. American teachers have their own small offices respectively. They do not often meet except the half-an-hour lunchtime at the canteen every day. Each teacher does everything according his/her indiviality and experience.
Weekly Conferences: Chinese teachers are assembled by headmasters for usual weekly conferences. But American teachers Very Seldom have meetings. Those seldom meetings (might be at the beginning and end of each semester) are the rare chances for their teachers to meet and exchange info.
Political Study: Chinese teachers spend two hours on Wednesday afternoon for political study but American teachers do not do so. Such political study consists of reading CPC documents and raise teachers' morale and vitality by encouraging words. Sometimes such conferences may contain criticism for those who are not devoted and who do paid after-school tutoring work at home. American teachers are busy and have successfully ranked themselves in the middle class, so they do not have to do paid tutoring work.
Selective Schools: Chinese students often select their schools by paying a sum of money the school, whether the school is public or private. For most public schools, the sum is 15000 RMB for a three-year period in Junior High School in Nanjing. Seldom do Americans select their schools and public schools are not selective. If they do select, they have to pay twice--once they pay taxes, the second time they pay school tuition. For an ordinary private school in New York City, the tuition might be only 2000 USD per year. But for better private schools, the tuition charge might rise 15000 USD or even to 20000 USD per year.
School systems: China has a system of junior and senior high schools, each period being 3 years. America has a system of middle school and high school, the former being 3 years (Year 6~8) and the latter being 4 years (Years 9~12). So their elementary schools range from Year 1 to Year 5.
Bureau of Ecation: In China, we have the Bureau of Ecation as governmental organs of different levels of administration. But in America, such an organ never exists. So their schools are run by non-governmental fundations.
Finance: Public schools in China are financed by governments of different levels. Headmasters and teachers usually do not have worry about their salaries. American schools are financed by fundations and they do not worry about salaries either.
Teachers' ecation background: Chinese high-school teachers now have better and better ecation background: in the past, they might have associate degrees (i.e. they were graates from junior teachers' colleges), but now they are usually bachelor's degree holders (i.e. they have graated from teachers' colleges or normal universities). Yet, very few have master's degrees. American teachers at least have bachelor's degrees, and oftentimes they have master's degrees.
Teacher's professional development: Teachers in China can study as part-time students in normal universities, usually at the weekends or ring vocations, to achieve a better degrees. Even some can leave their temporarily (say, for 2 years) to study in normal universities to upgrade their degrees. They also have other forms of on-the-job training by governmental organs and observing other teachers teaching, etc. American teachers can go to universities after they work for a certain period in a school, say, 4 years.
4
The difference between chinese and american ecation systems is that they have an extremely very high excellent ecation rate with all 100% of them both males and females getting straight A+ and getting straight A's all through their lives and all through school and college and their parents only expect them to get straight A+'s and straight A's on their report cards without nothing never ever getting nothing less than an A+ and an A on their report cards whereas the american ecation system does not do that as much.The american ecation syatem is more relaxed than the asian culture when it comes to ecation and their parents don't push them hard as much to get straight A+'s and straight A's in school so that makes a big difference out the two ecation systems.The chinese race of people in China,America,and all over the world push and force their children to get straight A+'s and straight A's all through school and college all through their lives and they are very strict about ecation and about them getting straight A+'s and straight A's all through school and college all through their lives.
5
This comparison is somewhat outdated and falls into the Gentleman's "C" arguement where a "C" student would normally do better in the business world since he or she were polishing their social skills while the "A" students were busy studying by themselves. In my opinion, it seems that both has a hint of arrogance steming from a position of weakness. I have first hand knowledge that the public ecation system in the US has severly deteriorated with this "No Child Left Behind" program. Instead of trying to bring up the few slower students, the country has decided to mb down the course ciriculum so everyone passes. I believe that true learning can only be achieved by repetition for most of us save the very gifted. And if you want to call it "by rote", so be it. Why do you think that most students that recieve a perfect SAT score are Asians that are first or second generation? The Asian student population does so well acadenically, that many top US universities limit the number that they will accept each year. The same thing was said about the Japanese ecation system and now look at them, I don't think you can say they are not innovative. China is going through it's instrial revelolution and is well recognized as being able to "" anything. Buit give them 10 years or so, I know they will be a world power and innovator. Unfortunately, I can't say the same thing about the US.
6
China is big, it doesn't have a strong middle class like the one created after WWII in the US. You are looking at a diverse population in which many people from the older generation have never had a grade school ecation and never learned how to write in Mandarin. Even today so many children are the first in their family to learn Chinese ring their childhood. If anything, China has come a long way and we know it will get better because the Chinese have a long-standing civilization beaming with creativity.
Based on my experience as a engineering student born and raised in the US, I can tell you that a lot of my peers are quick to give up. My parents barely prepared me for highschool, much less college. I am procrastinating as I write this! So many of my peers and relatives have just given up under pressure. Many students dropout after their first couple terms in college. Some are very talented, my good friend dropped out of an ivy league school to be in a band and do drugs.
On the other hand, there are many stead-fast students who are very disciplined, organized, and cultured. They were prepared their whole lives to be good students and 90% of that comes from the parents, not the schools. In my experience, most of these students come from affluent families. They are descendants of the Cold War engineers and entrepreneurs. They are also a dying, unappreciated relic from a more progressive time. American ecation has since then gone down hill. Science and engineering students are imported from Europe, Asia, and Africa to help fill this gap. Does that make other non-American cultures superior?
I think it all comes down to simple politics and economics. The difference between Asian culture and American culture is a fools debate. The world is a dynamic place, civilization will always adapt they way it sees fit. If that means killing off some good brain cells so that I can make money as a vacuum salesman (no offense to anyone) then so be it. We have to do what we feel is necessary and our values are always changing through each generation.
7
http://203.208.37.132/search?q=cache:Yee2D-2DaK0J:globalhub.org/resources/308/download/Team_5._Ecation.Daniel.Jiang.doc+difference+between+chinese+and+american+ecation&cd=50&hl=zh-CN&ct=clnk&gl=cn&inlang=zh-CN&client=aff-9991&st_usg=ALhdy28W4EZoozGKff-1qJSy8UosDMQiqA
8
http://203.208.37.132/search?q=cache:Zb_qrcf9GkcJ:datong.furonge.com/AreaInfo/Upfiles/InfoAttachFile/Info20081118_5528.doc+difference+between+chinese+and+american+ecation&cd=44&hl=zh-CN&ct=clnk&gl=cn&inlang=zh-CN&client=aff-9991&st_usg=ALhdy2_a_ffNRakZ6kFPf_KcKh-oPMImXw
7，8 是兩個word文件以HTML的形式看的，如果打不開，我用郵箱發過去
3. 誰可以幫我找一篇關於中西方教育理念的英語作文
：大聖寺塔 玉帶橋 仙濟岩 金盆山 龍井湖 都還可以 最有名的就那塔 在縣城 我這個贛州的都知道
4. 一篇關於中國教育體制或教育理念的英語作文，300詞左右
I think ,there are some problems of the ecation system,first,the ecation system mislead people to believe that to go to a good university is the only way to succeed,so the student study hard and
5. 初中英語教學理念及教學方法
巧家縣第三中學 韓光翠
摘要：經濟全球化促使世界各國之間的聯系日漸緊密，英語逐漸成為人們日常生活中必不可少的交流方式，英語教學也成為家長和社會關注的焦點。但是，傳統的教學理念和方法往往導致學生缺乏學習積極性，提不起學習興趣，學習成績無法提高。這就需要教師結合學生實際，嘗試一些新的理念和方法，提高學生的學習興趣，教會學生學習方法，培養學生的創新能力。因此，我在本文中試圖探討一些初中英語教學的創新理念以及一些切實可行的方法，希望能對初中英語教師們有所助益。
我在英語教學過程中總結出的英語教育創新理念主要包括語法教學的創新以及閱讀和寫作能力提升的創新這三個部分。
（一）英語語法教學的創新理念
對於初中生而言，語言是學好英語的重要基礎。學生能否明白、理解和掌握英語語法，對其進行英語閱讀和做題都有著極大程度的影響。因此，英語教育創新理念必然要包含英語語法教學創新這部分內容，主要可以分為四個部分：
一是在具體的、特定的情境下來解釋英語語法，使學生真正了解該語法的應用背景，才能更好地學習語法。新課程標准要求，通過創設良好的語言環境和提供大量語言實踐的機會，使學生通過體驗，感知，實踐，參與和交流等方式學習語言，形成語感；讓學生在教師的引導下，通過觀察，發現和歸納等方式掌握語言的規律，形成有效的學習策略，培養學生實際運用語言的能力。因此，我總是想方設法地在語法教學中創設一些語法教學的語境。例如：在教 have /has been to 和 have /has gone to 的用法時，我在教室周圍的牆上貼上England 、New Zealand、Canada 、France 、 America 等國家名稱的單詞卡片，讓一個學生去卡片「英國」前，然後對其他學生說「He has gone to England」，當這個學生回到座位上時，教師說「 He has been to England」。學生通過教師創設的情景操練，已經明白二者之間的區別，所以很容易進入小組合作操練活動。在這樣的英語語境中，學生不僅很快就掌握了要學的語法內容，而且還能運用所學的語法知識進行交際，學習語法變得輕松、有趣。
二是教師要藉助圖片或者圖表來充分表達語言結構，而不是只用語言來進行描述。例如，在教學現在進行時時，我利用課件提供大量的圖片和動畫進行練習，形象直觀，使學生身臨其境：Look at the picture. What is Yao Ming doing? And what about this picture? What is Li Ning doing? What are they doing? Is he/she doing ….?也可以利用多媒體課件講解歸納現在進行時的用法，使學生形成清晰的語法概念。還可以利用課件提供針對性練習。
三是教師在教學過程中，要將語法教學劃分為不同的階段，層層遞進，不要貪多求全。比如在講解形容詞和副詞的比較等級的時候，就先講形容詞的比較等級，等學生掌握了一些基本的用法以後，再講副詞的比較等級，學生就更容易理解比較等級的用法了！
四是要注重精講精練、講練結合。我們在參與課題「英語『四位一體』——『運用4p模式，優化課堂教學結構』」實驗研究的時候，強調「四位」就是：循序漸進、階段側重、精講精練、「五技」(讀、聽、寫、說、譯)並舉。循序漸進、階段側重體現了外語教學規律和學生的「學情」，而不是孤立地去解釋語法。
（二）閱讀教學的創新理念
2019年4月，我有幸參加了巧家縣教育體育局舉辦的「國培計劃」的培訓。這次培訓中的「PWP」閱讀教學模式讓我受益匪淺。其中：
P- Pre-reading 指讀前活動
W- While-reading 指讀中活動
P- Post-reading 指讀後活動
在pre-reading階段，教師通過各種活動充分調動學生頭腦中原有的和主題相關的背景知識，或者讓學生預測文章的內容，為學習文章做好准備。Pre-reading的目的是激發學生的目的動機，激活或提供必要的背景知識，為進一步閱讀解決掃除障礙。
在while-reading階段，教師通常重點引導學生通過獲取和主題相關的主要信息來理解文章內容、文章結構以及作者的寫作意圖，並且進行單詞、短語和句型的學習。
在post-reading階段，教師通過各種練習或者活動檢測學生對課文的理解程度，並鞏固復習已經學到的新的語言知識點。閱讀後常設計一些課文復述、語篇填空和英漢互譯的練習和活動。
「PWP」教學模式是固定的，但是，不同的教師思維方式各不相同，所以即便是相同的課文，也能設計出千變萬化的風格，這就是創新！運用「PWP」閱讀教學模式進行教學，既能避免翻譯法講解課文造成的枯燥乏味，又能提高學生對整個語篇的把控能力，是一種很值得提倡的閱讀教學法。
（三）寫作能力提升的創新理念
在英語學習中，寫作和閱讀是兩個不可分割的部分。學生在閱讀的過程中可以積累不少重要的寫作素材，在寫作的過程中也能夠有效地提升閱讀水平，二者相輔相成。因此，「寫」的教學也是初中英語教學中不可或缺的環節之一。我在教學實踐中運用得心運手的一種方法就是「寫長法」。我這里提到的寫長法，並不是王初明教授提倡的那種寫長（內容寫長），我針對初學者提出的寫長法，簡單的理解就是「擴句」。這種方法的關鍵之處就是動詞短語，教師在詞彙和閱讀教學中就要有意識地強調學生記憶動詞短語或者用動詞「組詞」，才能在寫句子的時候自如地運用。如：
go 只是一個動詞
go to school 組成短語，還不是完整的句子
I go to school. 這已經是一個合乎語法結構的句子，幾乎沒有扣分依據
I go to school every day. 信息更全面
I go to school with my friends every day. 信息更全面，有加分亮點......
等學了更多時態以後，還可以輕松轉換：
I went to school with my friends this morning.
I am going to school with my friends.
I was going to school with my friends at this time yesterday morning.
I have been to school just now.
......
與此同時，英語教師還要注重加強學生基本的英語語言應用能力和思維模式的訓練，幫助學生掌握適當的方法來進行英語閱讀和寫作練習，從而在初中階段培養起學生良好的英語閱讀和寫作能力的習慣，全面提高學生的英語水平。
運用創新理念進行教學的時候要注意的幾個問題：
（一）學生是課堂的主體
在我國正在推行的新課改當中，一再強調學生在課堂中的主體地位。以往傳統的英語課堂中，教師負責教學，全權把握課程的進度，極少讓學生有獨立思考和自主學習的機會，致使英語課堂比較沉悶。而在創新理念的指導下，初中英語課堂必須要讓學生主動參與進來，讓教師和學生都明確學生才是課堂的主體。
例如，我在講解The Season and the Weather這一單元時，為了更好地讓學生參與到課堂中來，會讓學生先根據這個單元的標題進行自主發言，談談他們對於季節和天氣的看法或者感受，然後藉助多媒體工具來讓學生觀賞一些和季節、天氣有關的視頻或者圖畫，學生會感到英語課堂並非是枯燥的知識講解，會樂於進行英語學習，對以後的英語課堂自然會抱有極大的期待。
（二）讓英語課堂「熱鬧起來」
我在教學過程中發現，課堂氛圍的好壞在很大程度上影響著教學效果的優劣。在沉悶的課堂中，學生不願意發言，教師的提問也無法得到回應，自然會讓教師和學生都對這堂課失去了興趣。慢慢地，教師覺得英語課上得「沒勁」，學生自然也覺得英語課學得「沒勁」。因此，我認為讓英語課堂「熱鬧起來」是創新理念順利實施的必要條件。以教學Playing Sports為例，我先是讓學生在小組內就「自己最喜歡的運動或者自己最想要去嘗試的運動」來進行英文討論，學生在討論過程中可以觀察和學習他人所使用的英語詞彙和語法，也可以找出其存在的發音錯誤或者語法錯誤，有利於鍛煉學生的英語口語和聽力。在學生進行完小組討論之後，筆者便開始針對課本內容進行講解，在此過程中可以藉助情境教學法或者多媒體來讓學生更好地理解和記憶這部分的重點單詞和涉及到的語法。在這節課快要結束的時候，我還盡量留出一定的時間來讓學生進行提問或者討論，解決學生的疑惑。
（三）小組合作學習是「催化劑」
國務院《關於基礎教育改革與發展的決定》中明確指出：「鼓勵合作學習能促進學生間的相互交流，共同發展，促進師生教學相長。」小組合作學習是新課程改革所倡導的一種有效的學習方式，它能夠最大限度地激發學生的學習興趣，調動學生的學習積極性；它讓單向的師生互動變成多向的生生互動，大大提高了課堂教學效果；在小組合作的過程中培養出很多的小老師，這些小老師帶動更多的學生參與到學習中來，「兵教兵」，「師帶徒」，實現了教學效果的最大化；在小組合作學習的過程中，小組成員之間取長補短，互幫互助，實現合作共贏，成就感「爆棚」！這樣，每一個學生都對學習充滿期待，優生變得更優，後進生也努力向上，自發主動地學習！因此，作為英語老師，我們更應該把小組合作的教學模式引入到英語課堂教學中來，讓學生體會到參與學習的快樂！
綜上所述，創新理念對於初中英語課堂的教學而言至關重要，恰當運用可以有效地提高初中英語課堂教學的質量和效果，讓學生學到更多的英語知識，不僅能夠讓學生感受到英語學習的快樂，還能為高中的深
6. 教育理念用英文怎麼說
ecation ideal,如:教育理念的革新,The Innovation of Ecation Ideal..
7. 小學英語課程基本理念
(一) 面向全體學生，注重素質教育
英語課程要面向全體學生，注重素質教育。課程特別強調要關注每個學生的情感，激發他們學習英語的興趣，幫助他們建立學習的成就感和自信心，使他們在學習過程中發展綜合語言運用能力，提高人文素養，增強實踐能力，培養創新精神。
(二)整體設計目標，體現靈活開放
基礎教育階段英語課程的目標是以學生語言技能、語言知識、情感態度、學習策略和文化意識的發展為基礎，培養學生英語綜合語言運用能力。
(三)突出學生主體，尊重個體差異
學生的發展是英語課程的出發點和歸宿。英語課程在目標設定、教學過程、課程評價和教學資源的開發等方面都突出以學生為主體的思想。課程實施應成為學生在教師指導下構建知識、提高技能、磨礪意志、活躍思維、展現個性、發展心智和拓展視野的過程。
(四)採用活動途徑，倡導體驗參與
本課程倡導任務型的教學模式，讓學生在教師的指導下，通過感知、體驗、實踐、參與和合作等方式，實現任務的目標，感受成功。在學習過程中進行情感和策略調整，以形成積極的學習態度，促進語言實際運用能力的提高。
(五)注重過程評價，促進學生發展
建立能激勵學生學習興趣和自主學習能力發展的評價體系。該評價體系由形成性評價和終結性評價構成。在英語教學過程中應以形成性評價為主，注重培養和激發學生學習的積極性和自信心。終結性評價應著重檢測學生綜合語言技能和語言應用能力。評價要有利於促進學生綜合語言運用能力和健康人格的發展；促進教師不斷提高教育教學水平；促進英語課程的不斷發展與完善。
br> (六)開發課程資源，拓展學用渠道
英語課程要力求合理利用和積極開發課程資源，給學生提供貼近學生實際、貼近生活、貼近時代的內容健康和豐富的課程資源；要積極利用音像、電視、書刊雜志、網路信息等豐富的教學資源，拓展學習和運用英語的渠道；積極鼓勵和支持學生主動參與課程資源的開發和利用。
8. 教育新理念用英語怎麼說
教育新理念
New concept of Ecation
9. 《英語課程》標準的基本理念
答案是ABCD。
《英語課程》標準的基本理念有六大理念。一是面向全體學生，注重素質教育；二是突出學生主體，尊重個體差異；三是採用活動途徑，倡導體驗參與；四是注重過程評價，促進學生發展；五是開發課程資源，拓展學用渠道；六是整體設計目標，體現靈活開放。
(9)教育理念英語擴展閱讀：
英語課程要面向全體學生，注重素質教育。課程特別強調要關注每個學生的情感，激發他們學習英語的興趣，幫助他們建立學習的成就感和自信心，使他們在學習過程中發展綜合語言運用能力，提高人文素養，增強實踐能力，培養創新精神。
英語課程要力求合理利用和積極開發課程資源，給學生提供貼近學生實際、貼近生活、貼近時代的內容健康和豐富的課程資源;要積極利用音像、電視、書刊雜志、網路信息等豐富的教學資源，拓展學習和運用英語的渠道;積極鼓勵和支持學生主動參與課程資源的開發和利用。