教育理念英语
英语教育机构的教育理念就是以德教人，让孩子可以快乐的成长，快乐的学习，努力培养成人，这就是很多教育机构的教育理念
2. 中国教育理念和美国教育理念异同 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 是两个word文件以HTML的形式看的，如果打不开，我用邮箱发过去
3. 谁可以帮我找一篇关于中西方教育理念的英语作文
：大圣寺塔 玉带桥 仙济岩 金盆山 龙井湖 都还可以 最有名的就那塔 在县城 我这个赣州的都知道
4. 一篇关于中国教育体制或教育理念的英语作文，300词左右
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. 初中英语教学理念及教学方法
巧家县第三中学 韩光翠
摘要：经济全球化促使世界各国之间的联系日渐紧密，英语逐渐成为人们日常生活中必不可少的交流方式，英语教学也成为家长和社会关注的焦点。但是，传统的教学理念和方法往往导致学生缺乏学习积极性，提不起学习兴趣，学习成绩无法提高。这就需要教师结合学生实际，尝试一些新的理念和方法，提高学生的学习兴趣，教会学生学习方法，培养学生的创新能力。因此，我在本文中试图探讨一些初中英语教学的创新理念以及一些切实可行的方法，希望能对初中英语教师们有所助益。
我在英语教学过程中总结出的英语教育创新理念主要包括语法教学的创新以及阅读和写作能力提升的创新这三个部分。
（一）英语语法教学的创新理念
对于初中生而言，语言是学好英语的重要基础。学生能否明白、理解和掌握英语语法，对其进行英语阅读和做题都有着极大程度的影响。因此，英语教育创新理念必然要包含英语语法教学创新这部分内容，主要可以分为四个部分：
一是在具体的、特定的情境下来解释英语语法，使学生真正了解该语法的应用背景，才能更好地学习语法。新课程标准要求，通过创设良好的语言环境和提供大量语言实践的机会，使学生通过体验，感知，实践，参与和交流等方式学习语言，形成语感；让学生在教师的引导下，通过观察，发现和归纳等方式掌握语言的规律，形成有效的学习策略，培养学生实际运用语言的能力。因此，我总是想方设法地在语法教学中创设一些语法教学的语境。例如：在教 have /has been to 和 have /has gone to 的用法时，我在教室周围的墙上贴上England 、New Zealand、Canada 、France 、 America 等国家名称的单词卡片，让一个学生去卡片“英国”前，然后对其他学生说“He has gone to England”，当这个学生回到座位上时，教师说“ He has been to England”。学生通过教师创设的情景操练，已经明白二者之间的区别，所以很容易进入小组合作操练活动。在这样的英语语境中，学生不仅很快就掌握了要学的语法内容，而且还能运用所学的语法知识进行交际，学习语法变得轻松、有趣。
二是教师要借助图片或者图表来充分表达语言结构，而不是只用语言来进行描述。例如，在教学现在进行时时，我利用课件提供大量的图片和动画进行练习，形象直观，使学生身临其境：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 ….?也可以利用多媒体课件讲解归纳现在进行时的用法，使学生形成清晰的语法概念。还可以利用课件提供针对性练习。
三是教师在教学过程中，要将语法教学划分为不同的阶段，层层递进，不要贪多求全。比如在讲解形容词和副词的比较等级的时候，就先讲形容词的比较等级，等学生掌握了一些基本的用法以后，再讲副词的比较等级，学生就更容易理解比较等级的用法了！
四是要注重精讲精练、讲练结合。我们在参与课题“英语‘四位一体’——‘运用4p模式，优化课堂教学结构’”实验研究的时候，强调“四位”就是：循序渐进、阶段侧重、精讲精练、“五技”(读、听、写、说、译)并举。循序渐进、阶段侧重体现了外语教学规律和学生的“学情”，而不是孤立地去解释语法。
（二）阅读教学的创新理念
2019年4月，我有幸参加了巧家县教育体育局举办的“国培计划”的培训。这次培训中的“PWP”阅读教学模式让我受益匪浅。其中：
P- Pre-reading 指读前活动
W- While-reading 指读中活动
P- Post-reading 指读后活动
在pre-reading阶段，教师通过各种活动充分调动学生头脑中原有的和主题相关的背景知识，或者让学生预测文章的内容，为学习文章做好准备。Pre-reading的目的是激发学生的目的动机，激活或提供必要的背景知识，为进一步阅读解决扫除障碍。
在while-reading阶段，教师通常重点引导学生通过获取和主题相关的主要信息来理解文章内容、文章结构以及作者的写作意图，并且进行单词、短语和句型的学习。
在post-reading阶段，教师通过各种练习或者活动检测学生对课文的理解程度，并巩固复习已经学到的新的语言知识点。阅读后常设计一些课文复述、语篇填空和英汉互译的练习和活动。
“PWP”教学模式是固定的，但是，不同的教师思维方式各不相同，所以即便是相同的课文，也能设计出千变万化的风格，这就是创新！运用“PWP”阅读教学模式进行教学，既能避免翻译法讲解课文造成的枯燥乏味，又能提高学生对整个语篇的把控能力，是一种很值得提倡的阅读教学法。
（三）写作能力提升的创新理念
在英语学习中，写作和阅读是两个不可分割的部分。学生在阅读的过程中可以积累不少重要的写作素材，在写作的过程中也能够有效地提升阅读水平，二者相辅相成。因此，“写”的教学也是初中英语教学中不可或缺的环节之一。我在教学实践中运用得心运手的一种方法就是“写长法”。我这里提到的写长法，并不是王初明教授提倡的那种写长（内容写长），我针对初学者提出的写长法，简单的理解就是“扩句”。这种方法的关键之处就是动词短语，教师在词汇和阅读教学中就要有意识地强调学生记忆动词短语或者用动词“组词”，才能在写句子的时候自如地运用。如：
go 只是一个动词
go to school 组成短语，还不是完整的句子
I go to school. 这已经是一个合乎语法结构的句子，几乎没有扣分依据
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，有加分亮点......
等学了更多时态以后，还可以轻松转换：
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.
......
与此同时，英语教师还要注重加强学生基本的英语语言应用能力和思维模式的训练，帮助学生掌握适当的方法来进行英语阅读和写作练习，从而在初中阶段培养起学生良好的英语阅读和写作能力的习惯，全面提高学生的英语水平。
运用创新理念进行教学的时候要注意的几个问题：
（一）学生是课堂的主体
在我国正在推行的新课改当中，一再强调学生在课堂中的主体地位。以往传统的英语课堂中，教师负责教学，全权把握课程的进度，极少让学生有独立思考和自主学习的机会，致使英语课堂比较沉闷。而在创新理念的指导下，初中英语课堂必须要让学生主动参与进来，让教师和学生都明确学生才是课堂的主体。
例如，我在讲解The Season and the Weather这一单元时，为了更好地让学生参与到课堂中来，会让学生先根据这个单元的标题进行自主发言，谈谈他们对于季节和天气的看法或者感受，然后借助多媒体工具来让学生观赏一些和季节、天气有关的视频或者图画，学生会感到英语课堂并非是枯燥的知识讲解，会乐于进行英语学习，对以后的英语课堂自然会抱有极大的期待。
（二）让英语课堂“热闹起来”
我在教学过程中发现，课堂氛围的好坏在很大程度上影响着教学效果的优劣。在沉闷的课堂中，学生不愿意发言，教师的提问也无法得到回应，自然会让教师和学生都对这堂课失去了兴趣。慢慢地，教师觉得英语课上得“没劲”，学生自然也觉得英语课学得“没劲”。因此，我认为让英语课堂“热闹起来”是创新理念顺利实施的必要条件。以教学Playing Sports为例，我先是让学生在小组内就“自己最喜欢的运动或者自己最想要去尝试的运动”来进行英文讨论，学生在讨论过程中可以观察和学习他人所使用的英语词汇和语法，也可以找出其存在的发音错误或者语法错误，有利于锻炼学生的英语口语和听力。在学生进行完小组讨论之后，笔者便开始针对课本内容进行讲解，在此过程中可以借助情境教学法或者多媒体来让学生更好地理解和记忆这部分的重点单词和涉及到的语法。在这节课快要结束的时候，我还尽量留出一定的时间来让学生进行提问或者讨论，解决学生的疑惑。
（三）小组合作学习是“催化剂”
国务院《关于基础教育改革与发展的决定》中明确指出：“鼓励合作学习能促进学生间的相互交流，共同发展，促进师生教学相长。”小组合作学习是新课程改革所倡导的一种有效的学习方式，它能够最大限度地激发学生的学习兴趣，调动学生的学习积极性；它让单向的师生互动变成多向的生生互动，大大提高了课堂教学效果；在小组合作的过程中培养出很多的小老师，这些小老师带动更多的学生参与到学习中来，“兵教兵”，“师带徒”，实现了教学效果的最大化；在小组合作学习的过程中，小组成员之间取长补短，互帮互助，实现合作共赢，成就感“爆棚”！这样，每一个学生都对学习充满期待，优生变得更优，后进生也努力向上，自发主动地学习！因此，作为英语老师，我们更应该把小组合作的教学模式引入到英语课堂教学中来，让学生体会到参与学习的快乐！
综上所述，创新理念对于初中英语课堂的教学而言至关重要，恰当运用可以有效地提高初中英语课堂教学的质量和效果，让学生学到更多的英语知识，不仅能够让学生感受到英语学习的快乐，还能为高中的深
6. 教育理念用英文怎么说
ecation ideal,如:教育理念的革新,The Innovation of Ecation Ideal..
7. 小学英语课程基本理念
(一) 面向全体学生，注重素质教育
英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。
(二)整体设计目标，体现灵活开放
基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
(三)突出学生主体，尊重个体差异
学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。
(四)采用活动途径，倡导体验参与
本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。
(五)注重过程评价，促进学生发展
建立能激励学生学习兴趣和自主学习能力发展的评价体系。该评价体系由形成性评价和终结性评价构成。在英语教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心。终结性评价应着重检测学生综合语言技能和语言应用能力。评价要有利于促进学生综合语言运用能力和健康人格的发展；促进教师不断提高教育教学水平；促进英语课程的不断发展与完善。
br> (六)开发课程资源，拓展学用渠道
英语课程要力求合理利用和积极开发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的内容健康和丰富的课程资源；要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道；积极鼓励和支持学生主动参与课程资源的开发和利用。
8. 教育新理念用英语怎么说
教育新理念
New concept of Ecation
9. 《英语课程》标准的基本理念
答案是ABCD。
《英语课程》标准的基本理念有六大理念。一是面向全体学生，注重素质教育；二是突出学生主体，尊重个体差异；三是采用活动途径，倡导体验参与；四是注重过程评价，促进学生发展；五是开发课程资源，拓展学用渠道；六是整体设计目标，体现灵活开放。
(9)教育理念英语扩展阅读：
英语课程要面向全体学生，注重素质教育。课程特别强调要关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。
英语课程要力求合理利用和积极开发课程资源，给学生提供贴近学生实际、贴近生活、贴近时代的内容健康和丰富的课程资源;要积极利用音像、电视、书刊杂志、网络信息等丰富的教学资源，拓展学习和运用英语的渠道;积极鼓励和支持学生主动参与课程资源的开发和利用。