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Application Letter范文-thinking from a Chinese student

時間:2019-01-15 14:47來源:未知 作者:anne 點擊:
留學申請信怎么?首先我們先來了解一下轉學申請需要講述的內容是什么:This prompt is best for you if you can write in length on your unique views and experiences, and how a new idea or puzzling belief uprooted your sense o
留學轉校申請信怎么寫?首先我們先來了解一下轉學申請需要講述的內容是什么:This prompt is best for you if you can write in length on your unique views and experiences, and how a new idea or puzzling belief uprooted your sense of self. It’s a chance to share your individuality, perspectives, potential flaws, and willingness to adapt and improve with the world around you.申請人需要根據自己獨特的觀點和經歷,以及一個新的想法或是令人費解的想法來說服你的自我意識,那么這個機會對你來說是最好的。這是一個分享你的個性、觀點、潛在缺陷以及是否愿意適應周圍世界改進的機會。
There are many ways to approach this prompt, since diversity prompts are becoming common, but two strong ways would be to use a narrative before explanation or give a vivid character description of yourself and the fundamental change in your perspective. Remember to speak about the belief that challenged you in a nuanced way – most competitive applicants share experiences in being challenged by new academic and ethical perspectives, so strive to leave the reader thinking, “I never thought about that or experienced that before.” The new idea or belief can range from a social issue you initially disagreed with to views on daily habits and vices, and often times entertaining stories can be weaved around a challenging moment.

 

我是一名來自中國的學生,經過10多年的努力學習,我通過了托福、雅思等一系列考試,獲得了在美國接受本科教育的機會。來到美國后,很多方面給了我一個學習、生活、交朋友等方面的新體驗。然而,最讓我印象深刻的是課堂教學。在中國的課堂教學中,我認真聽講老師的話,盡量記住老師說的話,詳細記下筆記,因為認真、安靜地聽老師的話,我受到老師的反復表揚。在美國的課堂教學中,我發現傾聽老師的聲音并不是美國老師最喜歡的。他們更喜歡和鼓勵學生說話、討論、允許和欣賞學生對老師所說內容的看法,并且愿意花時間與學生討論。我以前從未遇到過這樣的情況,我也無法想象。因為在中國,老師不喜歡質問他們的學生,他們總是忙于教我們他們認為正確的東西,他們不會花很多時間和我們討論。中美教師在課堂教學上的差異與其教學目的有關,中國教師希望學生通過課堂教學獲得更多的知識,美國教師則希望通過課堂教學培養學生的學習能力和批判性思維。作為一名中國學生,我適應這種教學方法多樣性的策略是盡可能多地備課,通過收集更多的背景信息來準備更多的知識,以便積極參與課堂討論。

I am a student from China, after studying hard for more than 10 years, I have passed TOEFL, IELTS and a series of other examinations to obtain the opportunity to receive undergraduate educations in the United States. After coming to the United States, in many ways it gave me a new experience in learning, life, making friends and other aspects. However, which impressed me most is the classroom teaching. In classroom teaching in China, I seriously listened to what teachers said, trying to remember what teachers said as much as possible and took notes in detail, and I was praised by teachers repeatedly because I listened to them carefully and quietly. While in classroom teaching in the U.S., I found that listening to teachers was not what American teachers’ favorite. They prefer and encourage students to speak, discuss, they allow and appreciate students' views on what teachers said, and they are willing to spend time on discussion with students. I have never met such situation before, and I also could not imagine it. Because in China, teachers do not like students who question them, they are always busy to teach us what they think is correct, and they will not spend a lot of time to discuss with us. The difference between Chinese and American teachers in terms of classroom teaching is related to their purpose of teaching, Chinese teachers hope that students can acquire more knowledge through classroom teaching, and American teachers aim to cultivate students’ learning ability and critical thinking through classroom teaching. As a Chinese student, my strategy to adapt to this diversity in teaching methods is to prepare for lessons as much as possible, through collecting more background information to prepare more knowledge for participating actively in the classroom discussion.

 
 


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