第一篇：英語(yǔ)答辯稿

Good morning, all the appraiser committee members.It’s my great honor to stand here to accept your criticism.Thank you for your serious work.I am Lan An and my supervisor is Miss.Wang Huijing.With her sincere and intellectual guidance, for nearly one year's hard work, I have finished my paper and could share it with you.I will present my efforts to you all and I gratefully welcome any correction.The title of my paper is An Analysis of the Special Economic Behaviors of Scarlett O’Hara in Gone with the Wind.I choose this as my topic due to the following reasons.Firstly, this literary work should be appreciated in a different and new horizon.Secondly, the concept of Economic Behaviors is connected to my first major politics and has modern significance.This paper consists of four parts.In the first part, the Research background of this topic is introduced briefly.In the second part, the novel and the author are introduced in order to make sense of the main background of the plots.When it goes to the third part, it is analyzed with four aspects of the economic behavior’s concept, description, causes and influences.Finally, in the fourth part, the conclusion is drawn that the economic behaviors of Scarlett should be seen in a dialectic or rational way.It can be found that there are four key points in this thesis.Firstly, the definition of economic behavior is stated in a proper way.According to the French economy psychologist Albu’s theory, the economic behaviors referred to in this paper are the economic activities carried out by certain economic individuals in order to realize the economic interests of the individual in the market, including financial accumulation, market exploitation, trade cooperation and so on.Secondly, it can be found that Scarlett’s economic behavior is special in the description.In the aspect of financial accumulation, she seduced her sister’s lover and got her first sum of money to solve the pressing need for her, which reflected that she could use unscrupulous divisive tactics to reach her own benefits.In the aspect of market exploitation, or the market positioning, she bought a wasted wood factory using frank’s fund right at the moment and run it all by her own just because she knew that wood had wide market, which reflected that she had a very smart horizon in the market exploitation and could seize the opportunity.In the aspect of trade cooperation, Scarlett neglected others’ ideas and began to cooperate with her once enemy, the Yankees just to earn more, which reflected that all she tried to do is just for the sake of enjoying her own body and mind.Thirdly, apart from her economic behaviors’ influence on her love and family and the trade of the North and the South of America, the influences on modern society is discussed in this paper.Her economic behaviors makes women begin to realize that economic independence can make them obtain independent personality and become more attractive.Her inapposite economic behaviors make more and more people realize the importance of legitimate business.At last, it is concluded in this paper that the economic behaviors of Scarlett should be seen in rational view.Scarlett’s spirit of being a successful selfish and cruel capitalist should be approved.Also, it should be seen that her selfish and greedy behaviors are not proper in modern society.

第二篇：英語(yǔ)答辯稿~

Good morning, everyone.My name is xx, coming from class 5.The title of my paper is an analysis of dialogues in Hemingway’s The Killers from the perspective of discourse analysis.It’s finished with constant encouragement and guidance of my supervisor xx.Here I want to express my sincere thanks to him, who has walked me through all the stages of the writing of this thesis.At the same time, I would like to express my heartfelt gratitude to all the professors and teachers, who have instructed and helped me a lot in the past four years.I also owe my sincere gratitude to every teacher here for spending your precious time on going through my paper.Next, please allow me to make a simple report on my paper’s purpose and significance, the structure and contents and the limitations to you and earnestly request you to make a comment on it.Firstly, I’d like to talk about the purpose and significance of my thesis.Earnest Miller Hemingway was the most influential American writer of the last century, who won a 1953 Pulitzer Prize and awarded the Nobel Prize in 1954.Hemingway is adept at writing dialogues and a large portion of dialogues in his fictions enable kinds of figures created by Hemingway lively and vivid.The Killers, one of the most excellent works among modern American short stories, is the first work of Hemingway to be recognized, appreciated and ardently loved by American, also the first to be translated into Chinese.Hemingway preferred to finish this short story in dialogues rather than to pay much attention to describing the plots and environment.The previous analyses of The Killers mainly focus on the perspective such as narration, dialogues and iceberg theory to probe into this work’s theme and significance.However, this paper tries to analyze this short story finished with dialogues from the perspective of discourse analysis and explore how dialogues unfold plots and portray characters so that it can embody the significant effect of dialogues in fiction and reflect the glamour of dialogues.Meanwhile, it is hoped that this paper can to some extent contribute to the further research on Hemingway’s works.Secondly, I’d like to introduce the structure and contents of my paper.As for the structure, it will be separated into four chapters in this paper to develop the thesis.The first chapter will introduce the research background, purpose, significance and structure of the thesis.The second chapter will pay attention to the literary review of this topic, stating the concept and the development of discourse analysis and its adaption in literary analysis.The third chapter, the main body of this paper, will be concerned about the specific analyses of dialogues in The Killers regarding the effects of dialogues to unfold plots and portray characters.Under the support of the theory of discourse analysis, the author will probe into dialogues’ effects in different settings and the individualization of different figures, reflecting how dialogues take effect in short story.And the last chapter will cover the conclusion of this paper, summarizing the results of analyzing dialogues from the viewpoint of discourse analysis.And let me move to the contents of the thesis.As for the concept and development of discourse analysis, we can figure out that it’s the actual use of language units and a continuous process of communication, and discourse analysis, or discourse studies, is a term for a number of approaches to analyze written, spoken, signed language use or any significant semiotic event.Also it can be thought that a series of paragraphs or sentences constitute the language as a whole.In 1952, Z.S.Harris first put forward the term “discourse analysis” in his article published on magazine Language, which was regarded as the origin of the modern discourse analysis.From middle 1960s till now, it’s generally believed that discourse analysis has become an independent research field.And its appearance is bound to the continuous development of human’s understanding to the language.As for the application of discourse analysis in literary analysis, it uses some of the specific theoretical perspectives and analytical approaches as the following:(emergent grammar, functional grammar, text or discourse grammar, interactional sociolinguistics, cohesion and relevance theory, pragmatics, particularly speech act theory, conversation analysis, discursive psychology, cognitive psychology and so on.)And I analyze the specific dialogues in this paper through applying the approaches and perspectives of discourse analysis.Next, it refers to the main body of the thesis.First part is the effects of dialogues on unfolding plots.In this part, I apply the cooperative principle and the speech act theory to analyze the effect of dialogues in the short story to propel the plots, from unfolding the killers’ behavior in Henry’s lunch-room to Nick’s meeting with Anderson.It shows that only the killers and other characters obey four maxims of cooperative principle can they go on their communication smoothly.And their violation to the principle and the behavior of following the speech act theory gradually show the tension of the plots.The following part is about the effects of dialogues on portraying characters.Besides the adoption of the cooperative principle and speech act theory, I also analyze the personality of characters by the way of repetition.As a natural composition in the language use, the repetition was one of the most important ways in the language communication, which has great impact on the smooth conversation and clear contents of communication and an indispensable part in studying the cooperative principle.The repetition of the characters in the short story, with the other two theories, shows their personality and attitudes to the thrilling thing.From the detailed analyses, we can find out the killers are experienced in the murder and they are so fierce and ruthless to sell their soul and conscience to kill a strange man in a strange town.And they are just the puppet manipulated by some people and truly a cold-blooded killing machine with emotional emptiness and numbness.And George is indifferent to others but only cares his own interests;he is so social to adapt this society in a compliant way.Nick is simple, kind-hearted and inexperienced to look at this world with innocent eyes.And Sam is cold and timid because of his low social status as a nigger.Also it portrays the tragic Anderson who has to despise the death and face the danger fearlessly in order to maintain his dignity and personality.At last, I get the conclusion that dialogues in The Killers is an effective means to unfold plots and portray characters and adapting the perspective of discourse analysis to analyze the literary works is feasible and valid.Otherwise, although I try my best to collect much more information about my paper and make every effort to write it, it still has some limitations which I can’t reach.I’m not so familiar with the profound theory and it can be improved in the aspect of putting theory into practice.Also, I don’t adapt some theory to make an analysis because of my limited ability, for example, I want to adapt the discursive psychology to probe into dialogues in the short story, but I quit finally because I’m not confident to control it well.And some analyses in the paper are also not so perfect, I will seriously study their adaption in the future to keep improving myself continually.Hope every teacher makes advisable comments on my paper so that I can learn more useful in the after study.The Killers tells that two killers are employed by someone to come to a strange town to murder a boxer named Anderson.They come to the Henry’s lunch-room to threaten waiters and tie up the cook when they’re waiting for the appearance of their intended target-Anderson.But their plan fail because of Anderson doesn’t come to have a dinner that day.Nick working in the lunch-room goes to Anderson’s home to inform his this thing, but Anderson doesn’t do anything to the coming murder.Then Nick shocked by his attitude comes back the lunch-room and decides to leave this town.Its structure and plots are very concise and there’s no description of fierce fight, however, it’s still stimulating to readers.

第三篇：英語(yǔ)教碩答辯稿

Good afternoon，It’s my great honor to be here to present the results of my study.I’m Shenhuiling.With my supervisor professor wangxin’encouragement and guidance, I have finished my paper.Here is my presentation and teachers’ corrections and suggestions are especially valuable for me.The title of my paper is Vocabulary guessing strategy training of Senior One students.The backgroud of the study 1.The situation of english learning is worrying, especially vocabualry learning It is a rural senior high school of Baodi district, where I have been working for 11 years.The subjects are senior 1 studwnts.Due to various reasons, most of the students have difficulty in learning English.As an English teacher, how to help students learn more smoothly has become an urgent issue.Otherwise, they may goon having obstacles in learning English, which will last till senior 3,or even longer.So the effective way to help students learn English should be explored.Vocabualry makes up the basic language materials, without which nothing can be expressed.Vocabualry learning is of great significance to the improvement of students’ english competence.Actually, vocabulary learning has been a great barrier for students.Without proper learning method, they get used to rote memory based on the words list.Large amount of time is spent, but there is little effect.The key reason is that they lack suitable vocabualry learning strategy.Vocabulary learning strategy is the prerequisite condition of improving learning efficiency and developing autonomous learning.2.The emphasis of learnig strategy is the requirement of English curriculum standard English curriculum standard for regular high school advocates the optimization of studying way, improving the ability of autonomous learning.That is to say, students give full play to their learning potential and form effective learning strategies, thus boosting the ability of autonomous learning through proactive and active learning methods such as observing, experiencing, exploring and so on.Therefore, teachers should take students as the center and guide the students to master English learning strategies.It’s significant for students to choose suitable learning strategies and learn to learn autonomously, thus laying the solid foundation for lifelong learning.3.Guessing acts as an effective way to learn words Based on cognitive linguistics, guessing is a basic thinking process in language learning, which is assumed to involve prediction and interpretation of the text for meaning.So guessing acts as an effective way to learn words in the contextual clues.Inferring the meaning of a word from contexts is regarded as the most widely used guessing strategies.Meanwhile, Words parts are a very common and important aspect of English vocabulary Nation(2000:425).Using word parts to help guess new words is one of the major vocabulary learning strategies.It is deserving to devote time and attention due to the reason that it covers so large a collection of English vocabulary.Guessing by word part is a good way to enlarge vocabulary size.Hence, we can see that large numbers of vocabulary cannot be mastered in short time.It is by grasping the vocabulary learning strategies that makes learning words easier.As for teaching, by helping learners acquire a series of strategies, learners become autonomous learners so that they can enlarge their vocabulary independently.Thus it is fundamental to conduct vocabulary learning strategies training.The study is trying to improve students’ guessing ability by training students’ guessing strategy from context clues and word part and test whether the students’ vocabulary size has been enlarged and whether students’ learning interests have been inspired.The theoretical basis The cognitive theory of learning is regarded as the theoretical background to learning strategies.The reason is that the cognitive theory recognizes learning strategies as one of the significant cognitive processes in L2 acquisition.Vi?nja PaviciTaka(2008:26).In general, the cognitive theory of learning on the basis of the theory of human information processing, concerns mental processes concerning learning, which is involved in three essential cognitive parts of learning: how knowledge is developed, how knowledge becomes automatic and how new knowledge is integrated into an existing cognitive system of the learner Vi?nja Pavicic Takac(2008:26), during which meaningful learning is emphasized.The notion of learning strategies is one of key notions in the cognitive approach to second language acquisition Vi?nja Pavicic Takac(2008:26).Learning strategies are thought of as general and connected with other kinds of learning.In the cognitive approach to second language acquisition, learners are active participants in the learning process who consciously use various mental strategies to organize the language system they are trying to learn(Williams﹠Burden, 2001).Learning strategies that activate mental processes are considered more effective in facilitating learning(O’ Malley﹠Chamot,1996)and they can, after repeated use, become automatic Vi?nja Pavicic Takac(2008:30).The research questions To check the result of the study, the following questions are proposed:(1)Does vocabulary guessing strategy training help students raise the awareness of using vocabulary learning strategy?(2)Does vocabulary guessing strategy training contribute to the improvement of guessing competence and the enlargement of vocabulary size?(3)Does vocabulary guessing strategy training arouse the motivation of learners’ vocabulary learning? The design of the experiment The subjects

There are 84 senior1 students involved in the experiment, aged 16 0r 17, in Dazhongzhuang Senior High School, The author teaches class one and class two, with an equal number of 42 students.The author chooses Class Two as experimental class(EC), which gets vocabulary guessing strategy training, while, Class One is controlled classes（CC）, which doesn’t receive the training like EC.The instruments The instruments are composed of two 2000 vocabulary size tests, two vocabulary guessing tests as well as two interviews before and after the training.to check the effectiveness of the training.The vocabulary guessing strategies training The guessing strategy training was carried out in EC.The training combined the direct training with embedded training.The guessing strategy training lasted 13 weeks.As for the direct training, there were 13 training classes in total, and the author gave guessing instructions on Friday of each week.The training contents included the guessing by word-formation and by the context clues involving definitions or explanations, comparison or contrast, examples, cause and effect, and so on.The embedded training went through the daily classroom teaching when appropriate by reading, listening and speaking based on the New Standard Students’Book1 and Book2.The direct training

The direct training covered thirteen weeks.There was one lesson on Friday of each week, when the author conducted the guessing training.For the first lesson, the author carried out the pretest of guessing, meanwhile, at CC the same test was conducted as well.For the second lesson, the author focused on guessing by word-formations;the third one was about the introduction of guessing by contexts.Afterwards, the author introduced definitions or explanations, comparison or contrast, examples, cause and effect one by one, and each of the items took up one lesson and after each lesson the teacher arranged guessing exercises for the students, which were connected with what they had learnt.And then the author spent five classes practicing more about guessing by word formations, definitions or explanations, comparison or contrast, examples, cause and effect.The practice was made up of all forms of guessing exercises such as word formation exercises, guessing from sentences to paragraphs.During the process the students were not permitted to refer to the dictionary, but guessed by word-formations or contexts.At the end of the class, the students first discussed the answers in groups and then checked with the whole class.The individuals were required to evaluate their own performance and make improvements after the class and make up their shortcomings.As for the last lesson, the post-test of guessing words was handed out to check the outcome of the guessing training, and the same test was carried out in CC.Besides explicit guessing training, implicit guessing strategy training was also embedded in the process of daily English classroom teaching.Major Findings

1.As instructors, we need to get learners to be more aware of their role in the process of learning, in other words, learners are the owner of their learning.It is a must for them to learn to be responsible for their own learning.The guessing strategies training helps learners direct, monitor and evaluate their own learning and their using of vocabulary learning strategies, which lays a solid foundation for their future study.2.The learners get to realize the importance of guessing strategy, which is helpful for them to acquire vocabulary and learn English more smoothly.When learners become aware of the guessing strategy and use it in vocabulary learning, the learning results will be greatly improved.3.Word part knowledge is fundamental to learn English vocabulary, which helps learners enlarge vocabulary size as well as contribute to promoting guessing ability.For poor English learners, mastering word part knowledge helps them learn English easier and for faster learners, it can be beneficial to use English freely and smoothly.4.Context clues can contribute to learners’ vocabulary comprehension greatly.The results of the experiments show that learning vocabulary from context is effective so that the learners can enhance their competence of using words properly.5.The author carried out the experiment based on cognitive psychology, which studies human being’ information processing.The method can be adopted in the study of vocabulary learning strategy reciprocally.Based on the research of cognitive psychology, the human being’s information processing is a process of hypothesis-testing, which could be viewed as guessing.Although the hypothesis-testing occurs very naturally in people’s conceptualization, guessing strategy shows its power in word recognition experiments.6.The data analysis firmly gives support to the efficiency of the training.Learners’ original vocabulary size has an effect on the results of the training , and the larger vocabulary size learners possess，the more correctly they guess.In turn, the guessing strategy training has greatly help learners gain a larger vocabulary size, enhancing them learn English more actively and effectively.In conclusion, words guessing strategy training is helpful to motivate the students’ interests in vocabulary learning.The research indicates that guessing by word part is a good strategy to learn vocabulary and enlarge vocabulary size as well as improve students’ guessing ability.5.2 Limitations

There is no denying that the study has its own limitations.1.The study gave an example of four context clues to conduct the guessing training, but actually there are more clues to be trained.So the study simply serves as a modest spur to inspire learners to explore more about guessing strategy.In most cases, there are no specific signals words provided, hence, it is of great significance for the learners to infer the words meaning without obvious signal words according to the context of co-text.2.For less successful learners, it is difficult for them to guess words meaning by word part or contexts for the reason that they have poor vocabulary size and have difficulty in understanding the meaning of sentences or texts.As a consequence, the guessing training is less effective.5.3 Suggestions for the future study First, it is vitally important to induce the importance of the guessing strategy, which will lay a basis for the experiment.In the process of the study, the author should design the every step of the experiment devotedly and purposefully to make the guessing training go smoothly.Second, for the cover of the over-all learners, it is wiser to design the layered practice to make sure the training participation as large as possible, which can improve the efficiency of the training and make the most of the learners achieve a sense of success.So instructors should select materials suitable for actual level of the learners and design varied activities to present context knowledge and conduct the guessing practice.Third, it is the learners that play the role in the training, hence, it is the instructor’s duty to guide them to become the owner of learning.And it is the learners’ preparing, conducting, monitoring, reflecting and improving that makes the training makes a difference, therefore, it is our goal that the learners learn to learn from being guided to learn autonomously.

第四篇：答辯稿

尊敬的各位老師、同學(xué)們：

大家好！剛才您看到的是馬來(lái)傳統(tǒng)舞蹈?，F(xiàn)在展現(xiàn)在大家面前的是The King Fruit：榴蓮，它象征著我們爭(zhēng)做King Class的決心。頭一次食用榴蓮時(shí)，那種異常的氣味可使許多人“望而卻步”，但也有許多人自從吃了第一口以后，就會(huì)被榴蓮那種特殊的口感所吸引。也許09馬來(lái)語(yǔ)班在人才輩出的外國(guó)語(yǔ)學(xué)院中并不起眼但是在接下來(lái)幾分鐘您們會(huì)領(lǐng)略到King Class的風(fēng)采。我將在課業(yè)成績(jī)、班級(jí)建設(shè)、班級(jí)榮譽(yù)和班級(jí)活動(dòng)四方面來(lái)介紹Our King Class。

首先是課業(yè)匯報(bào)，值得一提的是，我們班英語(yǔ)四六級(jí)考試，甚至是專業(yè)四級(jí)考試通過(guò)率都是百分之百。馬來(lái)語(yǔ)專業(yè)課成績(jī)平均分在80以上，優(yōu)秀率達(dá)?；A(chǔ)課成績(jī)平均分均在？？以上，優(yōu)秀率達(dá)？本學(xué)年，有五名同學(xué)獲得獎(jiǎng)學(xué)金，占班級(jí)總?cè)藬?shù)的？？。更值得一提的是，所有課程中，09馬來(lái)語(yǔ)出勤率為100%，且無(wú)一人掛科。

下面我們來(lái)看看我們的班級(jí)建設(shè)，班徽由榴蓮和皇冠組成，是King Class的最好寫(xiě)照，綠色代表著活力和希望。班訓(xùn)“我用擁有的爭(zhēng)取未來(lái)”，我們擁有的不僅僅是年輕的軀體，更有一顆顆躍動(dòng)的心臟。我們有完善的班委建制，隔周組織圖書(shū)交流活動(dòng)，一起到同心小學(xué)支教。在團(tuán)建方面，我們有完善的組織架構(gòu)舉辦了精彩紛呈的支部活動(dòng)，團(tuán)委博客的30篇班團(tuán)信息中，我們班占7篇，近四分之一。目前我們班90%以上的團(tuán)員都已上交了入黨申請(qǐng)書(shū)。在大二期間，我們成功發(fā)展了一名新黨員?，F(xiàn)有正式黨員一名，預(yù)備黨員一名，入黨積極分子兩名。

第三項(xiàng)是我們的班級(jí)榮譽(yù)。集體榮譽(yù)方面，本學(xué)年我們獲得了雙百人物故事會(huì)的第一名、2010年校趣味運(yùn)動(dòng)會(huì)有軌電車第二以及外國(guó)語(yǔ)學(xué)院第一屆趣味運(yùn)動(dòng)會(huì)團(tuán)體總分第一名以及最佳精神風(fēng)貌獎(jiǎng)。一個(gè)優(yōu)秀的班級(jí)與一群優(yōu)秀的成員分不開(kāi)的，從團(tuán)學(xué)聯(lián)到各社團(tuán)，從廣播站到電視臺(tái)，隨處可見(jiàn)我們辛勤工作的身影；從寫(xiě)新聞到剪視頻，從文體競(jìng)賽到志愿服務(wù)，到處都是我們追逐夢(mèng)想的步伐。

第四項(xiàng)是我們的集體活動(dòng)。在文藝活動(dòng)方面，我們舉辦馬來(lái)西亞之夜、馬來(lái)語(yǔ)詩(shī)歌朗誦、歌曲聯(lián)唱、小短劇表演以及舞蹈比賽，提高語(yǔ)言能力的同時(shí)也增進(jìn)班內(nèi)友誼；我們打破傳統(tǒng)集體作業(yè)單調(diào)的PPT形式，以新聞播報(bào)、舞臺(tái)劇等多種形式提升每個(gè)同學(xué)對(duì)毛概課、近代史課等基礎(chǔ)課程的參與度。在對(duì)外交流方面，我們對(duì)話?cǎi)R來(lái)西亞知名高校師生代表，參與馬來(lái)西亞大使館舉辦的文化展，對(duì)話華為集團(tuán)印尼地區(qū)代表，增強(qiáng)中馬民間友誼，開(kāi)拓國(guó)際視野。暑假我們還前往馬來(lái)西亞進(jìn)行交流，以下是我們學(xué)習(xí)實(shí)踐成果視頻。我們勤奮好學(xué)的形象深入人心，但作為時(shí)尚的90后，我們當(dāng)然也有一顆年輕娛樂(lè)的心。從給同學(xué)慶生，到出國(guó)送行再到百望山的秋游，我們且歌且行，扶持包容。一路收獲喜悅與感動(dòng)。

09馬來(lái)語(yǔ)班我一個(gè)人說(shuō)好不管用，但是下面的獨(dú)家視頻定能說(shuō)服您。

正如各位老師在視頻中說(shuō)的那樣，我們有理由相信，09馬來(lái)語(yǔ)真的很行！以上就是我們的全部展示，謝謝大家！

第五篇：答辯稿

暑期社會(huì)實(shí)踐答辯稿

尊敬的評(píng)委老師：

大家下午好！我是來(lái)自化學(xué)與材料科學(xué)學(xué)院09級(jí)的劉婷婷，我是09級(jí)的孫通，今天很榮幸代表我院與錦江區(qū)環(huán)保局合作的慶建黨90周年，建低碳環(huán)保社區(qū)團(tuán)隊(duì)進(jìn)行答辯。

本次答辯陳述，我將從一個(gè)主題、兩個(gè)社區(qū)、三股力量、四種宣傳、五項(xiàng)活動(dòng)來(lái)向各位評(píng)委老師介紹我們本次暑期社會(huì)實(shí)踐！

一個(gè)主題

結(jié)合今年是建黨90周年，以及本次暑期社會(huì)實(shí)踐的大主題，結(jié)合科學(xué)發(fā)展觀以及國(guó)家近期低碳環(huán)保的號(hào)召，針對(duì)本學(xué)院學(xué)科特點(diǎn)，我們將主題確定為“慶建黨90周年 建低碳環(huán)保社區(qū)”。本次暑期社會(huì)實(shí)踐，我們緊緊圍繞活動(dòng)主題，結(jié)合自身學(xué)科優(yōu)勢(shì)，借助錦江區(qū)環(huán)保局的大力支持，成功并卓有成效地開(kāi)展了本次實(shí)踐活動(dòng)。

兩個(gè)社區(qū)

本次暑期社會(huì)實(shí)踐我們一改以往只在單一地點(diǎn)、固定社區(qū)進(jìn)行宣傳開(kāi)展活動(dòng)的模式，在人力物力資源允許的條件下，將服務(wù)社區(qū)從一個(gè)擴(kuò)大到兩個(gè)。

活動(dòng)地點(diǎn)增多了，活動(dòng)受眾面也增廣了，我們的宣傳效果、宣傳面就有了量的提升。

但是隨之而來(lái)的，在人員安排、場(chǎng)地協(xié)調(diào)、信息聯(lián)絡(luò)方面也給我們提出了更高的要求。在社會(huì)實(shí)踐開(kāi)展之前，我們做好了充足的準(zhǔn)備工作，包括與兩個(gè)社區(qū)的聯(lián)絡(luò)，結(jié)合社區(qū)實(shí)際，做好實(shí)踐活動(dòng)的時(shí)間安排和人員安排。確保了活動(dòng)質(zhì)量

和宣傳力度。期間，得到了學(xué)院領(lǐng)導(dǎo)和錦江區(qū)環(huán)保局在信息聯(lián)絡(luò)及物資供應(yīng)上的大力支持。

三股力量

我們這支團(tuán)隊(duì)可以說(shuō)是一個(gè)復(fù)合型的團(tuán)隊(duì)。我們打破了以往只有本科生參與、院級(jí)團(tuán)隊(duì)大部分由院級(jí)學(xué)生干部參加的慣例，面向研究生及普通同學(xué)招募隊(duì)員。我們本科同學(xué)與研究生、指導(dǎo)老師這三股力量共同組成了我們這支團(tuán)隊(duì)。這樣的一個(gè)團(tuán)隊(duì)成員構(gòu)成，克服了本科生理論知識(shí)不全面、研究生積極性不足的弊端，充分挖掘各部分的特點(diǎn)，發(fā)揮每股力量的優(yōu)勢(shì)，即調(diào)動(dòng)了研究生的積極性，又彌補(bǔ)了本科同學(xué)理論知識(shí)不夠深入的缺陷。

我們本次的隊(duì)員的報(bào)名招募也不僅僅是面向?qū)W院兩委學(xué)生干部，為了提高暑期社會(huì)實(shí)踐的影響范圍也是為了鼓勵(lì)更多的普通同學(xué)參與到暑期社會(huì)實(shí)踐中來(lái)，我們團(tuán)隊(duì)的幾位主要負(fù)責(zé)人在招募隊(duì)員的過(guò)程中，重視在支部中選拔隊(duì)員的工作，事實(shí)表明同學(xué)們對(duì)暑期社會(huì)實(shí)踐的熱情也是非常高，我們也在班級(jí)中挑選了許多優(yōu)秀的同學(xué)參與到我們的團(tuán)隊(duì)中來(lái)，這些同學(xué)在社會(huì)實(shí)踐過(guò)程中發(fā)揮了巨大的作用，返校開(kāi)學(xué)后，相信他們將會(huì)是暑期社會(huì)實(shí)踐最有力的宣傳力量。

四種宣傳

本次暑期社會(huì)實(shí)踐的宣傳工作，采取了四種方式。首先是傳統(tǒng)的展板宣傳橫幅宣傳。展板都是由團(tuán)隊(duì)成員自己制作，借用社區(qū)資源進(jìn)行張貼，對(duì)我們的活動(dòng)起到了很好的宣傳效果。其次是借助錦江區(qū)環(huán)保局的宣傳材料以及我們團(tuán)隊(duì)成員依靠專業(yè)優(yōu)勢(shì)編寫(xiě)的材料對(duì)低碳環(huán)保知識(shí)、生活小竅門(mén)的宣傳，并在社區(qū)設(shè)點(diǎn)進(jìn)行地毯環(huán)保知識(shí)現(xiàn)場(chǎng)宣傳，這樣一種宣傳方式，讓同學(xué)們與居民距離更近，宣傳效果也得到了顯著提高。然后，我團(tuán)隊(duì)成員每天按時(shí)發(fā)送新聞稿到校團(tuán)委網(wǎng)站，并有兩篇在校團(tuán)委網(wǎng)站上刊登。最后一種宣傳就是電視臺(tái)采訪。我們本次暑期社會(huì)實(shí)踐受到了四川教育電視臺(tái)的采訪，并在教育新聞中播出，對(duì)宣傳我校形象及暑期社會(huì)實(shí)踐活動(dòng)起到了很大的作用。

前三種宣傳，是針對(duì)社會(huì)實(shí)踐本身對(duì)低碳環(huán)保及其相關(guān)活動(dòng)的宣傳，這些宣傳擴(kuò)大了宣傳面，提高了活動(dòng)的影響程度以及居民的參與度。為達(dá)到本次暑期社會(huì)實(shí)踐的目的奠定了基礎(chǔ)！而最后一種宣傳，即電視臺(tái)采訪，更是對(duì)我校很好的宣傳。暑期社會(huì)實(shí)踐不單單是個(gè)人了解社會(huì)、鍛煉本領(lǐng)的機(jī)會(huì)，更是對(duì)學(xué)校形象、學(xué)院風(fēng)貌、學(xué)生素質(zhì)進(jìn)行宣傳的契機(jī)！

五項(xiàng)活動(dòng)

本次暑期社會(huì)實(shí)踐，除了對(duì)低碳環(huán)保知識(shí)的宣傳，我們還開(kāi)展了五項(xiàng)活動(dòng)，分別是“我心中的綠色錦江區(qū)”青少年繪畫(huà)比賽、“低碳環(huán)保 健康你我”有獎(jiǎng)知識(shí)問(wèn)答競(jìng)賽、“清潔社區(qū)，我是環(huán)保衛(wèi)士”志愿者活動(dòng)、環(huán)保電影放映和拜訪革命老人，感受黨在我心，形式多樣的活動(dòng)，從各角度入手，宣傳綠色低碳環(huán)保理念。期間，特別針對(duì)青少年，開(kāi)展了青少年繪畫(huà)比賽、志愿者活動(dòng)，在活動(dòng)中樹(shù)立他們的綠色環(huán)保低碳意識(shí)。以小手拉大手的形式，帶動(dòng)家庭成員加入到低碳環(huán)保的行動(dòng)中來(lái)。以上這五項(xiàng)活動(dòng)，在群眾中引起了較強(qiáng)的反響，許多參加了活動(dòng)的居民表示自己在生活中有許多環(huán)保盲點(diǎn)，大家也紛紛表示以后要以實(shí)際行動(dòng)積極響應(yīng)我們低碳環(huán)保的號(hào)召，切實(shí)為綠色錦江區(qū)、田園化城市的目標(biāo)做貢獻(xiàn)！

除了上述內(nèi)容，我們本次暑期社會(huì)實(shí)踐在組織方面：制定了統(tǒng)一的隊(duì)員管理制度、工作制度、匯報(bào)總結(jié)制度。這些都為我們工作的開(kāi)展、困難的克服奠定了基礎(chǔ)。在工作內(nèi)容方面：我們還協(xié)助錦江區(qū)環(huán)保局開(kāi)展了問(wèn)卷調(diào)查工作。并寫(xiě)了詳細(xì)的調(diào)查報(bào)告，幫助錦江區(qū)環(huán)保局了解居民對(duì)錦江區(qū)環(huán)境保護(hù)治理工作的意見(jiàn)

和建議、了解低碳環(huán)保理念在居民中的認(rèn)知程度以及居民認(rèn)同的推廣低碳環(huán)保理念的工作方法。

總體上講，本次暑期社會(huì)實(shí)踐很好的達(dá)成了建隊(duì)之初的目標(biāo)，即為建黨90周年獻(xiàn)禮，建設(shè)低碳環(huán)保社區(qū)，在居民中宣傳低碳環(huán)保理念、有成效地提升社區(qū)居民的低碳環(huán)保意識(shí)。同時(shí)也為我校暑期社會(huì)實(shí)踐工作、我院乃至我校大學(xué)生形象進(jìn)行了很好的宣傳！

以上就是我對(duì)我們團(tuán)隊(duì)暑期社會(huì)實(shí)踐工作的陳述！謝謝！