第一篇：Education英文簡歷

Education英文簡歷范文

Objective

To obtain a challenging position as a software engineer with an emphasis in software design and development.Education 1993.9-1997.7 Dept.of Automation,Beijing Insititute of Technology,B.E.Academic Main Courses Mathematics Advanced Mathematics Probability and Statistics Linear Algebra Engineering Mathematics Numerical Algorithm Operational Algorithm Functional Analysis Linear and Nonlinear Programming Electronics and Computer Circuit Principal Data Structures Digital Electronics Artificial Intelligence Computer Local Area Network Computer Abilitees Skilledin use of MS Frontpage, Win 95/NT, Sun, Javabeans, HTML, CGI, JavaScript, Perl, Visual Interdev, Distributed Objects, CORBA, C, C++, Project 98, Office 97, Rational RequisitePro, Process,Pascal, PL/I and SQL software English Skills Have a good command of both spoken and written English.Past CET-6, TOEFL:623;GRE:2213 Scholarships and Awards 1999.3 Guanghua First-class Scholarship for graduate 1998.11 Metal Machining Practice Award 1997.4 Academic Progress Award Qualifications General business knowledge relating to financial, healthcare Have a passion for the Internet, and an abundance of common sense

第二篇：education演講稿

Education Dear teachers and my fellow students, good afternoon!Today it is my great honor to give a speech here.In world history, you can see how this world put forward by the man with extraordinary ability and unapproachable intelligence.For example, Albert Einstein, Thomas Edison, James Watt and Stephen William Hawking.But none of them are born to invent machines or creating mathematical formulas.So why can they become world famous scientists and made a large amount of incomparable achievements? I think the answer is they were shaped by the energy of education.I will divide my speech into three parts and talk about how education shapes people.Firstly, education give people the initial and right understanding about the world.Helen Keller is regarded as one of the most inspiring woman in the history.Whom she was most grateful to was her tutor Anne.Anne taught her how to distinguish things and helped her started writing, reading and speaking when she had nearly lost all sense of these.In another word, Anne’s education became the hands, the mouse and the ears of Keller.It was education that motivated her to explore the uncharted sea.Secondly, education taught us how to think and establish our own theory system.Wright brothers were absorbed in fixing machines when they were young.So they read plenty of books of machines and documents about technology.It never occurred to people in that time that man can fly until Wright brothers made the first plane.Education never taught them how to make planes, but it did gave them the inspiration and ability to create planes.Finally, if I should choose one thing most important to a man’s life, I would say:”it is education.” It gives us the definition of common things in the world but it also encourages us to be special.

第三篇：education相關(guān)詞匯

Lesson 2課程內(nèi)容

Curriculum

學(xué)生學(xué)習(xí)的各門功課加在一起稱為 Syllabus

具體一門課叫（教學(xué)大綱）extra-curricular activities

課外活動叫 register/enroll

登記、報到 opening ceremony

開學(xué)典禮 orientation meeting

（介紹會）指學(xué)校綜合情況 lecture

報告 tutorial

一個學(xué)生發(fā)言那種 basic course

基礎(chǔ)課 specialized course

專業(yè)課 required course

必修課 optional/selective course

選修課 a school is society in miniature

（縮影）學(xué)校是社會的縮影 indiscipline/misbehavior/mischief

（惡作?。┎蛔袷丶o律 disruptive/unruly students

（破壞性的，制造混亂的）不遵守紀律的學(xué)生 theoretical knowledge

理論知識 employable/marketable skills

就業(yè)技能 generalist

通才（有多方面知識和經(jīng)驗的）知識淵博者 specialist

專才 well-rounded/versatile(adj)

全面發(fā)展的 contribute to societal well-being/welfare

為社會健康發(fā)展作貢獻 humanities

大學(xué)學(xué)科的分類可以分為 人文學(xué)科(文學(xué)，歷史 語言學(xué)等)social sciences

社會學(xué)科(政治 經(jīng)濟學(xué) 社會學(xué)的)arts

藝術(shù)(音樂 雕塑等)liberal arts/ liberal studies

文科也可以總稱為 sciences

理科(物理 化學(xué) 生物學(xué)等)engineering

工科(工程 自動化等)discipline

大學(xué)里任何一個學(xué)科都有可以叫 basic sciences

基礎(chǔ)科學(xué) applied sciences

應(yīng)用科學(xué) compulsory education

強制教育、義務(wù)教育 primary-level education

小學(xué)教育 primary school/elementary school

小學(xué) secondary-level education

中學(xué)教育 secondary school

中學(xué) tertiary-level education

大學(xué)教育 higher education

高等教育 vocational education/training

職業(yè)教育 youths/youngsters/adolescents

青少年(復(fù)數(shù))

nursery

托兒所 kindergarten

幼兒園 further education

進修 junior high school

初中 senior high school

高中 attached middle school

附中 technical school

技校 key school

重點中學(xué) graduate school

研究生院 open university

private school

public school

universal education

educationist/educator

postgraduate

alumnus/alumna

undergraduate

Alma Mater

auditor=guest student

boarder

graduation ceremony=commencement

diploma=graduation certificate

drop out

quit school

school discipline

attendance/participation

attend a lecture

miss a class

cut a class

expel sb from school

tuition

semester

blue-book

report card

final-examination

quiz

oral test

diploma

degree

Bachelor

Master

Doctor of Philosophy

Expert

Consultant

夜大、函大

私立學(xué)校

公立學(xué)校

普及教育

教育家

研究生 校友（男/女）

本科

母校

旁聽生

住宿生

畢業(yè)典禮

畢業(yè)證書

輟學(xué)

退學(xué)

校紀

出勤率

上課

缺課

曠課

開除

學(xué)費

半學(xué)期

考卷

成績單

期末考核

小測驗

口試

畢業(yè)證

學(xué)位

學(xué)士

碩士

博士

專家

顧問

Coordinator

班主任/協(xié)調(diào)人 President

（大學(xué)校長）University Dean

（學(xué)校分院長）College/school head of the faculty / head of the division

院長 Chairman Department

系主任 Principal

中學(xué)校長 Headmaster

小學(xué)校長 Headmistress

小學(xué)校長（女）Professor

教授 associate professor

副教授 lecturer

講師 adviser/mentor

導(dǎo)師 counselor

輔導(dǎo)老師 course arrangement

課程按排 application form

申請表 school of Arts and Sciences

文理學(xué)院 project

學(xué)生獨立鉆研的課外課題 presentation

針對某一專題發(fā)表的演講 paper/thesis/dissertation

論文 office hour

教授與學(xué)生面談時間 to pass an examination(或exam)

通過考試 pass, passing grade

升級 prize giving

分配獎品 to fall an examination

未通過考試 failure

未考好 to repeat a year

留級

二．表學(xué)科的名詞后綴（帶有學(xué)術(shù)，科技含義）

1）-graphy, 表示“……學(xué)，寫法“ biography, calligraphy, geography 2）-ic, ics, 表示”……學(xué)……法“ logic, mechanics, optics, electronics 3）-ology, 表示”……學(xué)……論“biology, zoology, technology（工藝學(xué)）

4）-nomy, 表示“……學(xué)……術(shù)” astronomy, economy, bionomy（生態(tài)學(xué)）

5）-ery, 表示“學(xué)科，技術(shù)” chemistry, cookery, machinery 6）-y, 表示“……學(xué)，術(shù)，法“ photography, philosophy

（二）.表示學(xué)科的名詞后綴：

1.-ology表示”……學(xué)”表示【口語上的】學(xué)科，學(xué)說 Morphology（形態(tài)學(xué)），histology（組織學(xué)），neurology（神經(jīng)學(xué)），embryology（胚胎學(xué)），radiology（放射學(xué)），biology, zoology, technology工藝學(xué)

2.-nomy表示（法則，學(xué)科，定理）

Astronomy（天文學(xué)）, economy（經(jīng)濟學(xué)）, bionomy（生態(tài)學(xué)，生理學(xué)）

3.-graphy, 表示“……學(xué)，寫法”，表示（書寫，書法，記錄法）biography, calligraphy（書法，筆記）, geography，philosophy

4.-ic, ics, 表示”……學(xué)……法“（1）-ic形容詞后綴：

A：與...有關(guān)的，...的：Asiatic（亞洲人，亞洲人的）；volcanic（火山的）B：...似的，...性的：meteoric（大氣的，流星的）；poetic（詩歌性質(zhì)的，詩意的）C：產(chǎn)生...的，由...引起的：anaerobic（厭氧的）;psychedelic（由迷幻劑引起幻覺的）D：由...組成的，含有...的，構(gòu)成...的：alcoholic（含酒精的）；dactylic（長短格組成的詩）E：表示...的，受...影響的：lethargic（昏睡的，無生氣的）

（2）-ic名詞后綴： A：呈現(xiàn)出某種特點的人或物，受到某種影響的人或物：hysteric（歇斯底里的人）;paraplegic（下身麻痹者）

B：具有某種性質(zhì)或特征的人或物：classic； critic； logic C：學(xué)術(shù)，學(xué)科，藝術(shù)：arithmetic（算術(shù)的）； music

（3）-ics名詞后綴： A：做單數(shù)表示（...學(xué)，..術(shù)，...研究）：linguistics；physics, mechanics, optics（光學(xué)）, electronics（電子學(xué)）

B：做復(fù)數(shù)表示（性質(zhì)，特征）：atmospherics（大氣干擾，無線電，氣象學(xué)）

5.-ery, 表示”職業(yè)，技術(shù)"，表示（做...的地方）chemistry, cookery, machinery

6.-y，表示（有...特征的）

（1）用于構(gòu)成昵稱，愛稱，表示（可愛的，小的）：Kitty，Billy，daddy

（2）用于構(gòu)成形容詞：

A：表示（有...的，多...的，以...為特征的）：dirty，healthy B：表示（有點...的，相當，幾分）yellowy，chilly

（3）用于構(gòu)成名詞：

A：表示（性質(zhì)，境遇，情況）：jealousy B：表示（某種商店或商品）：bakery C：表示（…學(xué)，術(shù)，法）：photography, philosophy

第四篇：An Education讀后感

An Education

I’m very grateful toMr.XXforbringing us so wonderful film “An Education” in the class.“An Education” is based on a memoir by the British journalist Lynn Barber.The film tells the story of a 16-year-old girl who is the target of a seduction by a 35-year-old man.This happens in 1961, when 16-year-old girls were a great deal less knowing than they are now.The main character is Jenny, a teenage schoolgirl living in the London suburb.Jenny is highly intelligent, and is studying hard with a view to taking the entrance exams to Oxford University.She is not, however, really sure why she wants to go to Oxford, except that she is being pushed to do so by her parents.Jenny's life changes when she meets a handsome and charming older man named David.They quickly become close friends and begin dating.David is clearly wealthy.More important to Jenny, however, is his knowledge of culture.Eventually, David proposes to Jenny and she accepts and drops out of school.Her Oxford ambitions are abandoned.However,Jenny finds out being deceived at last.David is an attractive and intelligent man.He is careful to keep a distance at the beginning.Must be a good fisherman.To some degree, he's truthful: He enormously enjoys this smart, pretty girl.He knows things about the world that she eagerly welcomes.The title “An Education” can be understood on two levels.It narrates Jenny's metaphorical “education” in the wider sense of learning lessons about life.Yet it obviously also deals with her education in the narrower, literal sense of the word.It raises the issues whether it is formal academic education or informal education to be gained in the outside worldwhich is the more valuable.Jenny drops out of school because she believes that she can better acquire knowledge, both of high culture and of the ways of the world, through her life with David than through academic study.It seems hard to blame her for this conclusion.It is only when she becomes disillusioned with David that Jenny starts to reassess her priorities.Young women can get some useful advices from this film.When a man seems too good to be true, he probably isn't--good, or true.We all make mistakes when we're growing up.Sometimes we learn from them.If we're lucky, we can even learn during them.

第五篇：TED演講集education

TED演講集：Sir Ken Robinson 談推動學(xué)習(xí)革命

Bring on the learning revolution!

education, in a way, dislocates very many people from their natural talents.And human resources are like natural resources;they're often buried deep.You have to go looking for them.They're not just lying around on the surface.You have to create the circumstances where they show themselves.Every education system in the world is being reformed at the moment.And it's not enough.Reform is no use anymore, because that's simply improving a broken model.What we need--and the word's been used many times during the course of the past few days--is not evolution, but a revolution in education.This has to be transformed into something else.One of the real challenges is to innovate fundamentally in education.Innovation is hard because it means doing something that people don't find very easy for the most part.It means challenging what we take for granted, things that we think are obvious.The great problem for reform or transformation is the tyranny of common sense--things that people think, “Well, it can't be done any other way because that's the way it's done.”“The dogmas of the quiet past are inadequate to the stormy present.The occasion is piled high with difficulty, and we must rise with the occasion.” “As our case is new, so we must think anew and act anew.We must disenthrall ourselves and then we shall save our country.”

That there are ideas that all of us are enthralled to, which we simply take for granted as the natural order of things, the way things are.And many of our ideas have been formed, not to meet the circumstances of this century, but to cope with the circumstances of previous centuries.But our minds are still hypnotized by them.And we have to disenthrall ourselves of some of them.Everybody who's spoken at TED has told us implicitly, or sometimes explicitly, a different story, that life is not linear, it's organic.We create our lives symbiotically as we explore our talents in relation to the

circumstances they help to create for us.human communities depend upon a diversity of talent, not a singular conception of ability.And at the heart of the challenge is to reconstitute our sense of ability and of intelligence.This linearity thing is a

problem.The other big issue is conformity.We have built our education systems on the model of fast food.And we have sold ourselves into a fast food model of education.And it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.I think we have to recognize a couple of things here.One is that human talent is tremendously diverse.People have very different aptitudes.But it's not only about that.It's about passion.Often, people are good at things they don't really care for.It's about passion, and what excites our spirit and our energy.And if you're doing the thing that you love to do, that you're good at, time takes a different course entirely.You know this, if you're doing something you love, an hour feels like five minutes.If you're doing something that doesn't resonate with your spirit, five minutes feels like an hour.And the reason so many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their energy or their passion.So I think we have to change metaphors.We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people.We have to move to a model that is based more on principles of

agriculture.We have to recognize that human flourishing is not a mechanical process, it's an organic process.And you cannot predict the outcome of human development;all you can do, like a farmer, is create the

conditions under which they will begin to flourish.So when we look at reforming education and transforming it, it isn't like cloning a system.There are great ones like KIPPs, it's a great system.There are many great models.It's about customizing to your circumstances, and personalizing education to the people you're actually teaching.And doing that, I think is the answer to the future because it's not about scaling a new solution;it's about creating a movement in education in which people develop their own solutions, but with external support based on a personalized curriculum.