第一篇：河北師范大學(xué)語言學(xué)教案

語言學(xué)教案Chapter 1 Invitations to Linguistics(2)

What is linguistics? 1.6 What is linguistics?

Linguistics is the branch of learning which studies the languages of any and all human societies.It can be defined as the scientific study of language.In a word, linguistics studies the general principles upon which all languages are constructed and operate as systems of communication in the societies in which they are used.The guiding principles for linguistic studies:

Exhaustiveness---the aim is to specify totally the linguistic contrasts in a set of data, and ultimately in the language as a whole.Consistency---total statements should be logically self-consistent.Economy---a criterion requires that, other things being equal, an analysis should aim to be as short and use as few terms as possible.It is a measure which permits one to quantify the number of formal constructs used in arriving at a solution to problem, and has been used, explicitly or implicitly, in most areas of linguistic investigation.Objectivity---linguistic analyses should be as objective as possible.Truth should come from facts

1.7 Some basic distinctions in linguistics

1.7.1 speech and writing

the primacy of speech: 1)Speech is prior to writing historically 2)genetically, children always learn to speak before they learn to write.The importance of writing: 1)space displacement 2)time displacement 3)a visual recording of a speech 1.7.2 Descriptive or prescriptive

descriptive---to describe the fact of linguistic usage as they are, and not how they ought to be, with reference to some real or imagined ideal state.Prescriptive---a term used to characterize any approach which attempt to lay down rules of correctness as to how language should be used.(Swiss linguist, Ferdinand de Saussure)synchronic(linguistics)---languages are studied at a theoretic point in time: one describes a ?state‘ of language, disregarding whatever changes might be taking place.Diachronic----languages are studied from point of view of their historical development – for example, the changes which have taken place between Old and Modern English could be described in phonological, grammatical and semantic terms.Langue---refers to the language system shared by a community of speakers Parole---is the concrete act of speaking in actual situations by an individual speaker.(Noam Chomsky)Competence----refers to a person‘s knowledge of his language, the system of rules which he has mastered so that he is able to produce and understand an indefinite number of sentences, and to recognize grammatical mistakes and ambiguities.Performance---refers to language seen as a set of specific utterances produced by native-speakers, as encountered in a corpus.(M.A.K.Halliday)Linguistic potential and actual linguistic behavior---what a person can ?do‘ and what a person ?does‘.1.8 Major branches of general linguistics

Phonetics---the science which studies the characteristics of human sound-making, especially those sounds used in speech, and provides methods for their description, classification and transcription.Three branches of the subject are general recognized:(1)articulatory phonetics is the study of the way speech sounds are made by the vocal organs;(2)acoustic phonetics studies the physical properties of speech sound, as transmitted between mouth and ear;(3)auditory phonetics studies the perceptual response to speech sounds, as mediated by ear, auditory nerve and brain.Phonology---studies the sound system of languages.The aim of phonology is to demonstrate the patterns of distinctive sound found in a language, and to make as general statements as possible about the nature of sound systems in the languages of the world Morphology---studies the structure of forms of words, primarily through the use of the morpheme construct.Syntax---the study of the interrelationships between elements of sentence structure, and of the rules governing the arrangement of sentences in sequences.Semantics---A major branch of linguistics devoted to the study of meaning in language.1.9 Use of linguistics

Linguistics and teaching Applied linguistics---A branch of linguistics where the primary concern is the application of linguistic theories and findings to the elucidation of language problems which have arise in other areas of experience.The most well-developed branch of applied linguistics the teaching and learning of foreign languages, and sometimes the term is used as if this were the only field involved.Linguistics and society Sociolinguistics---studies all aspects of the relationship between language and society.Sociolinguistics study such matters as the linguistic identity of social groups, social attitudes to language, standard and non-standard forms of language, the patterns and needs of national language use, social varieties and levels of language, the social basis of multilingualism, and so on.Linguistics and literature Literary stylistics---deal with the variations characteristic of literature as a genre and of the ?style‘ of individual authors.Linguistic and psychology Psycholinguistics---studies the correlation between linguistic behavior and the psychological processes thought to underlie that behavior:(a)the mental process tat a person uses in producing and understanding language, and(b)how humans learn language.Some other applications: Anthropological linguistics---a branch that studies language variation and use in relation to the cultural patterns and beliefs of man, as investigated using the theories and methods of anthropology.Neurolinguistics---a branch which studies the neurological basis of language development and use in man, and attempts to construct a model of the brain‘s control over the processes of speech and hearing.Mathematical linguistics----studies the mathematical properties of language, usually employing concepts of a statistical or algebraic kind.A contribution has also come from information theory(e.g.quantification of such notions as redundancy and functional load)and from computational analysis(e.g.the use of algorithms).The main application of mathematical notions has been in the formalization of linguistic theory, as developed in relation to Generative linguistics;but several other areas of language study have been investigated using these methods.Computational linguistics---a branch in which computational techniques and concepts re applied to the elucidation of linguistic and phonetic problems.Several research areas have developed, including speech synthesis, speech recognition, automatic translation, the making of concordances, the testing of grammars and the many areas where statistical counts and analyses are required.語言學(xué)教案[?], weakened pronunciation of any vowel, positioned in the center of the cardinal vowel frame.2.5 Coarticulation and phonetic transcription

2.5.1 Coarticulation

The variation that a speech sound undergoes under the influence of neighbouring sounds has acquired the well-established label ?coarticulation‘.2.5.2 phonetic transcription

a method of writing down speech sounds in a systematic and consistent way.2.5.3 IPA(International phonetic Alphabet)

IPA: the abbreviation of International Phonetic Alphabet which is devised by the International Phonetic Association in 1988 on the basis of the phonetic alphabet proposed at the time.It is a standardized and internationally accepted system of phonetic transcription.The idea was first proposed by the Danish grammarian Jespersen in 1886.The first version of IPA was published in August 1888.The latest version was devised in 1993 and corrected in 1996.The basic principle: using a separate letter for each distinctive sound and the same symbol should be used for that sound in any language in which it appears..5.4 Two ways to transcribe speech sounds

Broad transcription: transcription with letter-symbols only.It‘s normally used in dictionaries and teaching textbooks.Narrow transcription: transcription with letter-symbols together with the diacritics.This is the transcription required and used by the phoneticians in their study of speech sounds.Diacritics: A set of symbols added to the letter-symbols to show that it has a sound value different from that of the same letter without the mark.語言學(xué)教案term used to denote the smallest sound units that can be segmented from the acoustic flow of speech and which can function as semantically distinctive unites.2.8.3 Allophones

PHONEvariants of a same phoneme.COMPLEMENTARY DISTRIBUTIONfeatures that can distinguish meanning in phonemes of a language.Because voicing can distinguish one phoneme from another, it is a DISTINCTIVE FEATURE for English obstruents.BINARY FEATURES 2.11 Syllables

SUPRASEGMENTAL FEATURES—those aspects of speech that involve more than single sound segments.2.11.1 The syllable structure

MONOSYLLABIC---POLYSYLLABIC σ= ONSET+ RHYME RHYME= NUCLEUS + CODA

2.11.2 Sonority scale

DEGREE OF SONORITY

2.11.3 Syllabification and the maximal onset principle

MAXIMAL ONSET PRINCIPLE

2.12 Stress

STRESS refers to the degree of force used in producing a syllable.2.13 Pitch

Pitch is the rate of vibration of the vocal folds.In acoustic phonetics, the number of tonal oscillations per second, or in auditory pho?netics the auditory characteristics correspond?ing to the different tonal oscillations.In phonology, suprasegmental feature of linguistic expressions.In tonal languages, pitch is distinctive.Different rates of vibration produce what is known in acoustic terms different frequencies, and in auditory terms as different pitches.Pitch variations may be distinctive like phonemes, that is, they may contribute to distinguish between different words.In this function, pitch variations are called TONES, and languages using tones are called TONE LANGUAGES.of which Chinese is one.2.14 Intonation

Intonation is the system of levels(rising and falling)and variations in pitch sequences within speech.When pitch, stress and length variations are tied to the sentence rather than to the word, they are collectively known as INTONATION.引用內(nèi)容： Phonological rules

The traditional approach in Phonology has always been to concentrate on ? basic units of phonology, e.g.distinctive features and phonemes，? construction of larger units out of these basic units, e.g.syllables, words, sentences，? description of the syntagmatic and paradigmatic phonological relations with which phonological structures are made，? in particular the structures of syllables and words.However, the discussion of these topics is full of paradoxes until one develops exact analytic criteria and distinguishes between different levels of phonological analysis such as the following:

Speech signal:

articulatory, acoustic and auditory correlates of linguistic units.Phonetic:

segmentation of utterances into identifiable chunks by detailed phonetic criteria from one or all of the phonetic domains(articulatory, acoustic, auditory).Phonemic:

segmentation into phones and classification of phones into phonemes according to the criteria of contrastiveness(either complementary distribution in phonetic contexts, or free variation, or both)and minimal phonetic similarity(i.e.using the minimum of phonetic features required to keep phonemes apart).Morphophonemic:

further classification of phonemes into morphophonemes by taking morphological contexts(i.e.the contexts of sounds across boundaries between morphemes in inflected, derived and compound words)as well as phonetic contexts into account.The relation between Morphophonemic, Phonemic and Phonetic levels is often thought of as three levels of representation linked by rules(morphophonological, phonological, and phonetic detail rules), as shown in the Figure.There are two main kinds of phonological rule:

Structure-defining rules:

Structure-defining rules determine the construction of phonemes out of distinctive features, the construction of syllables or morphemes out of phonemes).These are sometimes called redundancy rules, since they formulate generalisations about structureInternational Phonetic Alphabet(IPA)

International Phonetic Alphabet(IPA)

Origin

The IPA was first published in 1888 by the Association Phonétique Internationale(International Phonetic Association), a group of French language teachers founded by Paul Passy.The aim of the organisation was to devise a system for transcribing the sounds of speech which was independent of any particular language and applicable to all languages.A phonetic script for English created in 1847 by Isaac Pitman and Henry Ellis was used a a model for the IPA.Uses

The IPA is used in dictionaries to indicate the pronunciation of words.The IPA has often been used as a basis for creating new writing systems for previously unwritten languages.The IPA is used in some foreign language text books and phrase books to transcribe the sounds of languages which are written with non-latin alphabets.It is also used by non-native speakers of English when learning to speak English.語言學(xué)教案Chapter 4 Syntax

Chapter 4 Syntax

SYNTAX is the study of the rules governing the ways words, word groups and phrases are combined to form sentences in a language, or the study of the interrelationships between elements in sentence structures.4.1 The traditional approach

Grammatical category: a class or group of items which fulfill the same or similar functions in a language Number, gender, case: for nouns, pronouns.Tense, aspect: verbs

4.1.1 Number, gender and case

Person, gender, number, and case are related to nominals.Person occurs in personal pronouns.Personal pronouns always belong to one of three persons: first person if they refer to the speaker or writer(or to a group including the speaker or writer), second person if they refer to the audience of the speaker or writer(or to a group including the audience), and third person if they refer to anyone else(if the noun or pronoun is the subject, then its person will also affect the verb).Nouns and other types of pronouns are always in the third person.NUMBER is a grammatical category used for the analysis of word classes displaying such contrasts as singular, dual, plural, etc.GENDER displays such contrasts as “masculine: feminine: neuter”, “animate: inanimate”, etc, for the analysis of word classes.The CASE category is used in the analysis of word classes to identify the syntactic relationship between words in a sentence.4.1.2 Tense and aspect

Tense, along with mood, voice and person, are three ways in which verb forms are frequently characterized, in languages where those categories apply.There are languages(mostly isolating languages, like Chinese)where tense is not expressed anywhere in the verb or any auxiliaries, but only as adverbs of time, when needed for comprehension;and there are also languages(such as Russian)where tense is not deemed very important and emphasis is instead placed on aspect.tense

Tense is the grammatical term that refers to the time when the action of the verb occurs: past, present, future.The time frame of an action is usually established by referring to the present moment.aspect

Aspect, unlike tense, is not concerned with placing events on a time line.Rather, aspect is concerned with making distinctions about the kinds of actions that are described by verbs: progressive actions, punctual actions, habitual actions, etc.mood

Mood is a grammatical category distinguishing verb tenses.There are three moods in English: indicative, subjunctive, and imperative and four in French: indicative, subjunctive, conditional, and imperative.All of these moods, except the imperative, may be conjugated in different tenses.Each of these moods has a different function.voice

Voice is a grammatical category describing the relationship between a verb and its subject.Voice is either active or passive.Active voice refers to the situation where the subject of the sentence performs the action of the verb.4.1.3 Concord and government

CONCORD may be defined as the requirement that the forms of two or more words of specific word classes that stand in specific syntactic relationship with one another shall also be characterized by the same paradigmatically marked category(or categories).GOVERNMENT requires that one word of a particular class in a given syntactic construction with another word of a particular syntactic class shall exhibit the form of a specific category.4.2 The structural approach

Structuralism or structural linguistics is a term used in linguistics referring to any approach to the analysis of language that pays explicit attention to the way in which linguistic features can be described in terms of structures and systems.4.2.1 Syntagmatic and paradigmatic relations

Positional relation POSITIONAL RELATION, or WORD ORDER, refers to the sequential arrangement of words in a language.Relation of substitutability RELATION OF SUBSTITUTABILITY refers to classes or sets of words substitutable for each other grammatically in the same sentence structures.Relation of co-occurrence the relation of CO-OCCURRENCE one means that words of different sets of clauses may permit, or require, the occurrence a word of another set or class to form a sentence or a particular part of a sentence.4.2.2 Immediate constituent analysis

IMMEDIATE CONSTITUENT ANALYSIS also called Ic Analysis, in linguistics, a system of grammatical analysis that divides sentences into successive layers, or constituents, until, in the final layer, each constituent consists of only a word or meaningful part of a word.(A constituent is any word or construction that enters into some larger construction.)In the sentence ―The old man ran away,‖ the first division into immediate constituents would be between ―the old man‖ and ―ran away.‖ The immediate constituents of ―the old man‖ are ―the‖ and ―old man.‖ At the next level ―old man‖ is divided into ―old‖ and ―man.‖ The term was introduced by the United States linguist Leonard Bloomfield in 1933, though the underlying principle is common both to the traditional practice of parsing and to many modern systems of grammatical analysis.Marking methods: TREE DIAGRAMS or RACKETING

4.2.3 Endocentric and exocentric constructions

ENDOCEWTRIC CONSTRUCTION is one whose distribution is functionally equivalent to that of one or more of its constituents, i.e., a word or a group of words, which serves as a definable CENTRE or HEAD.Exocentric CONSTRUCTION refers to a group of syntactically related words where none of the words is functionally equivalent to the group as a whole, that is, there is no definable “Centre” or ―Head‖ inside the group.4.3 The generative approach 4.3.1 Deep and surface structures

Deep-Structure: underlying structure, which is generated by the base component.The term 'deep structure' is avoided in recent literature and replaced by D-structure, or d-structure.Surface structure: syntactic structure derived from Deep structure(D-structure)by means of transformational rules.Also S-structure.4.3.2 Government and binding theory.In Chomsky(1981), the grammatical framework of Universal Grammar(UG)is outlined as consisting of interacting subsystems.These subsystems include subcomponents of rule system of grammar and subsystems of principles.The rule system of grammar is composed of the following components:(1)a.lexicon b.syntax(i)categorial component(ii)transformational component c.PF-component d.LF-component

The Lexicon and the Categorial Component constitute the Base.The Lexicon contains a list of all the words in a language, together with specification of their idiosyncratic syntactic, semantic, phonological and morphological properties.The Categorial Component comprises a set of category-neutral rule-scheme and rule-constraints.The interaction of the Categorial Component and the Lexicon generates the D-structures.That is, the Categorial Component of the Base generates a set of abstract prelexical structures which are lexicalized by the insertion of items from Lexicon.The D-structure serves as the input to the Transformational Component, where)transforms the?successive application of a variety of Movement rules(Move D-structures into the corresponding S-structures.The PF-component contains rules that assign the S-structures with PF-representations and the rules in LF-component assign the S-structure with LF-representations.The subsystems of principles including the following theories:

(2)a.bounding theory b.government theory c.theta-theory d.binding theory e.case theory f.control theory

Bounding theory sets constraints for movement operations.Government theory specifies the local relations between two categories, a head or an antecedent and its dependent.Theta theory is concerned with the assignment of thematic roles.Binding theory establishes the interpretation relations between some of the overt or non-overt NPs and their antecedents.Case theory deals with assignment of abstract Case and control theory relates PRO with its referent antecedent.These subsystems are related to each other.The theory of government establishes the basis for other theories.In bounding theory, conditions for movement are specified in terms of government, and in-role assignment are realized?Case theory and theta theory, Case assignment and under government relations.GB理論的閱讀材料：

A step-by-step introduction to the Government and Binding theory of syntax by Cheryl A.Black

第二篇：工作總結(jié) - 河北師范大學(xué)

任期述職述廉報告

財務(wù)處副處長 閆書弄

閆書弄，1962年生人，中共黨員，2002年任財務(wù)處副處長，2005至2007三年來主管會計服務(wù)中心的會計核算一科（東區(qū)）、會計核算二科（西區(qū)）、資金科、基建財務(wù)科、收費科（2005年一年）等工作。幾年來在學(xué)校黨政班子及財務(wù)處長的領(lǐng)導(dǎo)下，始終堅持全心全意為人民服務(wù)的宗旨，發(fā)揚與全處同志團結(jié)協(xié)作、熱情服務(wù)、腳踏實地、認(rèn)真負(fù)責(zé)的工作作風(fēng)，圓滿完成了財務(wù)核算和財務(wù)管理工作。下面僅從“德、能、勤、績、廉”五方面做一簡單匯報：

德：積極學(xué)習(xí)“十七大報告及《中國共產(chǎn)黨章程》”，貫徹落實省委“開展解放思想大討論”，政治立場更加堅定、思想覺悟不斷提高。

通過學(xué)習(xí)“十七大”報告，最大的感受是大會主題中：“深入貫徹落實科學(xué)發(fā)展觀”、及“科學(xué)發(fā)展觀，第一要義是發(fā)展，核心是以人為本，基本要求是全面協(xié)調(diào)可持續(xù)，根本方法是統(tǒng)籌兼顧?！蔽覍@一段話有了更加深刻的認(rèn)識和切身體會，作為一名黨員，在開展學(xué)習(xí)“十七大報告”中，更加進(jìn)一步堅定了共產(chǎn)主義信念，要始終與黨中央保持高度一致。落實到實際工作中，作為財務(wù)處副職，首先要擺正自己的位臵，牢固樹立全局觀念，認(rèn)真執(zhí)行本部門的決定和意見，與正副職之間密切合作，互相補臺，工作上要為正職負(fù)責(zé)一抓到底，堅持維護(hù)班子團結(jié)；思想上勤溝通、多交流；行動上遵紀(jì)守法、克己奉公；作風(fēng)上大膽潑辣、敢說敢干。起到承上啟下的作用，當(dāng)好參謀助手?？傊ㄟ^學(xué)習(xí)，武裝了頭腦，更新了觀念，提高了素質(zhì)，振奮了精神。同時三年來積極學(xué)習(xí)財務(wù)專業(yè)知識，主持并參與省級課題2項，校級課題1項，撰寫中文核心期刊5篇，省級2篇，極大提高了專業(yè)理論水平。

能：不斷開拓創(chuàng)新，工作領(lǐng)導(dǎo)能力逐漸提高

作為分管會計核算、資金籌集的副職，加強和防范風(fēng)險意識，就是我的中心工作和任務(wù)。在資金相對充裕時及時安排，使其充分發(fā)揮資金效益；資金不足時及時調(diào)配，保證合理使用資金的需要。同時嚴(yán)格審核、控制每筆大額資金的支出，將風(fēng)險意識時刻牢記，保證了資金的安全使用，幾年來沒有出現(xiàn)過任何差錯。同時在籌建會計服務(wù)中心過程中，在處長領(lǐng)導(dǎo)下積極向兄弟院校學(xué)習(xí)，同時根據(jù)二級單位以及新招會計人員具體情況，為處里獻(xiàn)計獻(xiàn)策、任勞任怨、加班加點，為“會計服務(wù)中心”2006年1月1日的正常對外辦公盡了自己最大的力量。

勤：腳踏實地，樹立起扎實的工作作風(fēng)

作為分管核算和資金調(diào)度以及收費工作的副處長，身感自己肩上的責(zé)任。多年來始終把愛崗敬業(yè)、勤奮務(wù)實，提供優(yōu)質(zhì)高效服務(wù)作為自己工作的目標(biāo)。大家知道近年來我校財政撥款及各項收入逐年增多，通過銀行貸款融資籌建新校區(qū)任務(wù)，在困難不斷加大的情況下通過自己的辛勤工作和多方努力,現(xiàn)已初步籌集到位。同時對于幾億資金用于學(xué)校的流通周轉(zhuǎn)，那么在怎么管好、用好的前提下，如何及時收取上來也就顯得尤為重要。因此近年來不斷完善全校各項收費制度及措施，配合省審計、財政等部門加大審計清理力度，保證了學(xué)校應(yīng)收取的資金及時收取、上繳。同時作為學(xué)校服務(wù)部門，在日常工作中，想人之所想，急人之所急，經(jīng)常走下去聽取各部門的意見和呼聲，為各單位解決實際問題。例如在橫向課題管理上，積極聽取課題負(fù)責(zé)人的建議和意見，耐心解釋財務(wù)政策和制度規(guī)定并在財務(wù)許可的范圍內(nèi)予以解決。

績：講求實效、腳踏實地地完成本職工作

幾年來經(jīng)過與銀行積極溝通、交流，在銀行逐漸收緊貸款規(guī)?？刂屏鲃有郧疤嵯?，通過辛勤工作和多方努力,克服種種困難，為新校區(qū)籌集資金2.65億元，加之老貸款2.87億元，這就為我校新校區(qū)建設(shè)在資金上給予了保證。同時積極配合上級部門的各項例行審計與專項審計工作，及時提供財務(wù)資料，實事求是的解釋相關(guān)財務(wù)事項。在對二級財務(wù)的管理上，已逐漸理順和規(guī)范。如：醫(yī)院的藥品招標(biāo)采購；工會的固定資產(chǎn)等。

同時通過努力工作，僅以05年為例就超額完成學(xué)校的各項事業(yè)性收費2.87億元，全日制研究生、本科生學(xué)費收取比例達(dá)到94%以上，如扣除05年末學(xué)生貸款未到數(shù)后,可為近幾年來交費比例最高點，為保證學(xué)校正常教學(xué)、科研的發(fā)展奠定了基礎(chǔ)。廉：學(xué)習(xí)落實黨風(fēng)廉政建設(shè)，發(fā)揚艱苦奮斗工作作風(fēng)

在廉潔自律上，作為主管核算的副處長，要充分把握好手中掌管的審批權(quán)限，自覺貫徹執(zhí)行黨的路線、方針和政策，自覺抵制不良風(fēng)氣的侵蝕。在處理每筆業(yè)務(wù)時力求做到公平、公正、公開并合理，增加各種經(jīng)費管理的透明度。同時時刻牢記我黨艱苦奮斗，自重、自醒、自勵的工作作風(fēng)，做到清正廉潔，拒腐蝕、永不沾。

現(xiàn)在我校新校區(qū)建設(shè)已到最關(guān)鍵時刻，而建設(shè)中的資金又是重中之重的環(huán)節(jié)，因此下面僅就新校區(qū)資金籌集角度談一點個人看法；

一、鑒于我校財力在目前情況下，新校區(qū)推進(jìn)應(yīng)采取多種方法，加快步伐：例如我?？梢詫Ξ?dāng)?shù)乩习傩沾蛩枷霊?zhàn)，具體就是發(fā)揮師大優(yōu)勢，組織宣講團，把師大在當(dāng)?shù)亟ǔ尚滦^(qū)后，帶給當(dāng)?shù)匾约爸苓吔?jīng)濟發(fā)展和具體實惠給他們具體描繪出來，讓他們感受到是為世世代代造福的，以此來減少當(dāng)?shù)乩习傩战o我校建設(shè)新校區(qū)帶來的阻力。

二、在融資上，雖然銀行貸款可以暫時維持新校區(qū)建設(shè)，但也給我校財力增加了很大壓力，因此我覺得應(yīng)發(fā)揮全校職工和學(xué)生的優(yōu)勢，對學(xué)校多做宣傳，擴大知名度，對拉來贊助的，不管是職工和學(xué)生，一律給予贊助金額的一定比例的獎勵，激發(fā)大家愛校、以校為家的熱情，做到動員一切可以動員的力量；對不管是企業(yè)和個人給予學(xué)校贊助的，可按金額的大小，對公共設(shè)施如：圖書館、體育館等可采取冠名權(quán)的方式，通過多種渠道吸收、融通資金。

近年來雖然取得了一些成績，但仍存在不足，如遇事容易急躁，方式方法欠妥等。今后應(yīng)繼續(xù)發(fā)揚解放思想，實事求是，與時俱進(jìn)、開拓創(chuàng)新的精神，不斷學(xué)習(xí)、不斷探索新的財務(wù)管理模式，提高財務(wù)管理水平。

2008年3月27日

第三篇：河北師范大學(xué)音樂學(xué)院

河北師范大學(xué)音樂學(xué)院

2013-2014學(xué)年第一學(xué)期工作計劃

本學(xué)期工作的總體思路：以黨的十八大精神為指導(dǎo)，認(rèn)真學(xué)習(xí)貫徹李克強總理來校講話精神，全面深化改革，加強內(nèi)涵建設(shè)，提高辦學(xué)質(zhì)量，使音樂學(xué)院的各項工作再上新的臺階。

一、學(xué)科與科研工作

1、整理登統(tǒng)我院教職工近十年科研成果集成目錄；強化教師科研成果在教學(xué)當(dāng)中的運用，使科研過程與教學(xué)過程緊密結(jié)合；聘請專家指導(dǎo)科研項目申報，做好2014年國家社科基金項目的申報工作。

2、針對研究生教學(xué)過程中的存在的問題做好調(diào)研，不斷改善教學(xué)條件，不斷提高教學(xué)水平。

3、根據(jù)學(xué)校研究生導(dǎo)師的聘任條件并結(jié)合我院實際情況，制定“音樂學(xué)院研究生導(dǎo)師評聘管理規(guī)定”；聘請專家教授，做好對我院研究生導(dǎo)師隊伍“研導(dǎo)”能力的指導(dǎo)；組織好研究生導(dǎo)師公開課。

4、做好在職研究生的開題和論文答辯工作。

二、本科教學(xué)工作

1、繼續(xù)強化制度規(guī)范意識，學(xué)校的各項規(guī)章制度每一名師生都必須嚴(yán)格遵守，在此基礎(chǔ)上才能考慮本院教學(xué)工作的專業(yè)特征，避免片面強調(diào)專業(yè)特征而忽視了學(xué)校的有關(guān)要求。

2、堅持“高起點、嚴(yán)要求、厚基礎(chǔ)、重實踐”的教學(xué)理念，配合學(xué)?！按箢愓猩囵B(yǎng)”方案，深化課程體系和教學(xué)方法改革，將學(xué)科優(yōu)勢轉(zhuǎn)化為教育教學(xué)優(yōu)勢。在已有的一門省級

精品課（《鋼琴》）和二門校級精品課（《器樂》、《中華民族音樂》）的基礎(chǔ)上，做好其他精品課建設(shè)合格及即將驗收精品課建設(shè)課程的督導(dǎo)工作，積極完成各級精品課的申報工作。

3、繼續(xù)加強系級教學(xué)工作建設(shè)，提高教師主人翁意識，充分發(fā)揮各系自主科研、教研潛力，提倡開展各系、專業(yè)內(nèi)部教研活動。

4、配合教務(wù)處繼續(xù)完善教師業(yè)績考核系統(tǒng)，制定相關(guān)規(guī)定，使之成為教師評聘及職稱評定等工作的重要依據(jù)。

三、學(xué)生教育管理工作

1、學(xué)生學(xué)風(fēng)建設(shè)。以搬入新校區(qū)為契機，優(yōu)化學(xué)院學(xué)風(fēng)建設(shè)實施方案，進(jìn)一步采取措施，完善“兩個創(chuàng)建”即：學(xué)風(fēng)星級班級暨“鄧穎超”班的創(chuàng)建創(chuàng)評和無人監(jiān)考班級的創(chuàng)建。評選“文化學(xué)習(xí)之星”、“專業(yè)學(xué)習(xí)之星”，建立優(yōu)秀學(xué)生典型事跡宣講團。建立學(xué)生參加專業(yè)比賽獎勵機制，形成“以賽促學(xué)”的學(xué)風(fēng)建設(shè)特色。

2、學(xué)生文化素質(zhì)培養(yǎng)。針對音樂專業(yè)學(xué)生的薄弱環(huán)節(jié)，積極組織開展讀書活動。開展傳統(tǒng)文化、文學(xué)修養(yǎng)教育，加強學(xué)生的人文素質(zhì)培養(yǎng)。列出學(xué)生讀書推薦目錄，建立檢查督促制度。邀請文科學(xué)院的專家學(xué)者舉辦高水平的人文知識講座等。

3、學(xué)生藝術(shù)實踐活動。積極開展校園藝術(shù)教育活動，舉辦“秋之聲”音樂漫步展演活動。繼續(xù)開展大學(xué)生藝術(shù)文化普及活動，培養(yǎng)大學(xué)生的藝術(shù)愛好，為大學(xué)生展現(xiàn)藝術(shù)特長提供平臺。以音樂學(xué)院2012級學(xué)生為試點，成立藝術(shù)實踐活動小組，實現(xiàn)藝術(shù)實踐常態(tài)化。

4、學(xué)生的日常教育管理工作。以舉辦高水平的講座和報告為載體，做好2013級新生入學(xué)教育的各項工作；掌握各年級的特情學(xué)生狀況，落實特情學(xué)生定期談話制度，做好大學(xué)生心理健康教育工作；摸清貧困生的底數(shù)，切實發(fā)揮貧困生自強自立的模范帶頭作用，完善貧困生激勵機制和退出機制；加強宿舍衛(wèi)生檢查評比，重視宿舍文化建設(shè)，強化宿舍園區(qū)的大學(xué)生思想政治教育工作；抓好學(xué)生的上課紀(jì)律和上課習(xí)慣，完善年級信息員制度，及時發(fā)現(xiàn)安全隱患，將各類意外事件解決在萌芽階段。

5、學(xué)工隊伍建設(shè)。促進(jìn)學(xué)工隊伍的作風(fēng)建設(shè)，開展好“三個一”工作，即一周聽一次課，一周去一次學(xué)生宿舍，一周和特情學(xué)生談一次話。培養(yǎng)輔導(dǎo)員在學(xué)生工作某領(lǐng)域的專業(yè)化水平，做好輔導(dǎo)員的考核評優(yōu)工作。

四、行政管理與成教工作

1、嚴(yán)格考勤制度和請銷假制度。學(xué)院行政辦公室、教學(xué)辦公室工作人員每天提前10分鐘到崗，其他工作人員上午8：00、下午2：00前到崗，人員因故不能按時到崗要逐級請假，事后及時銷假，確保學(xué)院正常辦公和教學(xué)秩序。

2、以人為本，強化琴房的管理與維護(hù)。繼續(xù)嚴(yán)格執(zhí)行目前琴房的管理辦法，實行流動與相對固定相結(jié)合的原則，學(xué)生憑“一卡通”換取琴房鑰匙，無卡及其他無關(guān)人員禁止進(jìn)入琴房。鋼琴的管理與維護(hù)實行掛牌服務(wù)制度，將負(fù)責(zé)琴房管理與鋼琴調(diào)律、維修的工作人員的姓名、聯(lián)系電話張貼到每個琴房，保證聯(lián)系暢通，確保教學(xué)的正常運行。

3、對服裝庫和樂器庫進(jìn)行整理、分類、上架，嚴(yán)格服裝

和樂器的租借及登統(tǒng)制度。指定專人對服裝庫的服裝分類整理，按照類別上架，對各類大型演出需要的服裝單獨存放，保障好演出所需服裝的借用。對樂器庫的各類樂器全部上架，做到賬物清楚，租借和歸還及時。

4、完善物業(yè)管理，對學(xué)院的設(shè)施、設(shè)備進(jìn)行全面梳理。做好學(xué)院基礎(chǔ)建設(shè)的收尾工作，包括多功能廳、錄音棚、MIDI教室、藝術(shù)中心等；對學(xué)院的固定資產(chǎn)（如：鋼琴、樂器、服裝等）和辦公設(shè)備（如：電腦、文件柜、辦公桌等）進(jìn)行整理登記造冊；與物業(yè)公司多溝通，做到辦公樓衛(wèi)生保潔、水電維修、安全保衛(wèi)、琴房管理和消防時刻保持良好的狀態(tài)，確保出現(xiàn)情況維修維護(hù)及時，為學(xué)院創(chuàng)造良好教學(xué)、科研環(huán)境。

5、全員參與、探索創(chuàng)收渠道。努力做好國培項目，為今后申請更多、更好的培訓(xùn)項目打基礎(chǔ)；在鞏固原有創(chuàng)收點的基礎(chǔ)上，發(fā)揮全院教職工的積極性，實行全員參與，繼續(xù)探索創(chuàng)收渠道，力爭創(chuàng)收登上新臺階。

6、豐富院工會活動，創(chuàng)建和諧教工之家。充分發(fā)揮院工會成員的積極性，認(rèn)真組織、參與學(xué)校工會的各項比賽和活動，同時根據(jù)學(xué)院的實際情況適時組織全院教職工活動，豐富教職工的業(yè)余生活，關(guān)心、關(guān)注教職工的生活與工作，為其排憂解難，提高學(xué)院的凝聚力。

五、黨建與思想政治工作

1、組織廣大師生認(rèn)真學(xué)習(xí)貫徹黨的十八大精神，創(chuàng)新學(xué)習(xí)方式，提高學(xué)習(xí)效果。繼續(xù)開展“我的中國夢”主題教育實踐活動。鞏固“解放思想、改革開放、創(chuàng)新驅(qū)動、科學(xué)發(fā)展”大討論活動成果，將大討論活動取得的成果，轉(zhuǎn)化為學(xué)院建設(shè)的精神動力和發(fā)展舉措，推動各項工作再上新臺階。

2、積極響應(yīng)學(xué)校號召，做好黨的群眾路線教育實踐活動的準(zhǔn)備及相關(guān)工作。采取有效措施，切實解決形式主義、官僚主義、享樂主義、奢靡之風(fēng)，教育黨員、干部牢固樹立群眾觀點，發(fā)揮黨密切聯(lián)系群眾的優(yōu)勢，展現(xiàn)新氣象，為推動學(xué)院建設(shè)凝聚力量。

3、貫徹落實中央辦公廳《關(guān)于加強新形勢下發(fā)展黨員和黨員管理工作的意見》，提高黨員發(fā)展質(zhì)量，建設(shè)高素質(zhì)的黨員隊伍。做好入黨積極分子培訓(xùn)和學(xué)生黨支部委員培訓(xùn)等工作，充分發(fā)揮黨支部的戰(zhàn)斗堡壘作用。

4、繼續(xù)推進(jìn)師德師風(fēng)和院風(fēng)學(xué)風(fēng)建設(shè)。教育引導(dǎo)全院教師為人師表、關(guān)心學(xué)生、嚴(yán)謹(jǐn)篤學(xué)，形成“重師表、愛學(xué)生、鉆業(yè)務(wù)”的良好風(fēng)氣。教育引導(dǎo)全體學(xué)生刻苦學(xué)習(xí)、積極向上、舉止文明，形成“學(xué)風(fēng)濃、有活力、講文明”的良好風(fēng)氣。

5、切實做好宣傳、統(tǒng)戰(zhàn)、工會等工作，充分發(fā)揮思想政治工作凝心聚力的作用和統(tǒng)一戰(zhàn)線聯(lián)系廣泛的優(yōu)勢，統(tǒng)一思想，凝聚力量，充分調(diào)動各方面積極因素，為學(xué)院的發(fā)展貢獻(xiàn)力量。

2013年10月22日

第四篇：共青團河北師范大學(xué)委員會

共青團河北師范大學(xué)委員會 關(guān)于在第十四期頂崗實習(xí)支教生中征集先進(jìn)事跡材料的通知

各頂崗實習(xí)臨時團支部：

為充分展現(xiàn)并廣泛宣傳我校頂崗實習(xí)支教生在實習(xí)崗位的先進(jìn)典型事跡，鼓勵實習(xí)生在實習(xí)崗位盡職盡責(zé)，引導(dǎo)廣大在校生樹立正確的、積極向上的人生態(tài)度和甘于奉獻(xiàn)、服務(wù)農(nóng)村、服務(wù)社會的價值觀，激勵其努力學(xué)習(xí)以投身頂崗支教事業(yè)，促進(jìn)臨時團支部有效開展各項活動，不斷增強團組織的吸引力和凝聚力，校團委決定面向我校第十四期頂崗實習(xí)支教生、臨時團支部征集先進(jìn)事跡材料。現(xiàn)將有關(guān)事項通知如下：

一、征集對象范圍

第十四期頂崗支教全體實習(xí)生/臨時團支部

二、征集時間

2012年5月20日-2012年6月30日

三、征集對象要求

（1）實習(xí)態(tài)度認(rèn)真，刻苦鉆研教學(xué)，專業(yè)知識和教學(xué)技能水平較高，教學(xué)成績優(yōu)異；

（2）能夠結(jié)合實習(xí)學(xué)校教學(xué)條件，緊密聯(lián)系班級學(xué)習(xí)特點，勇于創(chuàng)新工作方法，積極參與校園文化建設(shè)；

（3）具有較高的職業(yè)素養(yǎng)，不計個人得失，盡己所能付出愛心，關(guān)注并幫助弱勢群體，積極參與組織各種愛心捐助、幫殘助困等活動；

（4）按時全面完成計劃規(guī)定的各項任務(wù)，實習(xí)成績優(yōu)秀；（5）團隊凝聚力較強，團隊成員積極向上、互幫互助；（6）其他有突出表現(xiàn)或貢獻(xiàn)的個人或集體。

四、文稿結(jié)構(gòu)及要求

1．個人/團隊簡介：100字以內(nèi)，包括姓名、學(xué)院、專業(yè)、班級、實習(xí)學(xué)校、大學(xué)期間所獲重要獎項或重要榮譽； 2．事跡正文：1500字左右；

以“XX同學(xué)或者XX臨時團支部”第三人稱行文； 題目概括準(zhǔn)確、精煉，符合頂崗支教主題； 事跡真實突出，具有感染力和號召力； 文筆流暢，具有一定的情感和思想深度。

3．教師評語：100字以內(nèi)，由所在實習(xí)學(xué)校的領(lǐng)導(dǎo)、指導(dǎo)教師

或者實習(xí)地的駐縣教師進(jìn)行精辟評述。

4.附件：提供個人/團隊電子照片1張，要求在實習(xí)地點拍攝，能夠體現(xiàn)文稿主題，JPG格式，附圖片說明，亦可采用數(shù)碼DV、相片剪影、博客記錄等形式（要求小于50M），以附件形式隨文稿發(fā)送至郵箱youthdg@163.com。

五、文稿推薦步驟：

1．各臨時團支部堅持優(yōu)中選優(yōu)原則，通知并指導(dǎo)實習(xí)生按要求積極準(zhǔn)備材料；

2．支部對征集到的文稿嚴(yán)格審核、進(jìn)行必要的修改和斟酌后，上交真實反映個人先進(jìn)事跡的材料，確保征集文稿的質(zhì)量。

六、文稿申報截止時間：

2012年6月30日下午17:00前以臨時團支部為單位將事跡材料發(fā)送至郵箱youthdg@163.com，郵件主題注明“XX團支部頂崗實習(xí)支教生先進(jìn)事跡材料申報”。

聯(lián)系人：李佳

聯(lián)系電話：80789870

實習(xí)生優(yōu)秀事跡材料將在天下網(wǎng)公示，校團委擬匯編《河北師范大學(xué)第十四期頂崗實習(xí)支教生先進(jìn)事跡材料匯編》，望各臨時團支部積極宣傳、動員實習(xí)生參加征集活動。

共青團河北師范大學(xué)委員會

二〇一二年五月十七日

第五篇：河北師范大學(xué)

河北師范大學(xué)

第十期頂崗實習(xí)支教威縣、清河分隊

工作周報

5月份第1期（總第9期）

臨時黨支部 編2010年5月2日

◆ 河北師范大學(xué)慰問指導(dǎo)組來威縣、清河看望實習(xí)生并指導(dǎo)工作

◆ 威縣、清河分隊體育專業(yè)實習(xí)生指導(dǎo)訓(xùn)練的學(xué)生在威縣中學(xué)生運動

會上，取得驕人戰(zhàn)績

◆ 威縣、清河分隊實習(xí)生認(rèn)真完成實習(xí)中學(xué)監(jiān)考、閱卷、成績登統(tǒng)、試卷分析等任務(wù)

◆ 簡訊

◆ 河北師范大學(xué)慰問指導(dǎo)組來威縣、清河看望實習(xí)生并指導(dǎo)工作

4月28日至30日，由河北師范大學(xué)頂崗支教指導(dǎo)中心楊軼副主任、資環(huán)學(xué)院裴紅彬副書記、教育學(xué)院趙紅星老師、資環(huán)學(xué)院苗文丹老師組成的學(xué)校慰問指導(dǎo)組來威縣、清河看望實習(xí)生并指導(dǎo)工作。

駐縣教師劉文超陪同學(xué)校慰問指導(dǎo)組走訪了威、清兩縣教育局。在與教育局領(lǐng)導(dǎo)會談中，楊軼副主任、裴紅彬副書記代表學(xué)校感謝教育局對河北師范大學(xué)頂崗實習(xí)工程的重視與大力支持。慰問指導(dǎo)組一行在劉文超老師的陪同下先后到威縣一中、威縣二中、威縣實驗中學(xué)、威縣章臺中學(xué)、1

威縣人才學(xué)校、威縣常屯中學(xué)、清河油坊中學(xué)、清河壩營中學(xué)、清河五中、清河二中、清河中學(xué)等11所中學(xué)看望來自全校13個學(xué)院14個專業(yè)的92名實習(xí)生。每到一所中學(xué)，慰問指導(dǎo)組領(lǐng)導(dǎo)、老師在與實習(xí)中學(xué)領(lǐng)導(dǎo)進(jìn)行簡短的座談后，或到實習(xí)生宿舍，或與實習(xí)生面對面進(jìn)行座談，十分關(guān)心的詢問了解實習(xí)生工作和生活情況，并送上慰問品。楊軼副主任在與實習(xí)中學(xué)校領(lǐng)導(dǎo)座談時說，感謝實習(xí)中學(xué)領(lǐng)導(dǎo)對師大頂崗實習(xí)支教工作的大力支持，感謝實習(xí)中學(xué)為實習(xí)生提供機會，為師大培養(yǎng)人才，歡迎實習(xí)中學(xué)對師大的頂崗實習(xí)支教工作提出意見建議。裴紅彬副書記在與實習(xí)生座談時說，實習(xí)中學(xué)領(lǐng)導(dǎo)重視是對大家實習(xí)工作的最大支持，要抓機會講好課，加強鍛煉，多向指導(dǎo)教師請教；一定要有責(zé)任心，在中學(xué)把工作干好；工作要有目標(biāo)，立足中學(xué)教學(xué)、學(xué)生實際多思考，多總結(jié)，不斷提高能力，高質(zhì)量完成任務(wù)。

特別需要指出的是，為了抓緊時間，慰問指導(dǎo)組不顧路途勞累，在由南宮來威縣的路上首先看望了威縣張莊中學(xué)、威縣高公莊中學(xué)的實習(xí)生。

◆ 體育專業(yè)實習(xí)生指導(dǎo)訓(xùn)練的學(xué)生在威縣中學(xué)生運動會上，取得驕人

戰(zhàn)績

4月27日，2010年威縣中學(xué)生運動會在威縣二中操場隆重舉行。威縣、清河分隊體育專業(yè)實習(xí)生指導(dǎo)訓(xùn)練的學(xué)生在本次運動會上取得了驕人的戰(zhàn)績。

分隊體育專業(yè)實習(xí)生，自3月1日開始頂崗實習(xí)支教工作以來，發(fā)揚了不怕吃苦、特別能戰(zhàn)斗的精神，不僅能夠順利的完成體育教學(xué)工作，更重要的是，通過幫助實習(xí)中學(xué)開展專業(yè)體育訓(xùn)練，來提高當(dāng)?shù)貙W(xué)校學(xué)生的課外體育運動訓(xùn)練水平。實習(xí)生們根據(jù)參訓(xùn)學(xué)生的實際情況以及實習(xí)中學(xué)的整體安排，制定了相應(yīng)的運動訓(xùn)練計劃，安排了適宜強度的訓(xùn)練內(nèi)容，實施規(guī)范、科學(xué)訓(xùn)練。他們早出晚歸、默默奉獻(xiàn)，辛苦的勞動換來了可喜的回報，大家的付出不僅提高了學(xué)生的運動技術(shù)水平，增強了學(xué)生的體質(zhì)，為大多數(shù)參加中考的學(xué)生在中考體育測試中獲得了優(yōu)異成績打下堅實的基

礎(chǔ)，更使多名學(xué)生在本屆縣運會上取得了驕人的戰(zhàn)績，給學(xué)校帶來了前所未有的榮譽。例如張莊中學(xué)實習(xí)生王盼指導(dǎo)訓(xùn)練的學(xué)生獲得女子1500米第一名，男子1500米第二名，女子鉛球第一名，三級跳遠(yuǎn)第一名的好成績；常屯中學(xué)實習(xí)生朱麟指導(dǎo)訓(xùn)練的籃球隊，分獲縣運會男籃亞軍、女籃季軍的好成績；高公莊中學(xué)實習(xí)生魯明指導(dǎo)訓(xùn)練學(xué)生獲得男子400米第一名、男子800米第二名的好成績。

此外，在當(dāng)天的運動會上我分隊體育專業(yè)實習(xí)生孫川、劉國鋒、趙瑞強、朱麟分別擔(dān)任徑賽裁判、籃球裁判、跳高項目裁判和乒乓球項目裁判。同時，在威縣二中實習(xí)孫川、劉國鋒為本次運動的場地布置做了大量準(zhǔn)備工作。

◆ 威縣、清河分隊實習(xí)生認(rèn)真完成實習(xí)中學(xué)監(jiān)考、閱卷、成績登統(tǒng)、試卷分析等任務(wù)

進(jìn)駐實習(xí)縣，開展頂崗實習(xí)支教工作兩月以來，威縣、清河分隊各實習(xí)中學(xué)陸續(xù)開展月考、期中考試工作，我分隊實習(xí)生認(rèn)真參與其中，全方位接觸教師工作，感受體驗教師生活。

實習(xí)生們以高度負(fù)責(zé)的態(tài)度參加到考試任務(wù)中來。監(jiān)考時，他們嚴(yán)格履行監(jiān)考職責(zé)，準(zhǔn)時到崗，做到不遲到、不早退；閱卷時，他們一絲不茍，認(rèn)真仔細(xì)，對學(xué)生負(fù)責(zé)，做到公平公正，評判準(zhǔn)確無誤；登統(tǒng)時，他們反復(fù)核對，確保萬無一失；分析試卷時，他們多角度分析，仔細(xì)查找學(xué)生失誤原因。對于考試當(dāng)中不同程序的工作，實習(xí)生們都能夠思想重視、嚴(yán)肅認(rèn)真、盡職盡責(zé)地參與進(jìn)來。在協(xié)助實習(xí)中學(xué)月考、期中考試工作順利開展的同時，也使實習(xí)生們?nèi)轿唤佑|到了一名教師備課、上課以外的工作，增加了實習(xí)生們的從教經(jīng)歷。

對于這種由被考者轉(zhuǎn)化為主考者的從教經(jīng)歷，各中學(xué)實習(xí)生認(rèn)真總結(jié)感受體會，以不同的形式記錄下來。各實習(xí)中學(xué)對實習(xí)生在整個月考、期中考試工作中，思想重視程度高，不怕苦不怕累，工作方法科學(xué)高效，能

夠嚴(yán)肅認(rèn)真，保質(zhì)保量地完成各項工作的良好表現(xiàn)，給予充分肯定。

◆ 簡訊

1、近日，清河壩營中學(xué)舉行了以“祖國輝煌六十年”為主題的演講、講故事比賽。在這次比賽中，我分隊實習(xí)生積極協(xié)助校方籌備和完成各項工作。張薔、孫英明、宋平、農(nóng)婧擔(dān)任評委，韓貝貝負(fù)責(zé)統(tǒng)計各個選手的分?jǐn)?shù)及匯總、記錄各選手的總分，同時農(nóng)婧負(fù)責(zé)指導(dǎo)了90班學(xué)生的賽前訓(xùn)練。

2、4月28日，威縣實驗中學(xué)實習(xí)生組織召開了“班主任工作經(jīng)驗交流會”。會議邀請了九年級組優(yōu)秀班主任王金彪、朱國棟、張廷峰為實習(xí)生介紹經(jīng)驗，5名實習(xí)生全部參加了交流會。

報：威縣、清河縣教育局 頂崗辦公室 學(xué)院領(lǐng)導(dǎo)

送：威縣、清河縣各實習(xí)學(xué)校

發(fā)：威縣、清河縣頂崗實習(xí)支教各小組共?。?7）份