美国留学生PS(个人陈述)常见写作模板

美国留学生PS(个人陈述)常见写作模板

来源:www.liuxuelunwen.org作者:cinq发布时间:2017-03-10 09:26
本文是美国留学文书范文,主要内容是常见的美国留学申请个人陈述的写作内容,适用于申请各种专业和学校的内容,供参考。
我是一名来自中国,经过10多年的努力学习,我已经通过了托福、雅思等一系列考试获得机会在美国接受本科教育。来到美国后,在很多方面,它给了我学习、生活、交友等新的体验。然而,给我印象最深的是课堂教学。在中国的课堂教学中,我认真听老师讲,要记住老师所说的尽可能多的笔记了,我被老师表扬了多次因为我仔细地停课。在美国的课堂教学中,我发现听老师不是美国老师最喜欢的。他们喜欢和鼓励学生发言,讨论,他们允许和欣赏学生的意见,对老师说,他们愿意花时间与学生讨论。我从来没有见过这样的情况之前,我也无法想象。因为在中国,老师不喜欢学生们问他们,他们总是忙着教我们什么他们认为是正确的,他们不会花很多时间来和我们讨论。中国和美国在课堂教学方面,教师对他们的教学目的相关的差异,语文教师希望学生能够通过课堂教学获得更多的知识,和美国教师培养目标的能力和批判性思维,通过课堂教学学生学习。作为一名中国学生,我的策略,以适应这种多样性的教学方法是准备的经验教训,尽可能通过收集更多的背景资料,准备更多的知识,积极参与课堂讨论。
 
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.
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.
 
Obey teachers or question teachers:  thinking from a Chinese student
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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