英语专业英文版自我介绍

英语专业英文版自我介绍（精选6篇）

英语专业英文版自我介绍 第1篇

英语专业英文自我介绍

?以下是一篇，希望大家能在这篇面试中有所收获并能从中掌握一定的。Dear Sir or Madam: It’s greatly appreciated that you can share your time to read my selfrecommendation letter. My name is Yu Ting. Majoring in English, I will graduate from Neijiang Teachers’ college in June . “Only after polishing, the sword will be sharp; only after suffering sever winter, the plum blossom will be fragment.”After fouryears’ heard study, I have possessed the quality to be a qualified graduate. Fouryears’ hard working arms me with solid specialized knowledge. Now, I have mastered the basic English skills: listening, speaking, reading, writing and translation; and also have a good knowledge of grammar, phonetics, linguistics. Moreover, extensive reading has broadened my mind. It acquainted me with western countries’ culture and custom. Heard-working also rewords me with high scores in examination. With a perfect mastery of specialized knowledge, I also developed myself in all-round way. I have been paying special attention to foster my managerial ability, coordinate ability and cooperative ability. So I have dong lots of jobs in my college life, such as working as a branch secretary of the group, an English teacher of Jianming English Training School, a salesmanI have not only dong a good job but also have leant a lot from such experiences. Additionally, my self-confidence, industry, and enthusiasm pave the way for conquer the difficulties witch would occur in future work. My attribute has prepared me for making an immediate contribution to your company. Your trust and my ability will make us to create a new marvel together. I welcome the opportunity to meet with you to further discuss my qualification and your need. Thanks for your time and consideration.相关阅读：英文自我介绍如何说好第一句 英文

英语专业英文版自我介绍 第2篇

英语专业英文自我介绍

？以下是一篇，希望大家能在这篇面试中有所收获并能从中掌握一定的。 Dear Sir or Madam:        It’s greatly appreciated that you can share your time to read my self—recommendation letter. My name is Yu Ting. Majoring in English, I will graduate from Neijiang Teachers’ college in June .        “Only after polishing, the sword will be sharp; only after suffering sever winter, the plum blossom will be fragment.” After four—years’ heard study, I have possessed the quality to be a qualified graduate.        Four—years’ hard working arms me with solid specialized knowledge. Now, I have mastered the basic English skills: listening, speaking, reading, writing and translation; and also have a good knowledge of grammar, phonetics, linguistics…. Moreover, extensive reading has broadened my mind. It acquainted me with western countries’ culture and custom. Heard-working also rewords me with high scores in examination.       With a perfect mastery of specialized knowledge, I also developed myself in all-round way. I have been paying special attention to foster my managerial ability, coordinate ability and cooperative ability. So I have dong lots of jobs in my college life, such as working as a branch secretary of the group, an English teacher of Jianming English Training School, a salesman…I have not only dong a good job but also have leant a lot from such experiences.       Additionally, my self-confidence, industry, and enthusiasm pave the way for conquer the difficulties witch would occur in future work.       My attribute has prepared me for making an immediate contribution to your company. Your trust and my ability will make us to create a new marvel together. I welcome the opportunity to meet with you to further discuss my qualification and your need. Thanks for your time and consideration.相关阅读：英文自我介绍如何说好第一句          英文 

英语专业英文版自我介绍 第3篇

With entering the information age, we are urgently required to possess a valuable wealthlearning autonomy.Learning autonomy means that it is not the end of our school education as we step out of the door of school education, but a new start of new educationlife-long autonomous learning.On the other hand, during shool education, it is impossible to obtain every knowledge from teachers in class.There is no exception to the autonomy of learning English.Therefore, autonomous learning of English for college students majoring in English matters a lot.

However, in the department of foreign languages in Ding xi Teachers College, the autonomy of freshmen in learning English is not optimistic.Through making a questionnaire, I find that most of them lack of autonomy in English learning.If their teachers don’t arrange assignments, they even seldom read their course books.In class, most of them are unwilling to speak English actively;outside of class, they seldom create opportunities to learn English, or even they come across some chances, they seldom make full use of them.

The problems mentioned above are caused by many factors.In my opinion, the

reason why a lot of college students choose English as their major is not because of their interest, but because of their employment in future.I surveyed 123 first-year English majors from Class1, 2, 3, 4, in our department.The answers of 77 students can be used to analyze the questionnaire.When No 4 question“I think learning English is fun and full of exploration, the more I learn, the more interested I will be.”was asked, Only 5 students chose“5 (completely true) ”, 19 students chose“4 (usually true) ”, accounting for 31%.While No 7 question“I think my grades of English examinations have to do with my employment.”was asked, 35 students chose“5 (complete true) ”, 24 students chose“4 (usually true) ”, accounting for 74%.Thus, they study English very passively.They study English, most of time, just for examinations.

Therefore, the level of English major freshmen’s autonomy in English learning in our school is low, and it is hypothesized that the level of autonomy relates to learning achievement.

Therefore, my research general objective is to make a survey of English major freshmen’s autonomy in English learning.

Specific objectives are to find how high is the level of the autonomy of English major freshmen in English learning;how the level of autonomy relates to learning achievement;what the differences in the level of autonomy between female students and male students are.It is hypothesized that the level of autonomy relates to learning achievement.I surveyed 123 first-year English majors from Class1, 2, 3, 4 in our school.The survey lasted 3 weeks.The survey was conducted through interview, classroom observation and questionnaire.The survey showed that the level of autonomy in English is low and significantly correlated to academic performance.In general, there is no significant difference between male and female students, but in motivation female students are higher.

As far as I know, there are quite a few books, papers and conference presentations dealing with autonomous learning.They are, namely, Establishing Self-Access From Theory to Practice by Dickinson.L, Learner Autonomy in Practice by Little.D., Learner Autonomy and the Need for Learner Training by Mcdevitt, Autonomy and Foreign Language Learning by Holec.H.However all the books are simply an introduction to the western theory and practice in autonomous learning, few applying to the typical Chinese educational context, let alone the Foreign Language Department of Ding xi Teachers College, I know all teachers learn that most students do not like to study, but few teachers pay much attention to the cultivation of English major freshmen’s autonomy and enhance them.So I made a survey of English major Freshmen’s autonomy in learning English

2 Autonomous Learning

2.1 Definition of autonomous learning

The definitions of autonomous learning are of variety, different researchers focusing on different aspects share different concept of it.Debates about the acquirement of“life-long-learning”skills and development of independent thinkers rose in the 1960s, when the concept of autonomous learning emerged.Holec, Henri is an advocator and pioneer of autonomous learning in language learning.His definition is, “The autonomous language learner takes responsibility for the totality of his learning situation.” (Holec, 1979) .

Brain Kenny (1993) defined autonomous learning in this way-autonomous learning creates opportunities for the learners to generate knowledge”.

Cotterall (2000:109) argues that autonomous learning is supposed to be viewed as an essential objective of all learning and should include such aspects of language learning process setting objectives, selecting learning strategies, and evaluating progress.

The above definitions define the autonomous learning from different aspects.I will give my definition from another angle.In my own opinion, learning autonomy is not only a capacity to learn efficiently, but also, and what is more important, an excellent habit we can carefully foster through a long time, with which we can learn efficiently and learn lifelong time with fun, with our good qualities, like positive attitude of life, determination, perseverance, persistence and so on.

2.2 Characteristics of autonomous learning

According to my definition of autonomous learning and research of Norman, Little, and other scholars, the characteristics of autonomous learning in English teaching and learning, in my opinion, are as following:

1) Time-consuming When it comes to fostering and shaping the helpful habit-learning autonomy, Rome is not built in one day.That is really the case.Like all habits, good or bad, they are not shaped in a moment.

2) Correlation with good personal qualities.If we want to shape the habit-learning autonomy, we first should pay attention to fostering our good personalities.However hard and bored at the beginning, we should have a strong will, be determined, persisted until it is a habit without which you feel empty in your heart.Its shaping is closely associated with good personal qualities.

3) Stability Once the habit of autonomous learning is shaped, it is relatively stable, it can go a long way, sometimes for some body lasts lifelong.

4) Relativity Different person shares different personalities, which affects the degrees of autonomy.like what Noman (997:193) states, the fully autonomous learner is an ideal rather than a reality.Therefore, there are different degrees of autonomy.

5) Effectiveness and fun When the habit is shaped, we will take learning as a habit, it can help us to study effectively.Language is acquired most effectively when we are directly involved in accomplishing something, and then we will have a personal interest in the outcome of what we are using the language to do, we will feel fun to learn English.

2.3 Theoretical background

Autonomous language learning approach was founded on the basis of Constructivism, Linguistic basis.

2.3.1 Constructivism

Piaget (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) stated individuals were actively involved right from birth in constructing personal meaning, which was their own personal understanding, from their experience.From his theory, we know the learner is the main role in learning and teaching.Learners take active responsibility for their own learning, engaged in formulating hypotheses to explore the rules of the target language.It is important for language teachers to help and encourage students in this process, rather than consider them as passive receivers.

George Kelly (Developing a course strategy for learner autonomy.ELT Journal, 49/3, 219-227) , stated his idea in his personalconstruct theory.He began with the premise ofman-as-scientist’, constantly sought to make sense of his world.People carry out their own personal experiments, construct hypotheses actively seek to confirm or disconfirm them.According to him, language is not learned by the mere memorization of discrete items of grammar, discourse, function or other aspects of language.Instead, learners are involved in an active process of making sense.As language teachers, we should take advantage of a variety of ways to get students involved in learning and construct their own understanding of the language.It is more important to teach them how to learn than to give them knowledge only.

2.3.2 Linguistic basis

Chomsky (Learning as dialogue:the dependence of learner autonomy on teacher autonomy system 23/2, 175-181) claimed that human beings are biologically endowed with an innate language faculty.The innate language faculty incorporates a set of universal grammatical principles (UG) .If students learn a few words, they have an ability to creatively use the language to express their ideas.He emphasized the importance of innate knowledge and the learner’s contribution to the process of language learning.

Krashen’s affective filter hypothesis deals with how affective factors related to SLA.In his view, the filter controls how much input the learner comes into contract with, and how much input is converted into intake.It is effective because the factors, which determine its strength, have to do with the learner’s motivation, selfconfidence, and with low anxiety have low filters, and so obtain and let in plenty of input.For language learners, it is important to be aware of the fact that whatever language input is provided in classrooms, teachers should give students effective input and create lively atmosphere.They should give students more practice and make them the host of the class.

3 A Survey on Learner Autonomy

3.1 Research purpose and research questions

The above gives a definition of autonomous learning of my understanding and its characteristics.But it hasn’t made clear how learners act in real study.I want to know the level of the autonomous learning in real life in order to find causes of influencing autonomy of freshmen majoring in English.The survey tries to answer the following questions:

1.In terms of English major freshmen, how high is the level of autonomy in English learning?

2.How is the level of autonomy related to learning achievement?

3.What are the differences in the level of autonomy between female and male students?

3.2 Methods

3.2.1 Classroom observation

In Chinese language classes, students attach much importance to classroom learning activities, so their performances in the classroom reflect some of their learning habits and learning strategies.I observed 4 English classes (Class1, 2, 3, 4) .My observations aimed to identify how they learn.I wanted to get some useful information about how the students act in the classroom.

3.2.2 Interview

In order to get useful information about how students learn English in the class and outside, I conducted several interviews.Two groups of the interviewees were selected according to their achievements.One group came from the students who get high scores on the English section of their University Entrance Examination and could communicate fluently in class.The others scored lower and were unwilling to speak English in the classroom.I paid attention to the following points in the process of the interviewing.

a.During the interview, I speak to them in English as clearly as possible.I tried to make the students feel relaxed.In this way, they could express their real ideas.

b.The questions asked in the interviews were related to their learning in the classroom and outside.

3.2.3 Questionnaire

The questionnaire used in the survey which was designed by referring to HKBU Papers in (Applied Language Studies, 4, 64-79) was designed and expected to measure the level of autonomy.It was conducted on the basis of the definition of autonomous learning.The questionnaire contains two sections.Section 1 was on background information, including name, sex, and the scores on the English section of their University Entrance Examination.Section 2 consists of 58 items belonging to the following 6 categories:learning motivation, learning content, goal-setting and plan, learning strategy, assessment, and learning help.Each item was on a five-point scale ranging from 1“this statement is never or almost never true of me”to 5“this statement is always true of me”.The questionnaire was written in Chinese so that the students have no difficulty in understanding them.

Item 1-10 is used for testing motivation, item 11-20 for resource, item21-26 for goal-setting, item 27-43 for strategy, item44-51 for assessment and item 52-58 for learning environment. (see table1)

Before these items were designed, the validity was considered carefully.Mativation includes extrinsic motivation and intrinsic motivation.Although we consider teachers’efforts to motivate students, we do believe that ultimately students should become selfmotivated.The survey claims that intrinsically motivated people do things for their own sake instead of external reward.Intrinsic motivation is strongly related to self-regulation, one element of autonomous learning.Motivation was investigated through rating scales of various kinds of their attitude toward the language, the culture, and the learning process.The questions were mainly concerned with intrinsic motivation, such as“I am interested in English”, “I like to communicate with others in English”, “I think learning English is challenging and interesting”.

The items for learning content involve resources in class and outside.Here I suppose what students learn is determined by learners rather than their teachers.

The items for goal-setting and study plan are concerned with planning, time management.Goal-setting means that students set their learning objectives on their own.

The items for strategy mainly consist of listening, speaking, reading, writing, memory and other learning strategies.

The items for assessment include self-regulation, self-summary, self-assessment and self-reinforcement.

The items for help include physical environment and school culture.It showed how students get help from teachers, peers and other resources.

3.3 Results of the research and findings

3.3.1 Data analysis

3.3.1.1 Correlation between different variables

The questionnaire was divided into six parts in order to test its reliability.Correlation analysis was used to test the relationships between different variables.Through calculation by the software SPSS 13, the reliabilities between the six dimensions range from0.770 to 0.961, which proved that the questionnaire was reliable and these six aspects were highly consistent.We can use it to identify the level of autonomous learning in Foreign Language Department of Ding xi Teachers College.As shown in Table 2, a close relation existed between the 6 variables of autonomous learning.Help had the strongest correlation with Assess.

3.3.1.2 Levels of autonomy

Means and standard deviations of the learner autonomy in English learning on each aspect are described in Table 3.Most of the means are nearly half of the total.That means students didn’t have high level of autonomous learning.Of all the components, college students showed the lowest degree in assessing.The standard deviation is one of the most important statistical measures.It shows the typical amount by which values in the data differ from the mean.From the table we can see standard deviation of strategy is the highest and then comes motivation.All the standard deviation were big, which may be due to fact that students graduate from different middle schools.

3.3.1.3 The relation between autonomy level and English achievement

In order to answer the second question, college students were divided into two parts in terms of the scores in College Entrance Examination, high-achievers are above the average score while the others are low-achievers.

The description of the levels of autonomy in high-achieving learners and low-achieving learners. (N1=51, N2=51)

The data indicates that high-achievers are significantly superior to the low-achieving ones in the overall level of autonomy.The autonomy in all the components is significantly related to learner achievement.

3.3.1.4 The differences in the level of autonomy between female students and male students

M1=mean of autonomy in high-achieving learnersM2=mean of autonomy in low-achieving learnersS1=standard variation in high-achieving learnersS2=standard variation in low-achieving learners

In order to answer the third question, college students were divided into two parts, male students and female students. (N1=78, N2=24)

M1=mean of autonomy in male learnersM2=mean of autonomy in female learnersS1=standard variation in male learnersS2=standard variation in female learnersThe data shows that there are no significan

The data shows that there are no significant differences between male and female students (p>0.1) .But the autonomy of females in almost all the components except content was superior to males.

3.3.2 Classroom observation

Good learners were actively involved in classroom activities.They took notes when necessary and listened to the teacher inventively.They willingly and actively answer questions and think for themselves.In spoken English activities, they actively expressed their ideas and tried to use newly-learned words, phrases and sentences patterns.They seemed to have a strong desire to communicate, or learn from communication.They made up their own sentences instead of referring to the ones on the textbook.They were not afraid to make mistakes.If they had questions which could not be solved by themselves, they didn’t hesitate to ask for help.They took the initiative to speak in class.On the contrary, low-achieving students were tired of English.They tended to prefer written work, such as grammar and other written exercises.In class, they seldom took notes.Some of them don’t know what to take because their middle school teachers often told them what they needed to write down, but in college, it all depended on themselves.They were unwilling to answer questions unless asked to do so.If they had to do some presentations, they often read the original words in the books.Though they sometimes talked with their partners, they sometimes speak Chinese instead of English.

In reading, good learners did better than less successful students.They could take advantage of reading strategies well, such as scanning, skimming and guessing unfamiliar words from the context and find topic sentences easily.However low-achieving students couldn’t finish material in the limited time.Some of them even moved their fingers or pens while reading.They focused on words rather than meanings.

In writing, high-achieving students often wrote outlines first.They followed the teachers’requirements and directions of the training materials.After writing, they often checked their own assignments and sometimes ask their peers to do so.But low-achieving students often ignore the writing requirements.In addition, they made many grammatical mistakes in the sentences and submitted to the teacher without checking.

Neither high-achieving students nor low-achievers cooperated with their classmates in class.Females did much better in speaking than males.Quite a few males were reluctant to speak English in class.In the other fields, there were no differences.

3.3.3 Interview

students were also asked to reflect their learning, which includes the following questions:

1.Do you have a study plan?

2.Are you active in class?

3.What activities do you undertake to learn English after class?

4.Why do you want to carry out such activities?

5.Are you attentive or absent-minded?

6.How do you carry out this activity?Do you use any methods?

A high-achieving student:I have study plans.In class, I am active because it is good for me to practice my English and keep myself alert.I like reading English newspapers and magazines. (China Daily, 21stCentury, and English Salon) .They are too expensive.So I often read English books in our library.When I met new words, I guess their meanings.After reading, I look them up in the dictionary and write in my notebook.I like reading in the classroom.No one interrupt me there.I also like to speak English with my friends outside.I appreciate self-evaluation very much.

A low-achieving student:I don’t have a study plan.In class, I don’t like to answer the teachers’questions though sometimes I know the answers.I want to read some English materials outside class.But there are too many new words.I had to give up.Speak English?No chance.

3.4 Discussion

On the basis of the data analysis, we can conclude the level of autonomy has a significant relation to learner English achievement.The over mean of autonomy in high-achieving learners are higher than that means of autonomy in low-achieving learners.What made them different?

Motivation

It is admitted that motivation is highly correlated to achievement, and this correlation is taken as evidence that highly motivated students do well in school and outside of school.The relationship may be in the opposite direction from that which is commonly assumed.That is, it may be superior achievement that enhances motivation as well as high motivation leading to superior performance.57%of low-achieving learners choose“they are never or seldom interested in English”and“only 10%of them like to communicate with others in English.”while 62%high-achievers say they are interested in English and 71%of them like to communicate with others in English.

There are two types of motivation, extrinsic and intrinsic.When the only reason for performing an act is to gain something outside the activity itself, such as passing an exam, or getting financial rewards, the motivation is likely to be extrinsic.When the experience of doing something generate interest and enjoyment, and the reason for performing the activity lie within the activity itself, then the motivation is likely to be intrinsic.Although both extrinsic and intrinsic motivations play an important role in learning, here intrinsic motivation is mainly dealt with and autonomous learners are self-motivated.Maslow (1970) claimed that intrinsic motivation is clearly superior to extrinsic.One of the most effective ways to help both child and adults to think and learn is to free them from the control of rewards and punishments.It was found that students who were interested in continuing their study beyond the college entrance requirement were positively and intrinsically motivated to succeed.In contrast, those who were only in the class to fulfill entrance requirement exhibited low motivation and weaker performance.

Learner level is likely to be one factor governing how important this type of attitude might be.It is possible that at the advanced level attitude towards the reference group will be more important than lower down.At the advanced stage getting inside the culture is more important.If the learners are interested in the target language community’s culture, custom, media and so on, it is more probable that they possess intrinsic motivation.It is also accepted that intrinsic motivation with long-term benefit and extrinsic motivation with short-term benefits.

The study of motivation also raises the interestingchick and egg’issue of cause and effect.Motivation may also lead to success;but success can also lead to motivation.

From the data, we can also see female students have a little higher motivation level in English.First it may be because girls have stronger competence in language learning.Second, maybe females are under pressure in education and employment.

4 Conclusion

In the thesis, I made a survey on learners’autonomy in English learning in Foreign Language Department of Ding xi Teachers College.The survey was based on the autonomous learning.I mainly focus on the understanding what autonomous learning means, including its definition, its characteristics and theoretical background.Then I use interview, classroom observation, questionnaire survey to explore the level of autonomy, the relation between the level of autonomy and English achievement, and the difference between male students and female students.At last, I point out one main cause which influences the level of autonomous in learning English.The survey showed that the level of autonomy in Foreign Language Department of Ding xi Teachers College is low and significantly correlated to academic performance.In general, there is no significant difference between male students and female students, but in motivation, female students are higher.By writing the thesis, I hope I can provide some useful information so that the teachers in our school know their students well about their autonomy in English learning, and help their students learn English actively and autonomously.

Though I have tried my best to ensure reliability and validity of the survey, due to my limited knowledge and current conditions unsolved, the present paper still needs improving.In the terms of methods, questionnaires may cover more aspects.Moreover, the subjects were chosen only 4 classes of freshmen in our school, which might affect its representative.Nevertheless, this paper describes what is actually going on in our EL classroom.It is expected that the result of the survey will benefit both teachers and students.

参考文献

[1]Andrew D Cohen.Strategies in Learning and using a Second Language[M].Addision Wesley Longman Limited, 1998.

[2]Cotterall S.Developing a course strategy for learner autonomy[J].ELT Journal, 1995, 49 (3) :219-227.

[3]Cotterall S.Promoting Learner Autonomy Through The Curricu lum:Principles for designing language courses[J].ELT Journal, 2000, 54 (2) :109-117.

[4]Dickinson L.Self-instruction in language learning[M].Cam bridge:Cambridge University Press, 1987.

[5]Ho J, Crookall D.Breaking with Chinese cultural traditions:Learner autonomy in English language teaching[J].System, 1995, 23 (2) :235-243.

英语专业英文版自我介绍 第4篇

关键词：高职 英文录入 课堂教学

信息化社会，电脑岗位呼唤具有高文字技能的信息化人才。除了部分专业操作软件的运用，录入技能在某种程度上也能决定求职者的去留。高职院校不仅要培养学生的知识水平，更要注重学生的技能培养。

一、学生现状

高职学生在入学之前，多数在中学阶段已经学习过基础的计算机操作。作为英语专业的学生，基本的语言水平也已经具备。但是，学生平时接触的最多的是中文的录入活动，习惯的也是各种智能中文输入法。录入中文时，可以采用拆分词根、偏旁、声母韵母等方法，智能输入法在某种程度上也可提高效率。另外，部分学生认为自己平时在通讯软件上聊天时，打字很快，便认为自己的录入水平已经很高，不再需要进行系统的练习。

但是，笔者通过课前的简单测试发现事实不容乐观。测试时，笔者不给出任何要求，只让学生按照顺序在空白WORD文档录入26个大写英文字母，完成后举手。看似简单，问题却不少：第一，极个别的学生不能切换大小写。第二，少数学生不会启动WORD文档。第三，部分学生的坐姿和指法不标准，这也是最普遍的问题。测试结果显示，只有非常少的学生能在30秒内完成，录入最慢的学生需要120秒甚至更长。

为什么有些学生在平时使用智能中文输入法打字时很快，但是进行英文录入时效果却不理想呢？除了前文提到的中文输入以及智能输入法的辅助作用外，习惯是很重要的原因。因为学生习惯了录入中文，习惯了自己平时打字的姿势和指法。另外随着智能手机的普及，学生习惯了在手机上进行录入活动。

二、课堂教学

通过对这些问题背后的原因进行分析，基本可以确定《英文录入》的课堂教学思路。该课程的教学目的是培养学生能熟练掌握英文文章盲打录入操作技能、为学习和应用专业课程打下良好基础，提高学生能力与素质，培养学生的动手能力。通过大量的上机操作，让学生经常参与实践与探索的过程，促进学生良好录入习惯及学习方法的掌握，实现盲打。首先，要让学生意识到英文录入技能的重要性，端正练习态度。其次，要结合学生和课程本身的特点进行教学设计。

（一）不同于英语语言知识需要教师进行详细的讲解，录入作为一门技能，需要学生用大量的时间进行自我实践方可掌握。因此，教学过程中应该以学生实践为主，教师讲解指导为辅。

（二）学生的实践至少应该包括两个方面。一、录入姿势。要帮助学生形成正确的基本的录入姿势。二、录入指法。指法的掌握是一个复杂长期的过程，可以根据键盘的分布特点分割成不同的环节，环环相扣，由简到难。

（三）学生实践为主并不是任由学生操作。不可否认，部分学生的自我约束能力不够。如果没有教师的监督，容易忘记课堂的目的从而出现玩游戏、聊天等现象。因此，教师必须发挥自己指导监督的作用，一方面可以督促学生认真进行练习，另一方面可以发现学生在练习中出现的错误并及时纠正。同时，录入技能的培养需要长时间的联系，课后还要督促学生每天坚持进行练习。

如前所述，部分学生的英文基础不扎实也会到时录入效果不理想。这一点就需要教师督促学生在课后及时提高，课堂上再通过上机练习提高录入录入水平。

（四）在实际的教学过程中，学生们可能会感觉打字没意思，太枯燥，以致45分钟的课堂利用率不高，课堂效率大打折扣。因此具体在每一节课的实施过程中，可以在上课前10分钟左右的时间进行简单测试，主要看学生最近的练习情况及进步情况同时调整练习进度。在学期中，则可以利用教学平台进行练习成果展示或在班级内进行录入比赛。让学生轮流到讲台上进行录入，通过平台展示给其他学生。这样做不仅可以让学生了解别人的录入水平，也可以以赛促学。

（五）结合学生的实际计算机水平，在平时的教学活动中，可以适当穿插常用计算机操作及软件使用以及常用快捷键的使用等。

三、结语

需要说明的是，英文录入与现在广受欢迎的速录不同。后者需要专业的设备，而《英文录入》作为英语专业的一门专业基础课，主要是提高学生及计算机录入水平，从而为之后的就业打下基础。与英文写作、口语表达等对英语的语言知识要求较高不同，英文录入技能的养成跟英语语言基础关系不大，难的是如何通过大量的练习提高自己的录入水平（速度和正确率）。因此严格来说，《英文录入》不是教师教，而是学生做。学生在做中学，在做中提高自己。

英语专业面试的英文自我介绍 第5篇

好范文的小编为大家整理了以下这一份关于英语专业面试的自我介绍范文，仅供大家来参考。

Hello, my professors.It’s a fine day today,and i’m very pleased to meet you here.First of all,i’d like to introduce myself to you.My name is ***,my hometown is ***,which is a really beautiful city.Even when i was a young boy,i was very interested in biology science.Every one may have a dream,and i still remember that my dream is to be a biology scientist(just like ZHU KE ZHEN).I liked to make wonders just like,where are we from?Where are we going in the universe?And then i would find the answers in book by myself.Still today i think that interest is the best teacher in one’s whole life(and knowledge comes from practice).Second, i will introduce my major in the university.My major is Biological Engineering in *** University.It has a great relationship with biology scince.Their relationship can be shown with an example: Just like a river,biology science,which often finds new discoveries and theories, is at the head of the river.And my major,which lays more stress on practical use, seems to be at the end of it.When both of them interact well enough,the discovries and theories in biology science can be soon turned into products in all of the modern industry.Four years’ university education gives me a lot of things to learn,a lot of chances to try,and a lot of practices to improve myself.It teaches me not only what to study and how to think,but also to see the importance of practical ability(such as doing expriment as much as possible).In the university life,i have made many good friends.They help me improve my study and research ability, do ererything just like a man,and often give me good example to follow.Besides what i have introduced myself above,i also have many interests in my spare time.I like playing football,which is an effective way i think to improve my body health,and it can teach me how to join in a group and deal with other people.Drawing and writing is another favor to me.Above all,i choose the major in order to broad my view in biology scince,and enhance my research ability.I will do my best to join the new group and be good at postgraduate study.

电子专业英文自我介绍 第6篇

you are good! i am electronic information project specialized XX sessions of graduates， learned in the near future your firm is advertising for the talented person， i hoped can arrive has the opportunity to your firm work.

in school period， i study the specialized knowledge diligently， and invested the huge enthusiasm and the energy for it.while studies the textbook knowledge earnestly， i participate in school inside and outside practice positively， and has obtained some result. if monolithic integrated circuit development design， aspects and so on pcb layout as well as homepage design. the university four years let my english proficiency have progress，and smooth passed the national english six levels of tests，had certainly certainly has listened to， to say， to read， writes ability，has the reading specialized literature english foundation of basic skills.

i have the good computer knowledge and application ability， can grasp the basic application software skilled the use， and can use languages and so on c， assembly， vb， html carries on the programming. moreover i also can using multisim， protel， pspice， auto cad and so on the specialized software carry on the correlation work，and many times participated in the project practice which in the school organizes.i have studied some knowledge using after school which the related homepage design， the plane design as well as the video frequency pick arrange，can skilled manufacture the homepage using the homepage three swordsmen，and can use imagery processing softwares and so on the photoshop， acdsee to carry on the related design work，has uses adobe premiere the pro software editor complete video frequency plan the experience.i longed for study has uses， to long for own knowledge can obtain the practice examination， looked forward to the practice will be able to enrich my work experience and the ability glorious future.