英文的工作自我评价

英文的工作自我评价（精选8篇）

英文的工作自我评价 篇1

I am enthusiastic, confident, self-motivated, serious and responsible, good team spirit and good personal affinity; elegant, nice, energetic, methodical work, strong sense of responsibility; has excellent thinking, communication and ability to learn, love teamwork.

英文的工作自我评价 篇2

一、自我效能感的概念

“自我效能感”这一理论概念,是在1977年由美国心理学家班杜拉所提出的。自我效能感指的是人们对于自己在某个活动领域之内操作能力的主观性判断和评价。在自我效能感的产生或变化时,主要有四个因素能够对其产生影响,它们分别为成败经验、替代性经验、生理情感的激活、以及他人的语言劝说等。经过实践研究表明,如果学生的自我效能感越高,那么他所设立的目标也就越高,为了实现这一目标所付出的努力也就越多,而且努力所持续的时间也就越长。因此,如果在英文写作教学中提高学生的自我效能感,对提升学生的英文写作能力具有十分重要的意义。

二、自我效能感对学生英文写作能力的影响

1.对写作练习选择的影响。学生在进行英文写作练习的时候,自我效能感越强,越容易选择难度大、挑战性高的写作练习内容。自我效能感越强的学生,其表现欲望也就越强。因此在英语写作的课堂中,他们就更加愿意用英语将自己的思想表达出来。而激发学生用英语表达思想的意愿,正是提高学生英文写作能力的基本出发点。

2 . 对思维的影响。由于人们的行动都要受到思维的支配,人类的思维有一个主要的功能,就是对未来的行为结果进行预测。通过思维的活动,自我效能感会对人们产生促进或阻碍的作用。自我效能感较强的学生,更愿意去想象成功的写作作品,因此能够真正促进到学生的写作实践。

3.对学习动机的影响。学生的自我效能感越强,其学英文写作的动机也就越强。这样的学生在写作练习的过程中,如果遇到难题,会有更强的毅力和韧性,来解决问题。并且不断的进行自我学习和完善,以达到提高自身英文写作能力的目的。

4.对身心反应的影响。自我效能感还能够对学生的心态和情绪产生不同的影响,例如应激状态、抑郁、焦虑等情绪反应。自我效能感较强的学生,会更加相信自己有能力面对英文写作中存在的难题,同时有信心进行解决。因此,在写作进行之前,学生就不会产生害怕、担忧等负面情绪。让学生能够有一个良好的心态,进行写作练习。

三、基于自我效能感的英文写作策略

1.让学生获得成功的体验。成功或失败的经验,是人们在实际活动中获得自我效能感的一个主要方式,它能够体现人们对事件的掌握和驾驭能力。因此,在英文写作的教学当中,教师应当设置合适的写作目标,让学生能够得到成功的体验,并通过这种方式,帮助学生建立英文写作良好的自我效能感。在具体教学中,教师应当对学生的能力有一个充分的认识,给学生创造更多的机会来表现自己。这样教师能够很容易的发现学生的优点和长处,适当的进行鼓励和表扬。同时,教师还应当根据不同学生的不同英文写作能力,给学生设定不同的写作目标,以激发学生的写作练习的积极性。

2.重视榜样示范作用。所谓的榜样,实际上是一种替代性的成功经验。利用与自身情况相似的榜样示范作用,借鉴其成功的经验,来解决自身面临的难题。榜样示范作用能够促使学生获得更高的自我效能感,学生通过观察和学习来获取成功的经验。例如,教师可以把一些原本写作基础较差,但后期进步很快的学生作为写作练习中的榜样,让其他学生观察榜样的进步过程和努力成果,以提高学生的自我效能感,促进英文写作能力的提高。

3.对学生进行全面、客观的综合评价。当人们对自己的能力表示信任的时候,会拥有一个较高的效能感。而人们对于自身能力的认识则主要是通过外界评价获得的。在传统的教学当中,教师对学生的评价往往只是按照学生的考试成绩和分数来进行,这样的评价不具有客观性和全面性。在英文写作教学当中,教师既要关注学生的学习成果,更要注重其学习过程。综合学生各方面的表现,对其进行全面、客观的评价,对学生的优点应给予适当的表扬和鼓励,这样才能对学生的自我效能感产生积极的影响,从而提高学生的英文写作能力。

英文写作在英语的实际运用当中占有十分重要的位置。因此在英语各个方面应用能力的提高当中,写作能力的提升是相对较为缓慢的。对此,人们在进行英文写作练习的时候,只有具备较高的自我效能感,才能坚持不懈的进行学习,不断的提高自身的英文写作的技能和技巧,最终达到英文写作能力的全面提升。

摘要：随着世界经济一体化的不断发展,国际间的交流不断增加。作为国际通用语言,英语的重要性正在逐渐的凸显出来。我国目前需要培养大量的实用型英语人才,才能在国际交流当中占据有利的地位,争取更大的利益。在国际交往中,英语信函和邮件的往来十分密切。因此,对学生英语写作能力的培养就显得十分重要。本文对英语写作当中的自我效能感理论进行了阐述,并对基于自我效能感的英文写作策略进行了探讨。

英文的工作自我评价 篇3

谈到英文写作教学，不少人认为：只有老师才有权批阅学生的作文。然而，让学生参与评价，可以改变他们的被动角色，随时从同伴的评价和作文中受到启发，进而提高自己的写作水平。

二、同伴评价的概念及优缺点

同伴评价（PeerResponse）最早是Graves（1983）提出来的。他认为同伴评价是学生内化写作、掌握写作技能的一个重要途径。同伴评价（Liu&Hansen，2002）具体定义为：在过程写作中，学习者作为信息资源，轮流担任导师和编辑的角色，对同伴的写作予以评价。同伴评价强调了学习者间的合作与交流，符合新课程的基本理念。大量的实验表明，同伴评价对提高学生语言能力和交际能力是大有裨益的，但我们必须清醒地意识到同伴评价活动如果缺乏科学设计与安排，就会影响评价质量，甚至浪费时间。

三、写作教学中同伴评价活动的有效设计

同伴评价具备教师评价不可替代的优势，但在实际运用中会面临一些问题，为了扬长避短，教师必须对它进行合理的设计和对学生进行必要的培训，此外，同伴评价不仅可以运用于课堂的写作教学中，同时还可以在课外发挥积极的作用。

1.同伴评价在课堂写作教学中的有效实施

（1）创建评价小组

在创建评价小组前，教师应根据学生的学习能力，英语知识和技能水平等将学生分成A、B、C三个类别，A类是优等生，B是中等生，C类是学困生，每个评价小组最好由1A、2B和1C组成。老师在组建评价小组时切不可公布类别，以免伤害学生的自尊心。每个评价小组应指定一名小组长和一名记录员，小组长负责组织、管理和主持讨论工作，记录员负责评价表的填写，其余两名学生负责批改。

（2）设计评价表和批改符

评价表的设计非常重要，它是学生合理评价的依据。科学的评价表应对文章的内容要点、意思表达、篇章结构、遣词造句和书写作全面的评价，不仅要指出别人文中的不足，而且更要鼓励学生发现他人的亮点，这样才能促使学生相互借鉴、共同提高。

为了提高批改效率，便于学生以后订正和改进作文，很有必要提供给他们一套批改符，譬如：Cap表示应该大写；CE表示中式英语；Log表示逻辑错误；BE表示破句；Wo表示词序混乱；Co表示搭配错误；Pl表示单复数错误；T表示时态错误；V表示语态错误；∧表示缺少要点；？表示看不懂等。

（3）培训及模拟演练

在正式开展评价活动前，培训模拟演习也是必要的。评价小组通过交流与合作，共同体验评阅的全过程，这样自然会暴露出各种问题，老师可以组织学生就这些问题展开讨论，形成最后的解决方案。

（4）小组评价在课堂中的实际运用

写作完成之后，首先，评价小组间交换作文，接着小组长组织评阅，指定一人朗读作文，大家就文章的内容要点、意思表达、篇章结构和遣词造句等方面展开讨论，找出其中的亮点和不足。然后记录员负责填写评价表，批改员运用批改符给文章作标注。评价活动结束后，老师可以利用实物投影仪把某篇批好的作文和评价表展示给全班同学，组织全班学生欣赏评价成果，并指出评价中存在的问题。每个学生应根据评价活动中所获取的经验和他人对自己作文的反馈，及时对作文进行修改与加工，最后交给教师批阅。

2.课外的同伴评价活动设计

课外的同伴评价不必以小组的方式进行，它可以以一对多、多对一或一对一的方式来开展，评价的方式也不必使用评价表，可以采用留言板或班报等方式来开展，这样就可以打破课堂小组评价的时空限制，创设更为丰富多彩的评价活动。以下的一些例子不仅有趣，而且对学生的写作能力的提高非常有帮助。

（1）留言板

我们可以模拟网络上的留言板，用铜版纸制成教室专用留言板，鼓励学生把写好的作文张贴在留言板的上方，这样大家可以在教室里边走边欣赏作品。为了达到更好的效果，学生可以修改作品，做笔记或把自己的看法或建议写在可粘贴的便条上留言。

（2）班报

如果班上有喜欢计算机文字处理的学生，教师可以鼓励他们组成一个新闻团，收集一周内的好作品，然后设计和编排出一份班报。其他学生可以通过电子邮件、复印、班级电子公告栏等途径来积极投稿。新闻团可以定期约请班级英文功底较好的学生或教师来审稿，对每篇投稿需认真审核和校对，无论录用或不录用的稿件，都必须给予回复，提出录用或不录用的意见和修改建议，鼓励学生写出更为精彩的文章。教师可以组织集体讨论和投票的方式推选出每期最佳作品，给予一定的奖励，刺激学生投入英文写作。

四、总结

英文的工作自我评价 篇4

价语句

小编精心推荐

简历自我评价 | 求职自我评价 | 自我评价优缺点 | 毕业生自我评价

在英语简历中，你是否为了找一句能准确表达自己的英文语句着急。下面是由整理的英文简历自我评价语句，欢迎阅读。更多相关党员自我鉴定文章，请关注自我鉴定栏目。

【英文简历自我评价语句(一)】

Mature，dynamic and honest.思想成熟、精明能干、为人诚实。

Excellent ability of systematical management.有极强的系统管理能力。

Ability to work independent1y，mature and resourcefu1.能够独立工作、思想成熟、应变能力强。

A person with ability plus flexibility should app1y.简历中的自我评价范文需要有能力及适应力强的人。

A stable personality and high sense of responsibility are desirable.个性稳重、具高度责任感。

Work well with a multi-cultural and diverse work force.能够在不同文化和工作人员的背景下出色地工作。

Bright，aggressive applicants.反应快、有进取心的应聘者。

Ambitious attitude essential.有雄心壮志。

【英文简历自我评价语句(二)】

Initiative，independent and good communication skill.积极主动、独立工作能力强，并有良好的交际技能。

Willing to work under pressure with leardership quality.愿意在压力下工作，并具领导素质。

Highly-motivated and reliable person with excellent health and pleasant personality.上进心强又可靠者，并且身体健康、性格开朗。

The ability to initiate and operate independently.有创业能力，并能独立地从业。

Strong leadership skill while possessing a great team spirit.有很高的领导艺术和很强的集体精神。

Be highly organized and effecient.工作很有条理，办事效率高。

【英文简历自我评价语句(三)】

Ability to deal with personnel at all

levels effectively。

善于同各种人员打交道。英文简历自我评价

Have positive work attitude and be willing and able to work diligently without supervision。

有积极的工作态度，愿意和能够在没有监督的情况下勤奋地工作。

Young，bright，energetic with strong career-ambition.年轻、聪明、精力充沛，并有很强的事业心。

Good people management and communication skills.Team player.有良好的人员管理和交际能力。能在集体中发挥带头作用。

Able to work under high pressure and time limitation.能够在高压力下和时间限制下进行工作。

Be elegant and with nice personality.举止优雅、个人性格好。

【英文简历自我评价语句(四)】

With good managerial skills and organizational capabilities.有良好的管理艺术和组织能力。

The main qualities required are preparedness to work hard, ability to learn, ambition and good health.主要必备素质是吃苦耐劳精神好、学习能力优、事业心强和身体棒。

Having good and extensive social connections.具有良好而广泛的社 会关系。

Being active, creative and innonative is a plus.思想活跃、有首创和革新精神尤佳。

With good analytical capability.有较强的分析能力

【英文简历自我评价语句(五)】

Willing to assume responsibilities.应聘者须勇于挑重担。

Mature，self-motivated and strong

interpersonal skills.思想成熟、上进心强，并具极丰富的人际关系技巧。

Energetic，fashion-minded person.精力旺盛、思想新潮。

With a pleasant mature attitude.开朗成熟。

Strong determination to succeed.有获得成功的坚定决心。

Strong leadership skills.有极强的领导艺术。

Ability to work well with others.能够同他人一道很好地工作。

【英文简历自我评价语句(六)】

Highly-motivated and reliable person with excellent health and pleasant personality.上进心强又可靠者，并且身体健康、性格开朗。

The ability to initiate and operate independently.有创业能力，并能独立地从业。

Strong leadership skill while possessing a great team spirit.有很高的

领导艺术和很强的集体精神。

Be highly organized and effecient.工作很有条理，办事效率高。

Willing to learn and progress.肯学习进取。

Good presentation skills.有良好的表达能力。

优秀的英文自我评价 篇5

prepared to work hard , have good communication skills and Work well with a multi-cultural and diverse work force

strong ability to learn, glad to accept other’s guidance and criticism. Studious nature and dedication are my greatest strengths. Have strong determination to succeed. All I want is to progress together with company during my burning youth.

本人个性稳重、为人诚恳、具有强烈的责任感;

积极主动、独立工作能力强，同时具有良好的协调能力和团队合作精神;

具有吃苦耐劳精神和良好的交际技能，可以适应在多元文化环境和不同的`团队中工作; 学习能力强并且乐意接受别人的批评指点，

优秀的英文自我评价两篇

，

自我评价的英文翻译 篇6

◆ During the past then years,my experience has been concentrated in

◆I have a strong aptitude for working with numbers and extensive experience with computer software applications.◆In applying for the position of...I offer my qualifications, which I believe will meet your exacting requirements.◆My work experience and my scholastic endeavors have thoroughly prepared me for employment in

◆I offer extensive knowledge of

◆In addition,I have excellent problem-solving skills and feel that, if given the opportunity, I would be an immediate as well as a long-term asset to your firm.◆I am presently working as a...for...◆I am capable of working independently or as a member of a team and feel confident of my ability to provide quality performance in any assignment that I undertake.◆I believe that my expertise and entrepreneurial insight can be utilized to the advantage of a growing enterprise with a need for effective and efficient financial management and cost control.◆I am proficient in the operation of a....国外要求简历内容：

（1）Scholastic aptitude（学习方面的才能）

a． Native intellectual ability（天赋）b． Imagination（想象力）

c． Creativity（创造力）d． Capacity for analytical thinking（分析思考能力）e． Intellectual curiosity;spirit of inquiry（好奇心）

f． Ability to work independently（独立学习工作的能力）g． Memory（记忆力）h． Accuracy（准确性）i． Methodology（研究方法）

j． Capability for abstract reasoning（抽象推理的能力）k． Potential as a researcher（研究的潜力）1． Potential as a teacher（教学的潜力）

m． Ability to express his ideas orally and in writing（口头或文字的表达能力）

n． Capacity, desire and determination for good quality graduate

work（获得学业成功的能力、愿望与决心）

o． Probable success as a graduate student（作为研究生成功的可能性）

（2）Academic performance（学业上的表现）

a． Breadth of general knowledge（知识丰富）

b． Knowledge of literature in his field（本专业领域知识）

c． Grade or achievement（成绩或成就）d． Industry, diligence（勤勉）

e． Participation in discussion（讨论积极）f． Academic maturity（学业上的成熟）

（3）Languages（语言能力）

a． Ability to speak, understand, read and write the English language（听、说、读、写英文的能力）

b． Ability to read significant literature in other languages than English（英语以外语言阅读能力）

（4）Character（品行）

a． Honesty;integrity（诚实）b． Sincerity（诚恳）

c． Sense of responsibility（责任感）d． Cooperation（合作）

e． Enthusiasm（热诚）f． Conscientiousness（自觉性）

英文的工作自我评价 篇7

关键词：个人无意识,集体无意识,琼斯皇

I.Introduction

The Emperor Jones is a 1920 play by American dramatist, Eugene O'Neill which tells the tale of Brutus Jones, an African-American man who kills a man, goes to prison, escapes to a Caribbean island, and sets himself up as emperor.The play recounts his story in flashbacks as Brutus makes his way through the forest in an attempt to escape former subjects who have rebelled against him.

Carl Gustav Jung was a Swiss psychiatrist, an influential thinker, and the founder of analytical psychology.He considered the process of individuation necessary for a person to become whole.Jung divides the analytical psychology into three parts:conscious, personal unconscious, Collective unconscious.This is a psychological process of integrating the conscious with the unconscious while still maintaining conscious autonomy.

II.Persona and Consciousness

The Persona, for Jung, was the social face the individual presented to the world–“a kind of mask, designed on the one hand to make a definite impression upon others, and on the other to the true nature of the individual”.[1]

In the first scene when Smithers told him the news that the native people were putting up a rebellion against Brutus Jones, the Emperor, Jones was not apprehensive at all.On the contrary he was very sure of himself.He scornfully said:“Dat fool no-count nigger!Does you think I’sescared o’him?I stands him on his thick head more’n once befo’dis, and I does it again if he come in my way… (fiercely.) and this time I leave him a dead nigger fo’sho’!” (p.34) [2]As a tall powerfully-built, full-blooded Negro of middle age and wearing a set of colorful and beauitful uniform, Jones is the Emperor in the palace.Besides, he has a longbarreled, pearl-handled revolver.He looks strong-willed, self-confident, however, he is over-confident of such a persona that he makes an Emperor to the natives.

Consciousness is the only part that can be directly perceived by individual in his soul.The essence of consciousness is to distinguish between ego and nonego, subject and object, positive and negative in order to produce a measure of qualities and choices.

At the end of the first scene, from the distant hills comes the faint, steady thump of a tom-tom, low and vibrating.Jones starts at the sound.A strange look of apprehension creeps into his face for a moment as he listens.Then he asks, with an attempt to regain his most casual manner.“what’s dat drum beatin’fo’?”The drum wakens his consciousness that has long been beneath his persona.As the individuation process gets under way, “the situation has thrown off the conventional husk and developed into a stark encounter with reality, with no false veils or adornments of any kind”. (p.32) On one hand, he accepts the secret to success in the white world.“For little stealin’dey gits you in jail soon or late.For de big stealin’dey makes you Emperor.” (p.32) He succeeded concealing his former crimes and became the emperor in this island.On the other hand, He is intellient, cunning, foxy.He brought“the bush niggers”under control by trickery.He creates the myth about the silver bullet.He is ruthless in his oppression of the natives.He covets wealth, and has squeezed his people dry.So he clearly knows his rule won’t last long.He ran for his life in a hurry away from his palace.

III personal unconscious

The personal unconscious is made up essentially of contents which have at one time been conscious but have disappeared from consciousness through having been forgotten or repressed.It is like most people's understanding of the unconscious in that it includes both memories that are easily brought to mind and those that have been suppressed for some reason.Jung considered the personal unconscious to be a“more or less superficial layer of the unconscious.”Within the personal unconscious is what he called“feeling-toned complexes.”He said that“they constitute the personal and private side of psychic life.”[3]

Jones is not idealistic but has a practical mind.He has planned for his escape.He has got his money safe in a foreign bank and he has prepared food on the way for his escape.Scene 2 in the forest he searches the location where the food is.The rate of the beat of the far-off tom-tom increases perceptibly as he does so.He mutters in a bewildered voice.“how come all dese white stones come heah when I only remrebers one?” (p.37) Brutus Jones talks to himself about the“long journey”ahead of him, and sees creeping out of the forest the first of his nightmarish visions:the little formless fears.They creep out of the deeper blackness of the forest.They move noiselessly, but with deliberate, painful effort, striving to raise themselves on end, failing and sinking prone again.Apparently, these little formless fears are exterior performances of Jones’s inner mind, showing that his complex mind to a start of returning his individual self.

According to Jung, between the conscious and the unconscious, a medium is needed to convey the message from the unconscious.The media is a kind of symbolic language, which makes the ongoing dialogue between the outside world and inner world, the secular life and its symbolic fields.The hallucinations of Jones appear at times in the play, in the surface it is a release of the suppressed biological instinct, but in fact it is a process of Jones’s self-understanding and self-return.

Scene 3 reveals Jones’s frightened imagination the black man whom he killed in a crap game and in scene 4Brutus Jones in his frightened imagination is assailed by the phantom of the white prison guard he also killed.The beat of the far-off tom-tom is perceptibly louder and more rapid, Jones becomes conscious of it.Throughout the play the drum sounds constantly as if to drive Jones to flee to avoid the“non-authentic self”[4], which is a self influenced by white culture, to search for the true self.The past years have become a psychological accumulation for Jones, which reflects his personal unconscious as well.In particular situations, the unconscious beneath his inner side has become the hallucinations about Jeff and the prison guard, which confirmed the personal unconscious of the fact that he was a murderer and accelerated the process of his self discovery.Facing these hallucinations, his spirit nearly collapsed.He has lost his Panama hat, his face is scratched, and his brilliant uniform is ragged and torn.He fires again and again towards these hallucinations in order to expel his fear, anger and despair.

IV.Collective unconscious

Collective unconscious is a term of analytical psychology, coined by Carl Jung.It is proposed to be a part of the unconscious mind, expressed in humanity and all life forms with nervous systems, and describes how the structure of the psyche autonomously organizes experience.Jung distinguished the collective unconscious from the personal unconscious, in that the personal unconscious is a personal reservoir of experience unique to each individual, while the collective unconscious collects and organizes those personal experiences in a similar way with each member of a particular species.

In scene 5 Jones is very close to the edge of despair.His pants are in tatters, his shoes cut and misshapen, flapping about his feet.He holds his head in his hands and rocks back and forth, moaning to himself miserably.Suddenly he throws himself on his knees and raises his claped hands to the sky----in a voice of agonized pleading.“Lawd Jesus, heah my prayer!I’se a po’sinner, a po’sinner!I knows I done wrong, I knows it!When I cotches Jeff cheatin’wid loaded dice my anger overcomes me and I kills him dead!Lawd, I done wrong!When dat guard hits me wid de whip, my anger overcomes me, and I kills him dead.Lawd, I done wrong!And down heah whar dese fool bush niggers raises me up to the seat o’de mighty, I steals all I could grab.Lawd, I done wrong!” (p.40) In such a despair mood, those that beneath the very inner side, the condensation of the same process of the numerous experiences, and some accumulation of the ongoing psychological experiences, highlight the black sense out of the racial unconscious or collective unconscious.

Scene 5 and scene 6 manifest the black’s miserable history onto the stage in a symbolic way.Jones is going through the similar experience of the black slavery, and he comes to a slave auction block where slaves are sold to Southern planters, and Jones is chained in a slave ship with other wretched Negroes and sway with the roll of the ship.The Negroes sway back and forth in the ship at sea.At the same time, a low, melancholy murmur rises among them, increasing gradually by rhythmic degrees which seem to be directed and controlled by the throb of the tom-tom in the distance, to a long, tremulous wail of despair that reaches a certain pitch, unbearably of tone into silence and is taken up again.His voice, as if under some uncanny compulsion, starts with the others.His voice reaches the highest pitch of sorrow, of desolation.The rebel of race and tyrant of the natives only in desperate fear can he turn to his self and can’t help singing along the song.

V.Back to his self

According to Jung, “self is a complex thing:firstly it’s the general awareness of your own body and the being of your self;secondly it is materials in your memory;lastly it is a certain conception of a series of memories.”[3]He believes that self is from unconscious, that is, from personal unconscious and collective unconscious.

Scene 7 describes Brutus Jones’s hallucinatory image:the Congo witch-doctor and the huge head of a crocodile, which is the self-return journey of the intensification of the contradictions inside his heart.Jones is tired out.“Crawling away from the altar, he cowers close to the ground, his face hidden, his shoulders heaving with sobs of hysterical fright.” (p.42) Like all others, facing face, Jones is but powerless.A huge head of a crocodile appears over the bank Jones fired at the green eyes in front of him with the last bullet, the silver one.Here the death of the crocodile betokened his fate.Jones’s despair and running away is not to escape the natives, rather to escape his persona, to go back to his original self.That’s also the symbol that Jones run around in the forest and was found where he started.

In the Emperor Jones from Jones’s dreamy persona to the sober consciousness, to the dim personal unconscious, and then to the ancient racial collective unconscious, O'Neill peels away layers of the mighty appearance of the brutal cunning Jones, and revealed the empty side of his cowardice and obedience, step by step until the road towards a nervous breakdown.Like Inception, the journey of Jones’s running for life in The Emperor Jones is like a process step by step into the deeper inner dream, with the result of finding his original self.

参考文献

[1]荣格.分析心理学的理论与实践[M].成穷, 王作虹译.北京:三联书店, 1991.

[2]Eugene O'NeillThe Emperor Jones[M].New York:Random House, 1920.

[3]C.G.Jung.The Portable Jung[C].Edited by Joseph Camp.New York:Penguin, 1985.

英文的工作自我评价 篇8

【摘 要】本文以提升国际贸易全英文课程教学的效果为目标，对“全英文教学时间和授课对象、渐进式课程设置、教学师资队伍建设”等教学环节进行了探讨和设计，从学生对教学效果的认同度出发，提出了包括“英语学习能力提高”、“专业知识掌握”、“考核和交流形式”、“学生综合建议”四个方面的教学效果评价建议。

【关键词】全英文课程；教学环节设计；效果评价

我国对外贸易的飞速发展，对国际贸易专业人才培养提出了更高的要求，学生不仅要具备高水平的专业知识，还要具备国际视野和高水平的专业外语学习与应用能力，因此，不少高校都在尝试不同形式的全英文教学改革与实践。然而，全英文教学涉及到教学观念的更新以及教学内容的调整，不应以牺牲专业知识和时间为代价，成为专业教学改革中的点缀和陪衬。因此如何从理论和实践上定位全英文教学、把握教学环节设计、评价全英文教学课程的教学效果，从而为高校的全英文教学改革提供有效的实施方案，是一个值得深思的问题。

一、国际贸易全英文课程教学环节设计要考虑的因素

（一）基于学生英语水平的教学时间和授课对象选择

学生专业基础知识和英语水平的参差不齐是全英文教学过程中不可避免的问题。如果不加选择的要求一个专业的所有学生都接受全英文教学模式，往往会给相当一部分学生带来学业压力和心理负担，导致专业知识的吸纳大打折扣。这时可考虑按照学生英语水平、学习能力等方面的相对差异性进行班级划分，对具备较强知识学习能力和英语学习兴趣的学生率先进行全英文课程授课，其它班级学生可以采用旁听形式逐步介入教学过程。

一般来说，国际贸易全英文教学的对象可以设定为大三以上的本科学生，这类学生经过前两年的公共英语学习已经具备了英语四级以上的基础，对相关专业知识和术语已经通过前面的必修课程有了一定的了解，可以更好地用英语理解专业知识，思考这些知识如何用英语表达，从而解决学生思维方式由汉语到英语的转变。

（二）国际贸易课程内容的渐进性

国际贸易课程内容的设置不能一味强调全覆盖，课程设置应以专业知识的掌握为主要目标，在学生可接受的范围内进行教学内容和学时的设计，以保障学生英文学习和思维的适应过程。国际贸易全英文课程以选修课为主，正式授课前应更加注重课前辅助材料的学习以及授课过程中启发式和互动式教学模式的应用，激发学生探究问题的浓厚兴趣和强烈欲望，鼓励其独立思考，发现并提出问题，在解决问题的过程中运用原有知识形成举一反三能力，锻炼其创造力和独立思考的能力。

（三）全英文教学师资队伍建设

当前高校承担全英文教学的师资主要来自两个方面：一是本土和“海归派”教师；二是海外专家及外籍客座教授。但是，海外专家全英文授课需要大量的经费支持，并不适用于全英文教学的全面推广，必须通过校内教师的全程参与和学习提高来有力推动全英文教学师资队伍的全面建设。而华人学者通常具有国内学习的背景，便于结合我国外贸实践及中国学生的教育背景和学习能力开展课堂教学和课后交流。

二、国际贸易全英文课程教学环节设计

（一）教学内容的选择

国际贸易课程内容主要包括如下五个部分，每个部分的教学内容需要根据学生的专业水平和综合能力进行选择：

第一部分主要以时间顺序介绍影响国际贸易的典型历史事件，激发学生对该课程的学习兴趣；同时，运用详实的数据和案例介绍国际贸易的基本概念和基本分类，有助于学生独立阅读世界贸易组织、联合国贸发会、经合组织等国际组织的报告和互联网资料。

第二部分运用微观经济学分析工具重点介绍传统贸易理论（包括绝对优势理论、比较优势理论、赫克歇尔俄林理论等）和新贸易理论对于贸易基础、贸易所得与贸易模式的理论解释。

第三部分从产业组织角度分析了贸易成本、产业地理集中效应及生产的国际分工理论。

第四部分结合世界贸易组织和我国相关法律规定详细分析了关税与非关税措施、反倾销、补贴与反补贴等偶发性贸易措施以及上述贸易措施在我国的实施情况。

第五部分从经济一体化的角度介绍了世界贸易组织及区域经济一体化理论，重点介绍了欧盟及我国的区域经济一体化实践。

（二）教学内容的组织

教学内容将根据授课对象的不同选择相应的章节，建议安排方式如下表：

授课章节授课对象建议

学时

1 HISTORY OF INTERNATIONAL TRADE本/专科2

2 BASIC CONCEPTS OF INTERNATIONAL TRADE本/专科2

3 BASIC CLASSIFICATIONS OF INTERNATIONAL TRADE本/专科2

4TRADITIONAL TRADE THEORY： GAINS FROM SPECIALIZATION本/专科6

5 NEW TRADE THEORY本/专科4

本科2

7 GEOGRAPHICAL CONCENTRATION本科2

8 INTERNATIONAL FRAGMENTATION OF PRODUCTION本科2

9 TARIFFS本/专科4

10 NON-TARIFF MEASURES本/专科8

11 CONTINGENCY TRADE MEASURES本科6

12 GATT AND WTO本/专科2

13 REGIONAL ECONOMIC INTEGRATION本/专科2

总计：本科44学时，专科32学时

三、国际贸易全英文课程教学效果评价

国际贸易全英文授课的效果评价主要从学生“英语学习能力提高”、“专业知识掌握”、“书面考核和课堂交流”、“学生综合建议”四个方面展开。“英语学习能力提高”侧重从国际贸易专业英语学习和思维能力的角度判断全英文授课对于学生英语学习能力的教学效果；“专业知识掌握”从国际贸易课程基本知识、实践技能和国际前沿知识掌握方面考察学生对于专业知识的掌握程度评估；“书面考核和课堂交流”用于对比分析在国际贸易课程考核方面，学生更愿意采用书面模式还是课堂交流；“学生综合建议”用于了解学生对进一步开展英文授课的意向以及中文进行知识点辅助学习的合理性。

基于多年的国际贸易全英文课程教学经验，从学生的反馈来看，学生普遍认同全英文授课对于专业英语学习和思维能力有所提升；而相对书面考核而言，学生更愿意使用英文在课堂上与老师进行直接交流；绝大部分学生认为先通过中文学习相关知识点，有助于英文授课的学习效果，并希望多开设英文课程进行学习。总的来说，渐进性全英文课程教学的模式可以更好地提升整体教学效果，具有较好的推广价值。

参考文献：

[1]张千帆.高校全英语教学模式探析[J].高等教育研究，2003，24（4）.

[2]来茂德.推进双语教学，适应教育国际化[J].中国大学教学，2005（6）.