2021教育學(xué)個人留學(xué)申請書
有一些希望改變現(xiàn)狀的人，是對自己目前的工作不滿意，希望通過留學(xué)獲得一個相關(guān)的海外學(xué)位后轉(zhuǎn)行到自己喜歡的行業(yè)去發(fā)展，這也是可行的。這里給大家分享一些2021教育學(xué)個人留學(xué)申請書，歡迎閱讀!
2021教育學(xué)個人留學(xué)申請書
Dear _,
It is my conviction that the meaning of life does not dwell in the length of time that one can live or the material abundance that one can acquire, but in the richness and the wonderfulness of life itself. With the increase of my age, many things in my life have changed. But one thing remains constant, that is, I will consistently insist on doing what I like to do and hope that my endeavors can be valuable to the life of others. I see this as the only way whereby I can realize the value of my life.
My undergraduate study focused on economics and I achieved remarkable scholastic performance in this field. My GPA is 3.44 (my GRE score is 2020 and TOEFL---- ). For four consecutive years of my undergraduate study, I received scholarships for my distinguished academic performance. Due to my equally prominent performance in extracurricular activities I was conferred on the Outstanding Student in Campus Activities. However, honestly speaking, my real interest lies not in economics, but in education. Ever since I was a primary school student, I had cherished a strong desire for a teaching career exemplified by my teachers. In the actual teaching career that I embarked on upon my graduating from university, I have become increasingly aware that the existing educational conditions in China are far from satisfactory. The backward teaching methodology and the prevailing pedagogical ideology have rendered Chinese education out of place with the modern international development in education. On the macro level, the current education theory and practice in China lag significantly behind advanced countries in the West. For instance, though education via the internet has achieved considerable development in past two years, in practical operation such education has more often than not deteriorated into an extended form of the conventional examination-oriented education instead of a really interactive process. In my personal experience, despite the fact that some of the problems that I have encountered in my teaching career can be solved by consulting relevant technical literature, I have found that the more serious flaws inherent in China's current educational system cannot be worked out easily. Under such circumstances, an advanced program in education becomes necessary.
In this age of information, traditional education, both in its ideology and methodology, has met unprecedented challenge like many other aspects of human existence. Meanwhile, the pursuit for higher levels of educational development and of the quality of life has largely transformed the educational value orientation of the general public. The educational model that is centered around the cognitive and intellectual instruction has been seriously questioned. Greater attention has been devoted to the cultivation of well-developed personality and to the ontological status of the individual in education. Such issues as the internal studies of education science, scientific decision-making in education, and meta-education have also been increasingly emphasized upon. There have also been innovations in educational research methodology. The tendency has been to combine modern technology with humanistic research categories and with naturalistic research categories, and to organically integrate qualitative descriptions with quantitative descriptions. It is also important to carry out educational experimentations in which educational predictions are complemented by educational feedbacks. Both the complexity of education and the complexity of human individuals have made the comprehensive application of diverse educational approaches necessary. Those new horizons are what fascinate me.
In view of the following qualifications that I have acquired, I believe that I will acquit myself satisfactorily in the prospective Ph.D. program in education that I am currently endeavoring to apply for. First and foremost, as is often claimed, one's interest is one's best director. I believe that I will do well what I am really interested in doing. Secondly, though I majored in economics as an undergraduate, my trainings during that stage helped develop effective modes of thinking and research approaches. In addition, I conscientiously self-studied many works related to education, including A Developmental History of Educational Science in the West, which enabled me to construct a solid groundwork for more advanced studies in this field. Next, it can be safely asserted that education and economics are not entirely separated. For example, it is necessary to apply many statistical methods in educational psychology and my academic record indicates that statistics is the subject that I am most good at. Last but not the least, my current teaching career and my teaching experience will play a positive role in facilitating my target degree program.
The reason why I apply for the University of ------------ is that it is the first state university with a time-honored history. The School of Education in this university is quite prominent among its counterparts in the field. I am particularly attracted by the School's powerful pedagogical resource, vibrant intellectual atmosphere and a comprehensive curriculum. I plan to apply for a degree program in Instructional Technology or Educational Psychology, both of which enjoy unparalleled academic reputation in the world. My application for Instructional Technology is motivated by my strong interest in the application of modern science and technology, especially the information technology represented by the Internet, in the field of education and in the nature of a series of revolutionary changes resulting thereof. Instructional Technology is a new discipline that has emerged as a result of the rapid development of modern communication technology since the late 20th century. It has tremendous potential for development and commercial application. As for my motive in selecting Educational Psychology as another possible area of specialization in my degree program, it is my long-cherished interest that primarily counts. On the other hand, all the accomplished educators since the 1960's have been well-versed in psychology. Almost every important new educational theory is derived psychological findings in one way or another so that educational psychology has subsequently developed into a fundamental subject for the science of education. The tendency in the 21st century is to emphasize on the micro research of educational activities and against this backdrop educational psychology will be attached greater importance. In Instructional Technology, I would like to focus on the following studies: how to improve educational efficiency by applying research results from natural sciences and engineering technology; how to explore the combination and coordination of pedagogical contents and to improve teaching methodology by exploiting the theoretical findings from psychology and educational science concerning the process of teaching and learning. In Educational Psychology, I will concentrate on applied cognition and development, gifted and creative education, genetics and children development, personality structure and individual differences and other related subjects.
For me, to shift from economics to education and to pursue an advanced degree in the United States is not so much a challenge as an opportunity. At present, major reforms are being introduced into virtually every important aspect of Chinese society. The field of education especially calls for comprehensive reforms. The United States occupies an absolutely leading position in the present-day world in education. It is my conviction that, in the United States, advanced educational theories, technologies and information will facilitate me immensely in the achievement of remarkable academic progress, fulfilling my aspiration to become an accomplished professional in the field of education. This will not only bring my patriotic fervor into reality but also make my life more meaningful and rewarding.
Yours sincerely,
xuexila
申請澳大利亞留學(xué)大學(xué)推薦
一、首都地區(qū)
1、惠靈頓維多利亞大學(xué)
惠靈頓維多利亞大學(xué)在法律、音樂、政治、管理、經(jīng)濟(jì)、政府研究、工商管理碩士、建筑及設(shè)計(jì)、地球科學(xué)、材料科學(xué)、心理學(xué)、電影及戲劇、語言學(xué)、信息管理及計(jì)算機(jī)科學(xué)、生物科學(xué)等領(lǐng)域成就卓越。
2、坎特伯雷大學(xué)
坎特伯雷大學(xué)的工科課程是新西蘭最完善的，也是世界聞名的。
除工學(xué)院外，其商學(xué)院的建筑風(fēng)格非常前衛(wèi)，法學(xué)院的建筑則非常莊嚴(yán)，這也說明了這兩個院的不同作風(fēng);學(xué)術(shù)研究坎特伯雷大學(xué)的教學(xué)和研究密切相關(guān)，同時見長。
其研究項(xiàng)目在全國研究基金中占有很重要的比重。它堅(jiān)持了這樣的原則：大學(xué)教育旨在提高人們學(xué)識上的獨(dú)立性和批判思維的能力。同時，它把現(xiàn)代學(xué)院同古老傳統(tǒng)結(jié)合在一起。
這些學(xué)院包括：藝術(shù)、貿(mào)易、工程設(shè)計(jì)、法學(xué)、音樂和美術(shù)，林業(yè)和科學(xué)。學(xué)院之下又設(shè)有39個系。17個研究中心與其他國家有廣泛的國際合作。例如新西蘭人體界面科技實(shí)驗(yàn)室，就是美國華盛頓大學(xué)人體界面科技實(shí)驗(yàn)室的附屬實(shí)驗(yàn)室，致力于人類與電腦交流方式革新的研究。
3、梅西大學(xué)
梅西大學(xué)在理論科學(xué)、應(yīng)用科學(xué)(包括農(nóng)業(yè)、園藝、獸醫(yī)學(xué))、商業(yè)、教育、社會科學(xué)、科技、工程和信息科學(xué)方面獨(dú)具特長。
該校阿蘭威爾森分子生態(tài)與進(jìn)化研究中心是政府資助的優(yōu)秀研究中心之一，在分子進(jìn)化速度、生物多樣性等方面具有一定的權(quán)威性。
二、東部地區(qū)
1、奧塔哥大學(xué)
奧塔哥大學(xué)在生物科學(xué)、心理學(xué)、人類學(xué)、歷史和藝術(shù)史、地質(zhì)學(xué)、法律和哲學(xué)等專業(yè)領(lǐng)域具有獨(dú)特優(yōu)勢。該校的醫(yī)學(xué)院有很強(qiáng)的科研能力，在海內(nèi)外頗負(fù)盛名。
此外，該校創(chuàng)業(yè)園鼓勵和發(fā)展科研成果的商業(yè)運(yùn)用，尤其在生物科技和IT領(lǐng)域。
2、悉尼大學(xué)
悉尼大學(xué)，作為澳大利亞的首個大學(xué)，也是悉尼5所大學(xué)中名聲很大的一所，同樣屬于八大之一。
悉尼大學(xué)目前有的大部分專業(yè)，也是更注重技術(shù)和數(shù)學(xué)技能，而不是商科中的管理和領(lǐng)導(dǎo)方向，所以，相對來說，悉大能選擇的數(shù)量相比其他大學(xué)也更有限;其商科學(xué)位，更適合追求技術(shù)領(lǐng)域職業(yè)的同學(xué)，比如財(cái)政，會計(jì)和經(jīng)濟(jì)學(xué)等等。
悉尼大學(xué)小班的tutorial，注重解決問題的能力，通過探討比較實(shí)際的案例，這個也是一大特色。
三、南部地區(qū)
1、新南威爾士大學(xué)
新南威爾士大學(xué)，也是一向以工程，商科的，并且是澳洲的八大之一，就業(yè)率也澳洲相對高的大學(xué)之一。
該校商學(xué)院，非常側(cè)重專業(yè)技能，像是會計(jì)，金融，或者其他與經(jīng)濟(jì)相關(guān)的數(shù)學(xué)技能，而不是商科中管理的部分。
所以，UNSW對于那些對銀行，經(jīng)濟(jì)學(xué)感興趣的小伙伴來說，就是很好的選擇。
澳洲研究生入學(xué)時間為每年2月和7月，所以想要申請澳大利亞研究生的同學(xué)，需要提前半年至一年準(zhǔn)備;
悉尼大學(xué)的同城對手新南威爾士大學(xué)，在2018年的商科學(xué)費(fèi)漲幅里面秒殺了悉尼大學(xué)。
2、悉尼科技大學(xué)
悉尼科技大學(xué)UTS，算是悉尼的小鮮肉大學(xué)，校齡雖然不大，但已經(jīng)躋身澳洲前十，排名也緊跟八大，商科算是比較突出的領(lǐng)域;
UTS悉尼科技大學(xué)的商科課程，以靈活性出名，不管是專業(yè)上，還是時間安排上。
學(xué)生可以選擇商科雙專業(yè)，或者選一個sub-major。
此外UTS的商科也是非常注重實(shí)踐的，學(xué)生在課堂上完成現(xiàn)實(shí)的商業(yè)案例，從商界來 的客座教授身上，也可以更了解這門課程。
3、麥考瑞大學(xué)
麥考瑞大學(xué)，位于悉尼，綜合實(shí)力世界排名前2%，澳洲排名前十的大學(xué)，是澳大利亞極富創(chuàng)新性的大學(xué)，也以商科出名，商學(xué)院曾被評為全球優(yōu)秀的40大商學(xué)院之一;麥考瑞大學(xué)商學(xué)院比較突出的就是課程的多樣性，有多種專業(yè)可選，有一些專業(yè)也是麥考瑞大學(xué)獨(dú)有的。
麥考瑞大學(xué)旁邊就是全澳相對較大的高科技園區(qū)，和微軟、索尼這樣的全球跨國公司做鄰居，相信你會比悉尼其他大學(xué)的同學(xué)更具優(yōu)勢。
申請澳大利亞留學(xué)材料清單
1、畢業(yè)證書/在讀證明
首先是申請資格的認(rèn)定，澳洲的高校在讀的學(xué)生可以申請，畢業(yè)生也可以申請，不過不同的申請身份，都需要遞交自己的學(xué)歷證明材料，即在讀證明或者畢業(yè)證書。
畢業(yè)證書不需要花心思，只需要直接遞交復(fù)印件即可;而后者的準(zhǔn)備，需要使用學(xué)校專用的信紙，抬頭要有學(xué)校的名字，落款處要蓋有學(xué)校的公章。
2、成績單
成績單是學(xué)校對學(xué)生的能力進(jìn)行審查的重要標(biāo)準(zhǔn)，大家需要將自己在學(xué)校參加考試的成績單進(jìn)行整合，然后換算成符合審核標(biāo)準(zhǔn)的五分制，這樣才算合乎規(guī)則。
準(zhǔn)備好的成績單，還需要進(jìn)行翻譯，需要翻譯成英文，然后將這兩份文件帶去公證處進(jìn)行公證，這樣才是一份完整的證件，可以直接地交給學(xué)校進(jìn)行審核。
3、語言成績單
是選擇雅思考試，因?yàn)榘闹迣儆谟⒙?lián)邦國家的一員，對英國主導(dǎo)的雅思考試的認(rèn)可度更高，大家在國內(nèi)需要參加雅思考試，并且在申請前獲取成績單，然后將合格的成績單的掃描件遞交給學(xué)校。
如果已經(jīng)到了申請的時候，成績單還沒有到手，或者成績沒有達(dá)到學(xué)校申請的要求，那么可以先不遞交這份材料，進(jìn)行有條件的申請，后續(xù)再進(jìn)行補(bǔ)交。
4、護(hù)照
最后就是個人身份材料——護(hù)照的準(zhǔn)備，護(hù)照的申請非常簡單，大家在任何時候都可以辦理，只需要帶好身份證，以及家庭戶口本的復(fù)印件，遞交給出入境管理窗口即可。
護(hù)照到手之后，大家需要進(jìn)行復(fù)印，遞交申請只需要復(fù)印的文件即可。
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2021教育學(xué)個人留學(xué)申請書
