留學(xué)烏克蘭本科申請(qǐng)書(shū)最新

時(shí)間：2024-01-26 13:02:28 倩儀20由分享

烏克蘭一個(gè)人口只有5000萬(wàn)人的國(guó)家，共有高校1037所，與我國(guó)大致相當(dāng)，要去烏克蘭留學(xué)的小伙伴記得寫(xiě)申請(qǐng)書(shū)啦!下面就是小編給大家?guī)?lái)的留學(xué)烏克蘭本科申請(qǐng)書(shū)最新范文，希望能幫助到大家!

留學(xué)烏克蘭本科申請(qǐng)書(shū)

Dear _,

In China as in the _, one can easily give up the career of a language teacher to become a lawyer or a businessman. I, however, gave up a promising legal and business career to become a language teacher, but I have never regretted it. In fact, the more I teach, the more committed I am to teaching. But not just teaching. Having battled with China’s traditional mode of teaching for several years, I now would like to help improve teaching in China by introducing new and more effective instructional technology and media into the country. For that, I would like to pursue an advanced degree in education in your country.

Now an English teacher at the training center of the China National Container Corporation, I graduated in 1995 from the Capital University of Economics and Business in Beijing, where I majored in business law. At this highly respected higher-learning institution, I received broad training that was both rigorous and vigorous. After four years of undergraduate studies, the strong logic inherent in law translated into strong logic in my thinking. With the knowledge and skills I attained in the law program, I boast the kind of intellectual maturity that would help me whatever I do. But law was never my first choice for a profession.

Starting from my high school days, I always dreamed of becoming a teacher. In the second year of high school, we once had to write an essay on the topic “what do you want to do when you grow up”. I proudly wrote, “I want to be a teacher!” But my parents shattered my dream by insisting that I pursue another profession. My father, an engineer with a Ph. D. degree, and my mother, a university teacher of English, had their reasons. Chinese teachers, particularly those teaching at the primary and secondary levels, are poorly paid and begrudgingly respected. Being young and inexperienced in the world, I acceded to their wishes when I was choosing my major for the university.

But my passion for teaching was not to be stifled forever. Giver any opportunity, it would burst out. Upon graduation with an LL. B. Degree, I first took up the position of a supervisor with the China National Container Corporation in charge of its Overseas Sales Department. As the job entailed frequent translation and interpretation between Chinese and English, I persisted in improving my English proficiency by attending various training courses and learning it on my own. My command of the foreign tongue became so good that, after about one year, I began to teach it to my colleagues on a full-time basis at the company’s training center. After a huge detour, my career finally got back on track.

What makes teaching so enjoyable to me is that it is a learning experience. I enjoy it the most when my students ask difficult questions, particularly questions that I have to think long and hard to answer. I also enjoy posing questions to students, but my questions are never intended to intimidate the students or even test their knowledge but rather designed to stimulate their minds. In the constant exchange of questions and answers, students and teachers improve themselves alike to the credit of the old Chinese saying: To teach is to learn. In my three years of teaching, I really have learned a great deal.

One of the things I have learned is the ability to not only deal with but also strike an accord with people of different backgrounds. My students at the training center are all adults accomplished in a variety of roles and professions. In most cases, they are older than I am. While I stand as their equals, I have served as their mentors and role models the same way as most teachers do their students. By so doing, I have won their trust and confidence in what I teach, which has helped to make my teaching powerful and effective.

To take full advantage of my teaching skills, I started in October 1996 to teach English and other subjects at the primary school I attended when I was a child. As the children I teach are at the age when I studied here, I am particularly sensitive to their needs and appreciative of their potential. Together with other teachers, I designed various training programs in calligraphy, art, writing, mental calculation, and English, programs that combine learning with entertainment. The kids n my class are now learning more and faster thanks to the fun they find everyday in my programs.

Entertainment is, however, by no means just a ploy I use to sweeten the bitter pill of learning for the children, but rather has its own intrinsic value. While kids can hardly learn well without being able to have fun, the lack of fun hurts more than the kids’ ability to learn. It can impair the kids’ emotional and psychological health to an extent that no amount of knowledge and skills drab teaching force-feeds into them can make up. Entertainment is therefore part and parcel of what we teachers have to provide to children if we are to help them grow up into productive members of the society. The way I see entertainment, it should be considered an end in education.

As China’s education is oriented overwhelmingly towards helping kids pass exams, entertainment is about the least on the mind of an average teacher or principal. In the rush to produce super kids as measured by the grades out of exams, the purpose of education is lost all too often. The curriculum is limited to subjects covered by mandatory exams. Students are seldom encouraged to come up with original ideas. Interaction between teachers and students is kept at a minimum in the classroom. The teachers compete to heap homework on the students, as do the parents. While everybody is tired to death, few kids get armed with the ability to take initiatives or solve real-world problems. It is high time that fresh approaches were brought in.

One of the ways to make a change to the Chinese classroom is to utilize new technologies and media of teaching. School authorities in China, as those elsewhere, increasingly realize the importance of computerization, and many of the better-off schools in China are already stacked with state-of-the-art computers. But reports say only a tiny fraction of those computers are adequately utilized. The situation with other educational technologies and media is no better. They are either absent from the school sitting or vastly under-used. Few Chinese teachers have acquired the know-how or the drive to make use of these modern facilities.

I therefore would like to pursue first a master’s degree and then a Ph. D. degree in instructional technology and media in the United States, where the use of modern educational facilities is undoubtedly the most advanced in the world. Judging by the information I have culled from your, website I think your institution is an American leader in the research and studies of this field. I am anxious to study under the seasoned guidance of your distinguished faculty. I hope that, after I complete my advanced training in your program, I can be a much more effective teacher in China, one that sets an example for all other Chinese teachers.

Yours sincerely,

xuexila

烏克蘭留學(xué)申請(qǐng)條件解讀

一、申請(qǐng)條件

1、烏克蘭學(xué)校申請(qǐng)的經(jīng)濟(jì)要求，簽證申請(qǐng)不需要經(jīng)濟(jì)擔(dān)保。

2、烏克蘭學(xué)校申請(qǐng)年齡限制，年齡在15歲以上。

3、烏克蘭學(xué)校申請(qǐng)的文化程度限制，留學(xué)生必須在本國(guó)國(guó)內(nèi)已經(jīng)接受過(guò)9年以上的基礎(chǔ)教育。

4、烏克蘭學(xué)校申請(qǐng)的語(yǔ)言限制，無(wú)要求。

5、烏克蘭學(xué)校申請(qǐng)的其他要求，必須身體健康、品行良好沒(méi)有犯罪記錄。

注意：烏克蘭對(duì)留學(xué)生沒(méi)有入學(xué)考試和語(yǔ)言要求。在烏克蘭讀完一年預(yù)科后只要通過(guò)預(yù)科語(yǔ)言考試即可申請(qǐng)升入大學(xué)。沒(méi)有俄語(yǔ)基礎(chǔ)的學(xué)生經(jīng)過(guò)預(yù)科學(xué)習(xí)后一般都可通過(guò)該考試。

二、申請(qǐng)材料

1、畢業(yè)證和成績(jī)單(公證在一起)

2、出生證明(當(dāng)?shù)嘏沙鏊k理)

3、無(wú)犯罪證明(當(dāng)?shù)嘏沙鏊k理)

4、健康證明和無(wú)愛(ài)滋病證明(公證在一起，帶照片3張，到當(dāng)?shù)刂腥A人民共和國(guó)出入境檢驗(yàn)檢疫局〈防疫站〉體檢)其結(jié)果大約需要10天;

三、留學(xué)學(xué)制

赴烏克蘭留學(xué)的學(xué)生一般第一年先在大學(xué)預(yù)科學(xué)習(xí)10個(gè)月，除了打好語(yǔ)言基礎(chǔ)，還學(xué)習(xí)一些烏克蘭歷史、計(jì)算機(jī)和數(shù)理化課程，數(shù)理化課程大都為我國(guó)中學(xué)已學(xué)內(nèi)容，主要是為了適應(yīng)俄語(yǔ)的表達(dá)。

如果學(xué)生計(jì)劃預(yù)科畢業(yè)后選讀文科，那么就不必學(xué)數(shù)理化，而只需學(xué)習(xí)烏克蘭文學(xué)、烏克蘭地理等課程。如果是國(guó)內(nèi)俄語(yǔ)專業(yè)的學(xué)生，具備一定的聽(tīng)說(shuō)寫(xiě)能力，經(jīng)審核可以直接進(jìn)入大學(xué)本科就讀。

正常情況下，本科課程讀4年，碩士研究生課程讀1-2年，博士課程讀3年。學(xué)生可根據(jù)自己的特長(zhǎng)和愛(ài)好自由選擇科系句子大全/，可以中途轉(zhuǎn)?；蜣D(zhuǎn)系。

轉(zhuǎn)?；蜣D(zhuǎn)系后，也不必從頭再讀，只要把規(guī)定的課程補(bǔ)上即可。本科畢業(yè)后讀研究生，一般不需要參加考試，只需本人申請(qǐng)、導(dǎo)師接受、系或校同意即可。

四、留學(xué)須知

烏克蘭留學(xué)條件中不包括俄語(yǔ)基礎(chǔ)。烏克蘭許多學(xué)校設(shè)有專門(mén)的預(yù)科系，全力以赴在一年內(nèi)幫助學(xué)生通過(guò)語(yǔ)言關(guān)，然后可以自主選擇任何一所烏克蘭大學(xué)就讀。大學(xué)預(yù)科是進(jìn)入烏克蘭大學(xué)的預(yù)備階段。根據(jù)烏克蘭教育部的規(guī)定，到烏克蘭留學(xué)的外國(guó)留學(xué)生，必須先進(jìn)入大學(xué)預(yù)科系學(xué)習(xí)。

預(yù)科系一般為十個(gè)月，主要過(guò)語(yǔ)言關(guān)和為適應(yīng)大學(xué)生生活作必要的準(zhǔn)備。預(yù)科分文理科，理科預(yù)科的課程主要為俄語(yǔ)(聽(tīng)、說(shuō)、寫(xiě)同步，從字母開(kāi)始教)，在有一定語(yǔ)言基礎(chǔ)后，開(kāi)設(shè)烏克蘭歷史、計(jì)算機(jī)和數(shù)理化課程。

數(shù)理化課的內(nèi)容都為我國(guó)中學(xué)已學(xué)知識(shí)，目的還是學(xué)會(huì)俄語(yǔ)的表達(dá)。如果學(xué)生準(zhǔn)備預(yù)科畢業(yè)后選讀文科，那么其預(yù)科系的數(shù)理化經(jīng)申請(qǐng)同意，可以免考。文科預(yù)科不開(kāi)數(shù)理化，改為烏克蘭文學(xué)、烏克蘭地理等課程。

烏克蘭教育部指定的重點(diǎn)大學(xué)的預(yù)科系全年招生。烏克蘭和中國(guó)簽有教育協(xié)議，互相承認(rèn)學(xué)歷和文憑，中國(guó)學(xué)生在國(guó)內(nèi)如果已經(jīng)取得大學(xué)本科或大專畢業(yè)文憑，在預(yù)科系畢業(yè)后，可直接插入其大學(xué)的相關(guān)專業(yè)高年級(jí)學(xué)習(xí)，或直接攻讀研究生，有高中學(xué)歷者，則可免試入系入校，進(jìn)入大學(xué)的專業(yè)學(xué)習(xí)。到烏克蘭學(xué)習(xí)音樂(lè)、舞蹈等藝術(shù)專業(yè)的，一般還要經(jīng)過(guò)所入讀學(xué)校的面試。