2021年教育學(xué)大學(xué)留學(xué)申請(qǐng)書

時(shí)間：2021-08-06 14:43:09 其其0由分享

許多學(xué)生發(fā)現(xiàn)他們非常愛他們的東道國，所以他們決定在那里尋找工作。如果你能夠聯(lián)系，你會(huì)發(fā)現(xiàn)當(dāng)在該國尋找潛在工作時(shí)，當(dāng)?shù)?a href='http://www.zbfsgm.com/zixun/jiaoyu/' target='_blank'>教育將非常有價(jià)值。這里給大家分享一些2021年教育學(xué)大學(xué)留學(xué)申請(qǐng)書，歡迎閱讀!

2021年教育學(xué)大學(xué)留學(xué)申請(qǐng)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

俄羅斯熱門專業(yè)院校排名一覽表

首先來看看俄羅斯商學(xué)專業(yè)的大學(xué)排名

第一名：國立高等經(jīng)濟(jì)大學(xué)

第二名：國立管理大學(xué)

第三名：俄羅斯經(jīng)濟(jì)學(xué)院

第四名：俄聯(lián)邦政府金融學(xué)院

第五名：莫斯科消費(fèi)合作大學(xué)

第六名：俄羅斯國立經(jīng)貿(mào)大學(xué)

第七名：圣彼得堡國立工程經(jīng)濟(jì)大學(xué)

接著我們來看看俄羅斯經(jīng)濟(jì)類院校排名

第一名：圣彼得堡國立財(cái)經(jīng)大學(xué)

第二名：俄聯(lián)邦政府金融學(xué)院

第三名：國立高等經(jīng)濟(jì)大學(xué)(莫斯科)

第四名：國立管理大學(xué)(莫斯科)

第五名：俄羅斯經(jīng)濟(jì)學(xué)院(莫斯科)

第六名：莫斯科國立經(jīng)濟(jì)統(tǒng)計(jì)與信息大學(xué)

第七名：全俄函授財(cái)經(jīng)學(xué)院(莫斯科)

第八名：莫斯科消費(fèi)合作大學(xué)

第九名：俄羅斯國立經(jīng)貿(mào)大學(xué)

第十名：圣彼得堡國立工程經(jīng)濟(jì)大學(xué)

然后來看看俄羅斯音樂類院校排名

第一名：莫斯科柴可夫斯基音樂學(xué)院

第二名：莫斯科柴可夫斯基音樂學(xué)院附中

第三名：格聶新音樂學(xué)院

第四名：圣彼得堡國立音樂學(xué)院

第五名：下諾哥羅德音樂學(xué)院

第六名：羅斯托夫拉赫瑪尼洛夫音樂學(xué)院

第七名：坦波夫國立音樂師范學(xué)院

第八名：烏拉爾國立穆索爾斯基音樂學(xué)院

奧地利留學(xué)音樂學(xué)院排名

一、維也納國立音樂與表演藝術(shù)大學(xué)

全稱是University for Music and performing Arts Vienna，學(xué)校于1812年成立，擁有近200年的歷史，在的QS音樂學(xué)院的排名中，位居全球第五，實(shí)力收到專業(yè)機(jī)構(gòu)的認(rèn)可。

教學(xué)側(cè)重于大膽差UN更新，并且一積極進(jìn)取的學(xué)風(fēng)聞名，在音樂、戲劇、影視領(lǐng)域，都有著非常不錯(cuò)的表現(xiàn)，而且學(xué)校還會(huì)提供預(yù)備課程，幫助學(xué)生熟悉教學(xué)，并且安排就業(yè)前的指導(dǎo)。

二、格拉茨音樂與表演藝術(shù)大學(xué)

全稱是Universit?t für Musik und darstellende Kunst Graz，在1970年才正式成立，是一所公立的藝術(shù)類大學(xué)，學(xué)校一共設(shè)置有17個(gè)專業(yè)，囊括了藝術(shù)的基礎(chǔ)專業(yè)。

其中音樂的衍生專業(yè)是表現(xiàn)秀的，除了基礎(chǔ)的理論，還包括作曲、指揮、演唱和演奏的內(nèi)容，教學(xué)也另辟蹊徑，重視與現(xiàn)代科技的結(jié)合，培養(yǎng)的是現(xiàn)代化人才。

三、薩爾茨堡莫扎特音樂大學(xué)

全稱是University of Music and Dramatic Arts Mozarteum SalzburgMozarteum，始建于1841年，坐落在音樂大師莫扎特的故鄉(xiāng)，并以此命名，是一所純音樂學(xué)院。

學(xué)校設(shè)置的專業(yè)類別有中，課程的安排數(shù)量更多，學(xué)校內(nèi)的留學(xué)生數(shù)量大概有1700多名，國際化的程度是非常高的，而且學(xué)校還與世界知名學(xué)員有著密切的聯(lián)系，提供的教學(xué)也是國際化的。

四、維也納音樂與藝術(shù)私立大學(xué)

全稱是Music and Arts University of the City of Vienna，在1945年正式成立，雖然在2005年才被政府認(rèn)證為大學(xué)，但是學(xué)校從規(guī)模到教學(xué)都是不輸老牌院校的。

學(xué)校只有兩個(gè)學(xué)院，音樂和表演藝術(shù)，總共有850多位學(xué)生。學(xué)校一共有三個(gè)校區(qū)，都坐落在維也納的地標(biāo)性建筑旁。

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