学生技术英语作文

从前有一个小木偶。它有鼻子、有眼睛、能走路、会说话，可是它永远哭丧着脸，就算碰上天大的喜事，它都不会笑一笑。可别以为它铁石心肠，要怪只能怪制造出它的那个人只给了它一种表情。 一天早晨，小木偶象往常一样来到河边的小路上散步。忽然,迎面急匆匆的走来一只小松鼠,差点跟它撞了个满怀。小松鼠连忙道歉，说:“对不起!对不起!”小木偶关切地问:“你怎么了?这么着急赶路，有什么事吗?”小松鼠叹了一口气，愁眉苦脸地说:“唉!今天是我妈妈六十岁大寿，我们兄弟姐妹几个商量好了今天给她老人家祝寿。可是我临时接到一个紧急任务，必须在最短的时间内赶往森林广场，这样一来我就不能出席妈妈的生日宴会了。我该怎么办呢?真叫人着急。” 小木偶想了想，说:“要不我来帮你传递生日祝福吧!”小松鼠高兴地跳了起来，连声说:“谢谢，谢谢!真是太谢谢你了!请你把这份生日礼物交给我妈妈吧!”小松鼠从背包里拿出一个绑着蝴蝶结的精致礼盒交给了小木偶。 小木偶按照小松鼠说的路线，来到了小松鼠的家。它看见屋里张灯结彩，桌上摆着寿桃，大家都围在松鼠妈妈身边嘘寒问暖。它挤到松鼠妈妈身边，将礼盒交给她，说:“松鼠妈妈，今天是您的生日。我代表您的儿子向您献上最真挚的祝福!祝您福如东海，寿比南山。” 松鼠妈妈没有接过礼盒，而是紧张地拉住小木偶的手，说:“我儿子是不是出事了?为什么你的表情这么悲伤?你快告诉我!”小木偶摆手说:“不，不是的!松鼠妈妈你不要胡思乱想，你的儿子没出意外，他只是临时接到任务去了森林广场。”可是松鼠妈妈根本不信它的话，一下子昏了过去。 大家着急的围了上来，小木偶急得象热锅上的蚂蚁，团团乱转。突然，一道蓝光闪过，出现了一位红鼻子女巫，她从魔法袋里拿出一个小瓶，打开盖子，让松鼠妈妈喝瓶里的仙露水。不一会儿，松鼠妈妈醒了过来，大家都松了一口气。 红鼻子女巫又拿出一个水晶球，用手指在球上画了一个圈，水晶球立刻变成了投影机，从水星球里，大家看见了正在森林广场执行任务的小松鼠。松鼠妈妈破涕为笑，她拉过小木偶的手，说:“是我弄错了。可为什么你还是一副想哭的表情呢?”小木偶难为情地说:“不好意思，我……我……只会哭，不会笑。”

Talk about knowledge, skills, ability relationship And higher education and vocational education, compared based education three features: One is technology-oriented, rather than academic type; 2 it is technology type, rather than design type; Three is management, rather than decision-making. From these three features, vocational school The goal should be to train students, enables the student to master certain culture, AD Industry theory knowledge, professional skills, skilled indeed with skill Will have to adapt to, and the ability to participate in modern social activities. In teaching after Cheng thorough understanding and correctly handling the knowledge, skills, and abilities, the relationship Learning knowledge, training skills and cultivating ability of throughout the teaching process In the teaching activities, to coordinate, is advantageous in raises the realization of the goal. A, knowledge is the precondition From the development of knowledge and ability, knowledge is ability for the base of development. Ability is the premise condition of knowledge development. No learning knowledge this premise, Students on labor skill grasping is only simply imitate or "as gourd Painting, it was the past ladle "of" apprenticeships. "has the corresponding culture, Professional theory knowledge, again by certain training and practice, students in the skills The process of the formation and consolidate, can through to the association and the knowledge Comprehensive, extrapolate, one, achieve rapid and efficient, solid Effect. Knowledge for students to learn and master the skill of the hair of formation and ability Exhibition laid solid foundation. Second, training skills is the key The so-called skills refers to people using relevant knowledge, successfully complete a The task airframe activity way or intelligence activity way, divided into action skills Can and intellectual skills. External action skill is the dominant skills Can, it is muscle, body movement and kinesthetic analysis of motion coordination organ As the characteristic. For example, students on the machine manipulation and adjust; Application neither, File, saw process workpiece machining method of etc, are all is action Skills. Intelligence skill is the abstract thinking activity as the leading to solve practical asked Topic skills, is in constant activity of thinking process. Such as perception, Imagination and thinking, etc., and for the main ingredients in thinking; Master correct thinking Methods are the main characteristics of intellectual skills. In the production practice intelligence skill is live A dynamic accumulated adjust intelligence activities and experience comprehensive ability, Intelligence skill and skill is also heavily and repeatedly in practice In order to form and consolidated. Movement skills and intellectual skills are closely linked, indivisible, move For skill in itself has intelligence activities, including intelligence skills components. If the workpiece fitter skillfully saws, file, such main is neither hand, arm, eye Cooperate with action, but how to exact, sawing rules, place a file, full flat The technical requirements of full pattern dominated by subjective consciousness but, have namely Intelligence activities. Similarly, intellectual skills are also restricted by movement skills, Many intellectual skills is often through movement skills shows. Training skills are the key vocational schools teaching, whether theory teaching Or production practice teaching is to be trained and to reinforce students' skills in In a position of prominence, establish viable skill training system, clear grade level, Training methods and training time; The teaching process to emphasize the skill form Cheng and laws, to students create hands-on and brain condition, by teachers Explanation, the demonstration and student's practice and practice, and make students' skills Can achieve coordination, proficient and perfect degree. Three, cultivating ability is the objective Cultivate and develop the students' ability, is the ultimate goal of vocational education. Whether the study knowledge, or training skills, revolves the training students with Prepare to participate in social activities, engaged in economic construction of ability of purpose. In the social practice, single ability is difficult to play a role, any one Kind of activity depends on various ability organically. So we in the teaching Cheng should pay attention to the cultivation of students' comprehensive ability. Vocational school students ability optimal structure should include the following basic Elements: one is the self-educated abilities. Vocational school student learning theory knowledge Time is limited, train students to use of the correct way of learning, independently into Do learning ability is necessary. Each subject teachers must pay attention to the buildup in teaching Keep students ability of using reference books skillfully; Read reference books and science and technology information Material ability, etc. The formation of students' self-study ability lay a good for further development Good foundation. 2 it is expression ability, refers to express their ideas in various ways The ability of feelings and intention. Including language ability, writing power of expression, Image expression ability, mathematical computation ability, etc. Three is the innovation ability, including Find problems and puts forward the question ability, creative problem analysis and solving The question ability, explore new knowledge, etc. Innovative ability is the modern green Years upwards and pioneering the prerequisite. Four is the ability to work independently, Applying learning theory is a reflection of the knowledge and mastery of the operation skills independently completed reality Ability to work interstate; And there are plans to capacity, and ability of organization, self evaluation and Self monitoring ability, etc. Have these ability is the student in the school study and go Necessary to the society. Whether theory class teaching practice teaching, or production should be followed Learning knowledge, training skills for the training and development ability of the principle of the service, primers Guide students learning knowledge, self-conscious skills into the actual ability. The students to become a cultural professional knowledge, proficient operation Skills, can adapt to the society development, have the ability to participate in economic construction technology Art talents, this is the requirements of teaching in vocational schools. To sum up, in vocational schools teaching deeply understand and correct treatment The study knowledge, training skills and cultivating ability relationship is very necessary, The three are different and is closely linked organic whole. In order to learn the knowledge As the premise, and with the training skills as the focal point for the purpose, to cultivate ability, this just Can embody the basic characteristics of vocational schools teaching 中文：谈知识、技能、能力的关系与高等教育和基础教育相比, 职业教育有三个特点:一是技术型, 而非学术型; 二是工艺型, 而非设计型;三是管理层, 而非决策层。从这三个特点出发, 职业学校学生的培养目标应该是, 使学生掌握一定的文化、专业理论知识, 具备熟练的专业技能, 确有一技之长, 同时又要具有适应、参与现代社会活动的能力。在教学过程中深入理解和正确处理知识、技能和能力的关系, 把学习知识、训练技能、培养能力贯穿于整个教学过程之中, 有利于协调教学活动, 有利于培养目标的实现。一、学习知识是前提从知识和能力的发展来说, 知识是能力发展的基础,能力是知识发展的前提条件。没有学习知识这个前提,学生对劳动技能的掌握只能是简单地模仿或是“照葫芦画瓢”, 这无异于过去的“学徒制”。具有相应的文化、专业理论知识, 再经过一定的训练与实践, 学生在技能的形成和巩固的过程中, 就能通过对所学知识的联想与综合, 举一反三, 触类旁通, 达到快捷、高效、扎实的效果。知识的学习与掌握为学生技能的形成和能力的发展奠定了坚实的基础。二、训练技能是重点所谓技能是指人们运用有关知识, 顺利地完成某项任务的一种机体活动方式或智力活动方式, 分为动作技能和智力技能。动作技能是以外部动作占主导地位的技能, 它是以肌肉、肢体动作和动觉分析器官的协调运动为特点的。比如, 学生对机器的操纵和调整; 应用錾、锉、锯等工艺方法对工件进行切削加工等等, 都是动作技能。智力技能是以抽象思维活动为主导的解决实际问题的技能, 是在不断的认识活动过程中形成的。如感知、想象和思维等, 而以思维为主要成分; 掌握正确的思维方法是智力技能的主要特征。智力技能是在生产实践活动中积累起来的一种调节智力活动和经验的综合能力,智力技能与动作技能同样是在大量地、反复地练习中得以形成和巩固的。动作技能与智力技能是密切联系、不可分割的, 动作技能本身就有智力活动参加, 包含有智力技能的成分。如钳工对工件熟练地锯、锉、錾等主要是手、臂、眼的配合动作, 但如何锯得准确, 锉得规矩, 錾得平整, 满足图样的技术要求, 却受到主观意识的支配, 也就是有智力活动参与。同样, 智力技能也受到动作技能的制约,很多智力技能往往是通过动作技能表现出来的。训练技能是职业学校教学的重点, 无论是理论教学还是生产实习教学都是要把训练和巩固学生的技能放在突出的位置, 建立可行的技能训练体系, 明确等级水平,训练方法和训练时间; 教学过程中要重视技能形成的过程和规律, 给学生创造动手和动脑的条件, 通过教师的讲解、示范和学生的反复练习与实践, 真正使学生的技能达到协调、熟练和完善的程度。三、培养能力是目的培养和发展学生的能力, 是职业教学的最终目的。不论是学习知识, 还是训练技能, 都是围绕培养学生具备参与社会活动、从事经济建设的能力这一目的进行的。在社会实践中, 单一的能力是难以发挥作用的, 任何一种活动都取决于各种能力有机结合。所以我们在教学过程中必须注重对学生综合能力的培养。职业学校学生能力的最佳结构应包含以下几个基本要素: 一是自学能力。职业学校学生在校学习理论知识的时间有限, 培养学生运用正确的学习方法, 独立地进行学习的能力是必要的。各学科教师在教学中要注意培养学生熟练地使用工具书的能力; 阅读参考书和科技资料的能力等。自学能力的形成为学生进一步发展打下良好的基础。二是表达能力, 指用各种方式表达自己思想感情和意图的能力。包括语言表达能力、文字表达能力、图像表达能力、数理计算能力等。三是创新能力, 包括发现问题和提出问题的能力, 创造性地分析问题和解决问题的能力, 探索新知识的能力等。创新能力是现代青年奋发向上、开拓进取的前提条件。四是独立工作能力,是反映运用所学理论知识和掌握的操作技能独立完成实际工作的能力; 还有计划能力、组织能力、自我评价和自我监督的能力等。具备这些能力是学生在校学习和走向社会所必需的。不论是理论课教学, 还是生产实习教学, 都应遵循学习知识、训练技能为培养和发展能力服务的原则, 引导学生自觉地把学习知识、掌握技能转化为实际能力。把学生培养成为具有一定的文化专业知识、娴熟的操作技能、能够适应社会发展、具备参与经济建设能力的技术人才, 这就是对职业学校教学的要求。综上所述, 在职业学校教学中深入理解和正确处理学习知识, 训练技能与培养能力的关系是十分必要的,三者是既有区别而又密切联系的有机整体。以学习知识为前提, 以训练技能为重点, 以培养能力为目的, 这才能真正体现职业学校教学的基本特点

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