个人陈述

我目前就读于井冈山大学，攻读的专业是网络互动媒体，主要是学习相关的设计方面。在这四年的学习生涯中，我逐渐体会到我心中真正倾心向往的研究领域是交互设计的专业。而贵校的交互设计及其他设计领域给我提供了一个良好的发展平台。

我申请在**大学学习主要归因于他在交互设计、平面设计、UI设计等设计领域在世界上享有斐然的国际声誉，而且能够通过先进独特的文化知识给我带来更多的设计灵感。贵校丰富的人才和先进的设计理念将扩展我的视野，贵校强大的软实力可以让我与高科技接轨，让我的世界更宽更广。在我看来，不同的国家有着不同的生活文化，设计理念也不一样。在贵校不同的生活环境和生活习俗的感染下，加上自己对交互设计领域的兴趣，可以让我看到更多，体会更多，换一种方式思考，能给我的设计带来更多的灵感。

在大学的四年学习历程中，我在UI设计、摄影、海报设计、光盘设计等课程都表现非常优异，几乎都名列年级榜首，每学期都荣获学校专业奖学金。从某种程度上来说，我主攻的网络互动媒体学习为未来交互设计领域研究奠定了基础。因为我们的课程不仅包括了各种学习软件的学习，还包括相关跨媒体的设计与研究。除此之外，我在课余时间广泛阅读有关设计、时事及其他不同类型的杂志和书籍，例如《看天下》、《Design》、《山海经》等等。通过阅读，时刻关注时事，拓展知识层面，我得以更深刻的理解不同的设计理念，这更坚定了继续深造的决心。

再者，作为一名大学生，我不仅注重自己的专业学习，而且还时刻关注自己的创新思维、观察能力和人际交际能力，这些都是开发设计潜能的良好品质。尽管我之前没有在间交互设计领域进行正规的专业培训，但是我认为专业不一样，并不会带来困扰。也许换了对象，变了条件，思考的角度也不一样，但设计的本质是一样的，只是表现方法不一样而已，我相信自己依然可以用不同的工具传达我想表现的东西。

更值得一提的是，在大二那年，我和同学组织一起去蓝色港湾拍嘉士伯广告，那时天气非常冷，模特穿着非常少。但是当模特们给我们展现不同的独特艺术设计时，我意识到艺术美可以以不同的设计形式来体现。还有令我印象深刻的是一位老师，他的生活状态、想法和他的设计给我一种恍然大悟的感觉：原来可以这样生活、这样设计、这样去想。他出生内蒙古，是个孤儿被人收养，他的性格非常洒脱，他很小是就在外面捡人的骨头回家，很大胆，也很自立。但在他身上却能学到与众不同的东西，大大的拓宽了我的想象力。

在生活中，我从来不局限于纯粹的理论学习，一直都致力于丰富我的大学生活中。在大学期间，我加入了动漫社团和围棋社团，这让我有机会欣赏到不同的动漫设计和创新设计方式，活跃自己的思维和想象力。同时我还对各种艺术展有浓厚的兴趣，多次参加小组活动，和同学配合默契，艺术展上也多次出现自己的设计作品。创作过程也很有趣，去过繁华热闹的市中心，也游览过风景如画的深山老林，收获颇多。其次，我发表的《孔雀大明王与西斯廷圣母的比较研究》论文得到了社会各界的认可和赏识。除了学校的活动之外，我还参加了社会实践，例如在一家机电公司实习，负责网站编辑、排版。我的设计简洁美观，让产品海报和广告一目了然，成功地让公司网站得到客户的青睐和赞赏。虽然自己存在许多不足，比如时间观念不强，导致作品仓促收尾。但是我独特的创新思维、敏锐的观察能力和交际能力，让我对设计有着独特的表现形式，乐观自信的个性也一直鞭策着我不断前进。

人生总是令人惊奇，因为每天都有奇迹发生，我始终坚信：有志者，事竟成。只要足够努力，足够坚忍，就一定能勾画出属于自己的蓝图。我也相信贵校凭着良好的声誉，悠久的历史以及人文内涵，将给我提供最优秀的教育和最有利的学习环境。我真诚地希望您慎重考虑我的申请。

期待您的回信！

 

第二篇：出国留学个人陈述范文

In China as in the US, 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.

范文2

The most important element of my classroom, my office, or my home is a personal relationship. I have figured this out on examination of my activities in high school (youth group regional president), college (telephone crisis counselor, resident advisor), or

profession (teacher). As a teacher I made a point of getting to know every student in my classes personally. It quickly became my experience that students were more willing to learn, work, and excel when they were appreciated as individuals and when they knew that the adult in the classroom genuinely liked them.

After a few years' experience teaching seniors, I accepted a teaching job at the

middle school with the freshman class that had just learned they would not physically be moving to the high school. How would I motivate and get to know these kids? Everything that I had ever heard about or remembered about 9th grade made me want to turn and run.

But what convinced me to take this job was technology. In my interview I learned that instead of the library, I was to use the Internet (the what?). I was told that I would receive a laptop computer (aren't those the things that people with "real" jobs used?) and that the kids could teach me anything I needed to know.

Computers became my thing. Immediately I began to learn how to surf the Internet from 8th and 9th graders (Sanj and Judy said I was teachers' pet). My kids opened up and set aside their raging adolescence to use technology to help me and help each other. As the year with the freshmen continued, I was overjoyed. First, my kids and I had the best rapport in years (gosh Miss Glazer, are all of your PowerPoint slides gonna look the same?). Second, my creativity in teaching increased as new doors were opened to me and in turn to my students (conspiracy takes on a whole new meaning when the Internet is your primary source). Third, I was learning new and exciting things. I had finally found a combination of skills that affected my students in such a positive way that I knew I had to share my findings.

I have since taken my computer knowledge, instructional design ideas, plus my

emphasis on personal relationships and applied it to teachers and students in my district and other districts in the North Texas area.

Through the Learning, Design, and Technology program at Stanford University I hope to continue on the route that started for me at the middle school. I know that I will learn new things and have an opportunity to apply them to educational settings. I also know that I will be able to establish relationships with colleagues, professors, and other students. Although a master's degree is the short term goal, I believe that my long term goal

remains the same as when I began using technology in my classroom three years ago: to see students better educated through a curriculum infused with technology by teachers who do not lose sight of the personal relationships that benefit all kids.

This long-term goal may be achieved by working in a single school, a school district, or an educational center. It may be reached by teaching new teachers on the university level, by instructing at-risk students in a county after-school program, or by designing a terrific new classroom model and implementing it through a regional education lab with a grant from the U.S. Department of Education.

Whatever the job, my aim remains the same and as it did years ago with my

freshmen, I feel certain that I will use any situation to fulfill my goal to benefit students (can you say optimistic, or is it opportunistic?)