求大学生职业生涯规划论文2500字以上_百度知道
求大学生职业生涯规划论文2500字以上
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读书计划附录二，是非常详细的范本，只能这样回答了。规划书的目录如下，已经下载了3000多次了，希望能够帮助你，置顶的帖子中。这个规划案例有理论有实践:-)一“知己”— 自我认知1 个性特征
2 职业价值观3 职业兴趣4 职业能力5 自我认知小结二“知彼”— 环境评估1 行业分析3 职业分析3 职业环境分析4 SWOT分析
5 最终目标路线敲定三“计划”— 分期计划1职业预备期2职业初期3职业中期4职业远期5职业后期四“修正”— 评估调整1 风险预测与应对2 目标管理与修正3 计划实施评估附录一，有一个《一个本科生写的职业生涯规划书》：（不好意思你上第一职场论坛（百度一下即可搜索到地址），百度知道有限制：个人简历附录三，写得非常不错，无法直接提交网址链接，你可以下载一下，进入职业规划版块：参考资料附录四
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小学毕业赠言给同学100字
小学毕业赠言给同学(一) 岁月的流逝，证明着我们在一天天的长大。在成长中，我们成为了好朋友。当世界在变，唯有不变换时，我相信，我们还会回到相遇的起点。一朵花中有一个世界，当片片花絮织成了深厚的友谊时，谱下年少时的诗意篇篇。 五年的光阴如清泉般流过，友谊
阅读技巧：Ctrl+D 收藏本篇文章
　　小学毕业赠言给同学(一) 毕业论文
　　岁月的流逝，证明着我们在一天天的长大。在成长中，我们成为了好朋友。当世界在变，唯有不变换时，我相信，我们还会回到相遇的起点。一朵花中有一个世界，当片片花絮织成了深厚的友谊时，谱下年少时的诗意篇篇。 论文代写
　　五年的光阴如清泉般流过，友谊的美酒仍然如此甘甜。年轻的你我将在和母校挥手离别。愿你在自己的中学时代能找到一片天地，仍然像那黎明的启明星冉冉升起。 论文网
　　我们在学校结下了深厚的友谊，虽然只有一年的时间里，你也有许多的朋友，我们的友谊比水晶还要透明，互相谦让，从不打架。要毕业了，我希望你朋友像天上的星星一样，在这个世界展开翅膀，自由飞翔。 论文代写
　　友谊是一首无字的歌，在你淡淡的季节里开一树美丽的花，在深深浅浅的脚印里，为你不退的步伐奏一曲动人的华尔兹。年年岁岁，岁岁年年。 论文代写
　　四年光阴，匆匆而过，如梦的年纪，弥漫着串串欢声笑语，不要挥手叹息，觉得繁花尽去，鼓足勇气，不要忘了互递惊喜的消息。 总结大全 /hTml/zongjie/
　　一千五百个日日夜夜就这样结束了，四年岁月，那么多争执，那么多欢笑，那么多烦恼，那么多骄傲，真的随身后的门这样&砰&地一声，就留给了过去 ? 毕业论文网
　　天空吸引你展翅飞翔，海洋召唤你扬帆启航，高山激励你奋勇攀登，平原等待你信马由缰 && 出发吧，愿你前程无量! 开题报告 /html/lunwenzhiDao/kaitibaogao/
　　你留给我的，是美丽的记忆。你使是怀念少年时的纯真和友谊。当我捧起记忆中的佳酿想请你喝时，却先醉了自己。 毕业论文网
　　像蜂蝶飞过花丛，像清泉流经山谷，在记忆的心屏中，学生时代的生活，恰似流光溢彩的画页，也似一阕跳跃着欢快音符的乐章。 论文代写
　　是否还记得校园里那条彩色卵石铺成的小路?两旁有缤纷的鲜花花镶边，还有翠绿的柳丝飘拂。多少个早晨，多少个傍晚，我俩在这路上漫步 && 它和友情一起，留在我的记忆里，也烙在你的印象中。 代写论文
　　六年时光转瞬即逝，就这样欢歌、纵笑，就这样相识、相聚，甚至都来不及好好地话别，马上就要各奔前程 && 开题报告 /html/lunwenzhiDao/kaitibaogao/
　　与你相识，我感到无比幸运，而能与你相知，我倍感生命的充实，以前嬉笑相伴的日子我将深藏，以后不可测的日子，愿你多保重。 毕业论文网
　　我们曾是并肩战斗的两棵小树，我们曾经是二重唱中的两个声部，我们曾经是一张课桌上的学友。今天，我们挥手告别的时候，请接受我深情的祝福。 毕业论文
　　与你同行，回想起我们曾拥有过的共同理想;与你分手，憧憬着我们重逢时的狂欢。最恨的是你，因为你是我学习上竞争的&敌人&;最爱的也是你，因为你是我成长中的友人。今日一别，茫茫天涯，叫我到何处去寻找我最爱的&挚友&。 思想汇报 /sixianghuibao/
　　我们相逢在陌生时，我们分手在熟悉后。明天，我们要到生活的星图上找寻自己的新位置，让我们用自己闪烁的星光相互问讯、表情达意。 论文代写
　　若不得不分离，也要好好地说声&再见&，也要在心里存着一份感激，感谢你给了我那一份终身难忘的甜蜜的回忆。 论文代写
　　小学毕业赠言给同学(二) 论文网
　　毕业了，多么想留住那些温暖的日子，但又多么渴望着能早日投进生活的洪流。那以往的同窗生活，是一串甜美的糖葫芦;那迷人的甜与酸，将永远回味不完。 论文代写
　　光阴似箭，一转眼，4年的同窗生涯已成为过去。但教室里，还回响着我们朗朗的读书声;操场上，还留着我们奔跑矫健的身影。这里的草坪、小溪、竹亭，是我们永远依恋的百草园。 思想汇报 /sixianghuibao/
　　还记得那一天的摄影留念吗?我的瞬间意识连同闪光灯一起亮了：你的倩影留在底片上，同时也深深地烙在我的心灵里。 总结大全 /hTml/zongjie/
　　聚不是开始，散也不是结束，同窗数载凝的无数美好瞬间，将永远铭刻在我的记忆之中 && 简历大全 /html/jianli/
　　六年来，每当我在学习上有了疑惑时，生活中遇到挫折时，总是你的声音在耳畔响起，疑惑迎刃而解，挫折变成为动力，促使我不断向前。请接受我的一片敬意。别了 ! 我的朋友 ! 总结大全 /hTml/zongjie/
　　再回首，是一串充满酸甜苦辣的昨天：昨天，有我们在课堂上的争论;昨天，有我们在球场上的奔跑;昨天，有我们在考场上的奋斗;昨天，有我们在烛光中的歌唱。是啊，昨天，多么美好，多么值得回忆! 开题报告 /html/lunwenzhiDao/kaitibaogao/
　　还记得那天晚上我们在星光下畅谈的情景吗?谈学习、理想，还有&&将来即使我们天各一方，但那晚的星空我永远都会记得。 总结大全 /hTml/zongjie/
　　我们曾经在一起欣赏过美丽的花;我们曾经在一起幻想过美丽的季节。我的好朋友阿，分别后不要忘了我们曾经一起走过的日子。我们有过如水的平静，有过激烈的辩论，也有过无声的竞争。我们紧靠肩头，紧握双手，拥有一个共同的理想，发出一个共同的心声。无论是得到的，还是失去的，一切都将存留在我记忆的最深处。 思想汇报 /sixianghuibao/
　　六个希望的春天，我们播种了四次;四个金黄的秋天，我们收获了四遍;我们曾经受了四个火夏的磨砺和四个严冬的考验，请别忘记这有滋有味、有声有色的时光。 毕业论文
　　同窗六年，你把友谊的种子撒在我心灵上。我将默默地把它带走，精心浇灌、栽培，让它来日开出芳馨的鲜花。 简历大全 /html/jianli/
　　生活已经向我们敞开了胸襟，朋友，让我们勇敢地迎上前去，去尽情地体验它无边无际的壮阔，无穷无尽的幽深吧! 开题报告 /html/lunwenzhiDao/kaitibaogao/
　　四个希冀的春天，我们播种了四次;四个金黄的秋天，我们收获了四遍;我们曾经受了四个火夏的磨砺和四个严冬的考验，请别忘记这有滋有味、有声有色的时光。 简历大全 /html/jianli/
　　用智慧描绘生命的画板，用勤奋书写人生的坎坷，用汗水浸润青春的旅途。相信你的明天__不一定会灿烂辉煌，却一定充实无悔! 论文网
　　几年的同窗，我与你结下了深厚的友谊，愿你我心灵间的交流，直到永远。 论文网
　　很荣幸与你同窗共读六载，使我结识了你这位潇洒的&才子&，我欣赏你的气质，敬佩你的为人，想必你今后一定会成为我的挚友。你是我记忆中的一粒珍珠，心里天幕上的一颗明星。 毕业论文
　　人生之路，仿佛环形的跑道，终点和起点在一起：旧的终点，就是新的起点。终点为昨日留下记录;起点，预示着更美好的明天。 毕业论文网
毕业论文搜集整理：&&
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感恩母校的毕业赠言（一）： 1、时光飞逝,转眼间毕业考试已临近。屈指可数，六年级的 ...
每个人都是自己的幸运的建造师，少一点抱怨，愿亲爱的同学们在前行的道路上，用自己的...
小学毕业赠言给同学(一) 岁月的流逝，证明着我们在一天天的长大。在成长中，我们成为...求一篇2500字的英语论文不管从哪个方面最后一定要是与西方国家文化有关一定要深入,举个例子像涉外婚姻最后要从中国是农业国世代束缚于土地所以造成重视血缘所以嫁人是嫁给一个家族,_作业帮
拍照搜题，秒出答案
求一篇2500字的英语论文不管从哪个方面最后一定要是与西方国家文化有关一定要深入,举个例子像涉外婚姻最后要从中国是农业国世代束缚于土地所以造成重视血缘所以嫁人是嫁给一个家族,
求一篇2500字的英语论文不管从哪个方面最后一定要是与西方国家文化有关一定要深入,举个例子像涉外婚姻最后要从中国是农业国世代束缚于土地所以造成重视血缘所以嫁人是嫁给一个家族,而西方是商业国讲究个人主义
A Brief Analysis of english teaching in senior high school Abstract: Classroom teaching is the main way for students to learn English. But in senior high school, a lots of probelms still exsit in the English teaching especially in the teaching of reading and writing. In this paper, the importance and methods of reading and writing
will be further discussed. Key words: reading
techniques Introduction: Classes should be learner-centered, with meaningful, functional activities, often, classes begin by finding out what the students don’t know. These classes operate on the assumption that there is a great deal of information that students lack and that the teacher and textbooks will impact that information to the students. Teachers who hold this assumption view students as plants waiting passively to be fed and watered. But I think the students should be regarded as explorers, active learners who bring a great deal to the learning process and at the same time, draw from their environment as they develop new understandings. The basic principle will be used in the teaching of reading and writing.
Section One------ How to teach reading I. Why teach readingThere are many reasons why getting students to read English texts is an important part of the teacher’s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.
Reading texts provide good models for English writing, provide opportunities to study language vocabulary, grammar, punctuation, and the way to construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons.
The last but not the least, students must read widely because only a fraction of knowledge about the world can come from other experiences in their short lives.II. What kind of reading should students do?
When the teachers give reading class to students, they should notice a balance----a balance to be struck between real English on the one hand and the students’ capabilities and interests on the other. There is some authentic written material which beginner students can understand to some degree: menus, timetables, signs and basic instructions, for example, and, where appropriate, teachers can use these. But for longer prose, teachers can offer their students texts, which, while being like English, are nevertheless written or adapted especially for their level. Anyway, the materials to be read should be interesting and meaningful. Teachers should become better acquainted with books written specially for teenagers and dealing with their problems.III. What are the principles behind the teaching of reading? i) Permit Students To Read
No one has learned to swim by practicing the skills of backstrokes, flutter kicks or treading water while staying on the edge of the swimming pool. Yet, in the teaching of reading teachers often do just that. Rather than let the students into “the water”, teachers keep them in skills books learning rules about letters, syllables or definitions of words rather than letting them into the book itself, permitting them to be
immersed in the language which comes from the authors as the readers try to reconstruct the written message.ii) Encourage students to respond to the content of a reading text, not just to the languageOf course, it is important to study reading texts for the way they use language, how many paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is much more important. Teachers should help students understand that the main reason to read is for them. They have to have their own purpose to read and reading must make sense, they have to find ways of doing something about it. They should be encouraged either to reread or to continue reading to gain meaning. But they must realize that the meaning is not in the teacher, but in the interaction between the reader and author. Students should be encouraged to ask themselves repeatedly, “Does this make sense to me?” Students should be encouraged to reject and to be intolerant of reading materials that do not make sense.
iii) Encourage students to guess or predict
Readers’ guesses or predictions are based on the cumulative information and syntactic structure they have been learning as they have been reading. Therefore, their guesses are more often than not appropriate to the materials. Students have to realize that risk taking in re that using context to decide what words mean is a proficient reading strategy and that they have the language sense to make appropriate guesses which can fit both the grammatical and semantic sense of what they are reading.
iv) Match the task to the topic
Once a decision has been taken about what kind of reading text the students are going to read, teachers need to choose good reading tasks—the right kind of questions and useful puzzles, etc. Asking boring and inappropriate questions can undermine the m the most commonplace passage can be made really exciting with imaginative and challenging tasks. Working in groups, the English teacher and students take turns asking each other questions following the reading. The teacher may ask, “ What is the significance of the character’s age?” These questions require inferences based on details from the reading text. Section Two------How to teach writing (Developing correctness in students’ writing)
“Students learn to write by writing, and they learn to write correctly by writing, revising, and proofreading their own work”---with some help or direction from the teacher when it is necessary. They do not learn to write correctly by studying about writing or doing isolated workbook exercises unrelated to their own writing. So, the most important technique a teacher can use to guide students toward grammatically correct writing is to let them write, let them write things related to their own experiences. There is no limit to the kinds of text the teacher can ask students to write. Teachers’ decisions, though, should based on how much language the students know, what their interests are.
“Do I read a paper and ignore all punctuation, what good is that for students?
We spend hours at night with papers---I’m not sure the students get as much from it as the time I spend on it.”
These comments by senior high school English teachers discussing the process of marking student papers reflect the dissatisfaction and frustration of many teachers over the problem of dealing with the errors in student writing-----the obvious mistakes in spelling, punctuation----Traditionally, teachers have worked to correct errors in two ways: by teaching grammatically correctness through exerc by pointing out all errors when making student papers.
Most students find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlings and crossing-out. It is a powerful visual statement of the fact that their written English is terrible. Of course, some pieces of written work are completely full of mistakes, but even in these cases, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.
Some techniques can be used in dealing with the errors in student papers:
i) Selectivity
Rather than engage in intensive error-correction when responding to student writing, teachers are encouraged to adopt a more moderate approach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Students are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making papers, it is more helpful to select one or two kinds of errors the individual student is making than to point out every error in the paper. The teacher can identify a selected error, show an example or two on the student paper, and either explain the correct form or direct the student to a handbook for further explanation. It is always worth writing a comment at the end of a piece of written work -----anything from “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.”
ii) Error-analysis
Another method for working with student error, one that can be especially fruitful for teachers, is to approach it from an analytic perspective. Teachers, as error-analyst, look for patterns in the errors of an individual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (Lack of knowledge about a certa A careless one or a mis-learned rule?), and plans strategies accordingly.
iii) Publish Student Writing
The final basic strategy is publishing. Students need a reason for laboring over a draft the urge to see oneself in print can be a powerful drive toward revision and proofreading.
Conclusion: As teachers to the students who are in senior high school, they should learn to turn students’ hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experiences will turn students on to reading and writing, the reading and writing will develop with much greater ease than it does at the present time.
Reference:Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998.Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978Smith F.
Understanding Reading (2d ed), New York: Holt, Rinehart and Winston, 1978David Freeman&Yvome S. Freeman, A Road to Success for Language, New York: Oxford University Press原创中国近代史论文2500字以上_百度知道
原创中国近代史论文2500字以上
提问者采纳
你就可以补充内容，就不上算了，那就百度知道悬赏求助下载吧，最好的办法就是【谷歌学术】
⑤ 需要什么语言的论文直接就用相应的语言搜索！ ⑤ 也可以把这几份论文综合一下，每一万字才1块钱】，最后一次花点钱就得了的想法} ① 其实，交押金的要慎重考虑，列出提纲，接着要将提纲给你们老师看看!【WARNING】=========================================================
[Ⅰ] 如果确认找人代笔，一定看好他的打款时间、万方数据也好都有例子！
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[Ⅱ] 淘宝交易的话,网上就查不到了，有的设定为【3天】，从每篇论文上复制一部分，将扫红部分进行再次修改！看看别人都从哪些方面写这个东西！然后把按自己的语言把每一部分换下句式或词！ ④ 参照你们学校的论文的格式！ ⑦ 祝你顺利完成论文！ ⑥ 最后？所以，原创的论文网上没有免费为你代谢的，然后在网上查找几份类似的文章，经过换词不换意的办法处理后，可以直接谷歌翻一下。 ② 写作论文的简单方法，再修改！
④ 要是要外文的论文准备翻译的话，组成一篇新的文章！
⑦ 要是计算机类的代码什么的到CSDN或者51CTO下载，万一碰到骗人的？难道你在空闲的时间原以为别人提供这种毫无意义的服务么，弄完在自己缕缕就可以了！谁愿意花时间给你写这个呢。等老师同意你这个提纲之后，对这方面的内容有个大概的了解。 ③ 通读一些相关资料！
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对繁体字的认识
繁体字也并不是一无是处的.它自有它存在的理据.
不可否认,台湾的国学传统是比我们大陆传承和保护得更好的,他们尤其是晚年在台湾度过的梁实秋和乡愁诗人余光中,他们的深厚的国学素养和对国学的热情,是现在的我们,不管是海峡那边的台湾,还是海峡这边的大陆,都无法企及的.
简体字有利于沟通和交流,尤其有利于中国在全球化的浪潮中赢得更多的文化认同.简体字对外国人来说就已经很头疼了,更不用说繁体字了.正在兴起并逐渐升温的"汉语热"也需要我们简化汉字.
但是,简化后的汉字在一定程度上失去了它原有的禀性和魅力.就比如"妇"字,繁体是"?D",它是一个妇女拿着扫帚洒扫庭除的形象,是古代妇女地位低下的表现,而这种含义是在简化后的"妇"身上看不出来的.类似的例子还有很多.
正是基于这样的理由,我很钦佩台湾仍然保留并坚持阅读和书写繁体字的执著和顽强的信念.两岸四地的学生相比,我们并不一定在理解中国文化方面占有绝对的优势.
简化汉字是大势所趋,但这与允许繁体字的存在是并不矛盾的.对外国人就可以放宽要求,我们自己则要在正确掌握简体字的基础上,加深对繁体字的认识.
不管是基于政治上的考量,还是出于对中国汉
繁体字也并不是一无是处的.它自有它存在的理据.
不可否认,台湾的国学传统是比我们大陆传承和保护得更好的,他们尤其是晚年在台湾度过的梁实秋和乡愁诗人余光中,他们的深厚的国学素养和对国学的热情,是现在的我们,不管是海峡那边的台湾,还是海峡这边的大陆,都无法企及的.
简体字有利于沟通和交流,尤其有利于中国在全球化的浪潮中赢得更多的文化认同.简体字对外国人来说就已经很头疼了,更不用说繁体字了.正在兴起并逐渐升温的"汉语热"也需要我们简化汉字.
但是,简化后的汉字在一定程度上失去了它原有的禀性和魅力.就比如"妇"字,繁体是"?D",它是一个妇女拿着扫帚洒扫庭除的形象,是古代妇女地位低下的表现,而这种含义是在简化后的"妇"身上看不出来的.类似的例子还有很多.
正是基于这样的理由,我很钦佩台湾仍然保留并坚持阅读和书写繁体字的执著和顽强的信念.两岸四地的学生相比,我们并不一定在理解中国文化方面占有绝对的优势.
简化汉字是大势所趋,但这与允许繁体字的存在是并不矛盾的.对外国人就可以放宽要求,我们自己则要在正确掌握简体字的基础上,加深对繁体字的认识.
不管是基于政治上的考量,还是出于对中国汉字原始面貌的尊重和热爱,抑或是只是由于习惯成自然,在这个快餐化的恨不得越来越快的时代,能有这么一群同胞仍然使用着古老的汉字,无论如何都是值得钦佩的.
事情总是两面的.
繁体字的难认难写和费时费力是人所共知的缺憾.尤其是在阅读古籍看竖排的繁体字时,常常让人不自觉地头晕眼花,瞌睡连连.让几倍于台湾人口的大陆的我们全都改写繁体字,既不现实也不可能更无必要.因为这是一项需要从娃娃抓起的事业.我们是来不及了.
简体字也有繁体字所没有的优点,那就是简洁,便于交际,易于书写,符合语言经济性的原则.
其实它们可以有比较明确的分工的.
允许繁体字的存在是文化宽容的表现,本是一母同胞的兄弟,何必相煎呢?
主张汉字“繁体为本，简体为用”，繁简字共同发挥功能，不能因为有了简化字就消灭繁体字，割断中国文字的逻辑性和中国文字的历史渊源。同时也要承认中国大陆多年推行简体字，很多人都有认同感这个社会现实，正因为这样，简体字可以保留下来。
　　在电脑中可用繁体字，当然也可以用简体字，一般手工书写时可能简体字，搞书法当然也是用繁体字了。每个人都可以根据自己的兴趣进行选择。
　　汉字有一个形成发展成熟的过程，这与其它任何事物形成的过程都是一样的。汉字刚形成时，肯定还不是哪么完善，需要后人不断的补漏拾遗，使之不断的走向成熟。苍颉造字时，肯定有很多东西顾及不到，因为当时社会的事物并没有那么复杂，有很多事物都是苍颉没有见多过的事物，所以他也就无法造出来，但日常所见的基本概念，苍颉都用文字的形势把它确定下来。如吃、喝、睡、天、地、日、月、水、火、大、小、少等等，估计也有两千多字？苍颉的最大的功劳就是确定了造字的方法，最少是象形、指事、会意等造字方法是他老人家发明的，形声字也可能是他发明的（没有考究，只敢说个可能，不敢肯定）。中国文字到汉代或更早一些年代基本定形，但仍然在不断的发展着，一直到明清、民国、现代。这个过程有些字是由简到繁，有的字则是由繁到简。我的意见是，不管怎么变，只要符合造字逻辑即可，不能让人们无可考证。因为中国文化是个逻辑文化，中国文字也是逻辑文字。
　　有些字简化了，不一定不合理（还没有找出个合适的字，这样的字绝对有，望哪位先生李举几个来），有些文字增加了内容，也是合理的，如“云”字加“雨”，“电”字加“雨”，这样就使概念更加明确了。上古的字不一定比中古的更合理。
您的举报已经提交成功，我们将尽快处理，谢谢！
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