德育英文自我評價（精選3篇）

德育英文自我評價 篇1

　　The task of learning a year has come to an end, silently looking back, this year, although there is no vigorous victories, but imperceptibly still made a lot of indelible achievements in order to carry forward the results, make up deficiencies in order to facilitate future work And learning, self-identification as follows:

　　First, the ideological and moral qualities

　　I always have the love of the motherland, love the fine tradition of the party, the ideological requirements of actively motivated, earnestly study the important thinking of the 'Three Represents' and 'advancing with the times' features to a new century members of the requirements of spur their time.This year I always adhere to the self-improvement, determined to become a believer, and always maintained a high morale and perseverance of the style, unswervingly toward the established goal of progress, I insist on self-examination and efforts to improve their own personality . So no matter what the circumstances, I have to demand their own moral first. Whenever and wherever I follow the dogmatic creed, I do it in earnest. Usually friendly students, respect for teachers, helpful, and strive to work with the class dry, and actively participate in school and class activities.

　　Second, the quality of scientific and cultural aspects

　　Learning strict requirements of their own, with the personal goals and knowledge of the strong pursuit of assiduously, diligent, studious, well-targeted, clear objectives, basically a solid grasp of a number of professional knowledge and skills, while the theoretical knowledge applied to Practice, the knowledge into practical ability, application ability and creativity, and strive to the unity of theory and practice. In the study and master the professional knowledge and application of professional skills, but also pay attention to the expansion of knowledge, extensive study under the knowledge of other disciplines, thereby enhancing their ideological and cultural quality, to become a good college students and make unremitting efforts.

　　Third, the physical, psychological aspects

　　In life, to develop a good living habits, life full and structured, a strict attitude to life and good living style, warm and generous, honest and trustworthy, helpful, have their own good accident principle, with the students Live in harmony; actively participate in various extra-curricular activities, so as to continuously enrich their own experience. In the psychological, I exercise a strong will quality, shape healthy personality, overcome various psychological barriers to meet the social development requirements.

　　I have the advantage of honesty, enthusiasm, character perseverance. I believe that integrity is the conduct of the country, so I have been a statement is necessary to ask themselves. Others have difficulties I will be eager to help, in the face of pressure and challenges I will bravely face, do not be discouraged, do not complain. I personally think that their biggest drawback is like one or even multi-purpose. Quick success, like a lot of things to learn in one breath, but more than chewing can not be bad, even if the last can learn, have also made themselves very tired. The other is communicative ability has yet to be strengthened.

　　Positive people in every worry have seen an opportunity, and negative people in every opportunity to see some kind of hardship. I am very positive, optimistic, I firmly believe that my future is not a dream! Days Xingjian, a gentleman to self-improvement!

德育英文自我評價 篇2

　　From the beginning of September last year, I became a teacher has been six months time, in the six months, through their own practice, I have a new understanding of the profession of teachers, if the teacher is the sun's greatest Professional, then, as a teacher, in addition to teaching students the knowledge of the course, the students outlook on life, morality, values, culture is also playing a vital role, which requires our teachers to pay particular attention to morality, Whether to have a love, all their enthusiasm dedicated to the cause of education, is to evaluate the basic criteria for a qualified teacher or not, each teacher wants to develop moral, intellectual, physical development of talent, moral education is its The core, the ancients said: the body is, not to make the line; the body is not correct, though not, the moral education of students, teachers must have ethics, the so-called teacher ethics, The moral standards and codes of conduct, including teachers 'moral qualities, ideals and beliefs, attitudes and feelings towards the cause, and related behavioral habits, etc., are examples of students' behavior. In the specific teaching practice, I always put the morality of teachers in the first place, the students enthusiastic, patient, intimate, non-discriminatory students, students alike, found that students progress, timely praise, inspire students' sense of honor, and strict Constraints of their own words and deeds, because I know that "the body and mind is more important than words," "how to behave" is important.

　　As a class teacher, I have every student in the class characteristics are very clear, for their different characteristics, the development of individual education programs to enable them to varying degrees of improvement and improvement of teaching in the original inculcation of educationOriented education for different students, so that students are more willing to accept, to stimulate their interest in learning, so that they are no longer boring content of the boring relatively boredom.

　　The past teaching work, we have been using the national mentally handicapped educational materials, the development of education and teaching, this set of teaching materials is not strong weaknesses are increasingly obvious, has been unable to adapt to the needs of modern teaching, to this end, In order to do a good job of teaching reform, we must fully understand the characteristics of students on the basis of the preparation of targeted teaching materials, I am using the work and spare time full of time, Contact and understand the students, for the teaching reform provides first-hand materials, as the implementation of the experiment, in the implementation process, encountered special circumstances, summed up in time to find a solution in the future teaching work.

　　Special teachers because of the relatively narrow range of lessons, coupled with the social evaluation of some of the objective, will lead to teachers produce a psychological pressure, for this cause, I love the cause of education, I will eliminate distractions, all The enthusiasm of all the love poured on the students who, according to the law from teaching, rigorous scholarship, clean from teaching, respect for parents, worthy of the "people teachers" this glorious title!

德育英文自我評價 篇3

　　Ernest Hemingway is a giant of modern literature. Among twentieth-century American fiction writers, his work is most often compared to that of his contemporaries William Faulkner and F. Scott Fitzgerald. Combined with his outstanding short stories, Hemingway’s four major novels—The Sun Also Rises (1926), A Farewell to Arms (1929), For Whom the Bell Tolls (1940), and The Old Man and the Sea (1952)—comprise a contribution to modern fiction that is far more substantial than Fitzgerald’s and that approximates Faulkner’s.

　　Faulkner was awarded the Nobel Prize in Literature a few years before Hemingway received this recognition, but their respective approaches to fiction are so dissimilar that this belated receipt says little or nothing about Hemingway’s stature relative to that of Faulkner. When set alongside Faulkner’s Mississippi novels, Hemingway’s major works feature simpler structures and narrative voices/personae.

　　As or more important, Hemingway’s style, with its consistent use of short, concrete, direct prose and of scenes consisting exclusively of dialogue, gives his novels and short stories a distinctive accessibility that is immediately identifiable with the author. Owing to the direct character of both his style and his life-style, there is a tendency to cast Hemingway as a “representative” American writer whose work reflects the bold, forthright and rugged individualism of the American spirit in action.

　　His own background as a wounded veteran of World War I, as an engaged combatant in the fight against Fascism/Nazism, and as a “he-man” with a passion for outdoor adventures and other manly pursuits reinforce this association.

　　But this identification of Hemingway as a uniquely American genius is problematic. Although three of his major novels are told by and/or through American men, Hemingway’s protagonists are expatriates, and his fictional settings are in France, Italy, Spain, and later Cuba, rather than America itself.

　　While Hemingway’s early career benefited from his connections with Fitzgerald and (more so) with American novelist Sherwood Anderson, his aesthetic is actually closer to that shared by the transplanted American poets that he met in Paris during the 1920s; T. S. Eliot, Ezra Pound, and, most crucially, Gertrude Stein. In this context, we must realize that Hemingway’s approach to the craft of fiction is direct but never blunt or just plain simple.

　　Hemingway’s text is the result of a painstaking selection process, each word performing an assigned function in the narrative. These choices of language, in turn, occur through the mind and experience of his novels’ central characters whether they serve explicitly as narrators of their experience or as focal characters from whose perspectives the story unfolds. The main working corollary of Hemingway’s “iceberg principle” is that the full meaning of the text is not limited to moving the plot forward: there is always a web of association and inference, a submerged reason behind the inclusion (or even the omission) of every detail.

　　We note, too, that although Hemingway’s novels usually follow a straightforward chronological progression as in the three days of For Whom the Bell Tolls, Hemingway does make use of summary accounts of the past, of memories related externally as stories, and of flashbacks. These devices lend further depth to his characters and create narrative structures that are not completely straightforward chronicles.

　　Hemingway is direct. But he is also quite subtle, and subtlety is not a trait that we ascribe to the American way. In the end, Hemingway is an international artist, a man who never relinquished his American identity but who entered new territories too broad and too deep to fit within the domain of any national culture.