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留学转校申请信怎么写？首先我们先来了解一下转学申请需要讲述的内容是什么：This prompt is best for you if you can write in length on your unique views and experiences, and how a new idea or puzzling belief uprooted your sense of self. It’s a chance to share your individuality, perspectives, potential flaws, and willingness to adapt and improve with the world around you.申请人需要根据自己独特的观点和经历，以及一个新的想法或是令人费解的想法来说服你的自我意识，那么这个机会对你来说是最好的。这是一个分享你的个性、观点、潜在缺陷以及是否愿意适应周围世界改进的机会。
There are many ways to approach this prompt, since diversity prompts are becoming common, but two strong ways would be to use a narrative before explanation or give a vivid character description of yourself and the fundamental change in your perspective. Remember to speak about the belief that challenged you in a nuanced way – most competitive applicants share experiences in being challenged by new academic and ethical perspectives, so strive to leave the reader thinking, “I never thought about that or experienced that before.” The new idea or belief can range from a social issue you initially disagreed with to views on daily habits and vices, and often times entertaining stories can be weaved around a challenging moment.
我是一名来自中国的学生，经过10多年的努力学习，我通过了托福、雅思等一系列考试，获得了在美国接受本科教育的机会。来到美国后，很多方面给了我一个学习、生活、交朋友等方面的新体验。然而，最让我印象深刻的是课堂教学。在中国的课堂教学中，我认真听讲老师的话，尽量记住老师说的话，详细记下笔记，因为认真、安静地听老师的话，我受到老师的反复表扬。在美国的课堂教学中，我发现倾听老师的声音并不是美国老师最喜欢的。他们更喜欢和鼓励学生说话、讨论、允许和欣赏学生对老师所说内容的看法，并且愿意花时间与学生讨论。我以前从未遇到过这样的情况，我也无法想象。因为在中国，老师不喜欢质问他们的学生，他们总是忙于教我们他们认为正确的东西，他们不会花很多时间和我们讨论。中美教师在课堂教学上的差异与其教学目的有关，中国教师希望学生通过课堂教学获得更多的知识，美国教师则希望通过课堂教学培养学生的学习能力和批判性思维。作为一名中国学生，我适应这种教学方法多样性的策略是尽可能多地备课，通过收集更多的背景信息来准备更多的知识，以便积极参与课堂讨论。
I am a student from China, after studying hard for more than 10 years, I have passed TOEFL, IELTS and a series of other examinations to obtain the opportunity to receive undergraduate educations in the United States. After coming to the United States, in many ways it gave me a new experience in learning, life, making friends and other aspects. However, which impressed me most is the classroom teaching. In classroom teaching in China, I seriously listened to what teachers said, trying to remember what teachers said as much as possible and took notes in detail, and I was praised by teachers repeatedly because I listened to them carefully and quietly. While in classroom teaching in the U.S., I found that listening to teachers was not what American teachers’ favorite. They prefer and encourage students to speak, discuss, they allow and appreciate students' views on what teachers said, and they are willing to spend time on discussion with students. I have never met such situation before, and I also could not imagine it. Because in China, teachers do not like students who question them, they are always busy to teach us what they think is correct, and they will not spend a lot of time to discuss with us. The difference between Chinese and American teachers in terms of classroom teaching is related to their purpose of teaching, Chinese teachers hope that students can acquire more knowledge through classroom teaching, and American teachers aim to cultivate students’ learning ability and critical thinking through classroom teaching. As a Chinese student, my strategy to adapt to this diversity in teaching methods is to prepare for lessons as much as possible, through collecting more background information to prepare more knowledge for participating actively in the classroom discussion. |
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