第一篇：河北師范大學語言學教案

語言學教案Chapter 1 Invitations to Linguistics(2)

What is linguistics? 1.6 What is linguistics?

Linguistics is the branch of learning which studies the languages of any and all human societies.It can be defined as the scientific study of language.In a word, linguistics studies the general principles upon which all languages are constructed and operate as systems of communication in the societies in which they are used.The guiding principles for linguistic studies:

Exhaustiveness---the aim is to specify totally the linguistic contrasts in a set of data, and ultimately in the language as a whole.Consistency---total statements should be logically self-consistent.Economy---a criterion requires that, other things being equal, an analysis should aim to be as short and use as few terms as possible.It is a measure which permits one to quantify the number of formal constructs used in arriving at a solution to problem, and has been used, explicitly or implicitly, in most areas of linguistic investigation.Objectivity---linguistic analyses should be as objective as possible.Truth should come from facts

1.7 Some basic distinctions in linguistics

1.7.1 speech and writing

the primacy of speech: 1)Speech is prior to writing historically 2)genetically, children always learn to speak before they learn to write.The importance of writing: 1)space displacement 2)time displacement 3)a visual recording of a speech 1.7.2 Descriptive or prescriptive

descriptive---to describe the fact of linguistic usage as they are, and not how they ought to be, with reference to some real or imagined ideal state.Prescriptive---a term used to characterize any approach which attempt to lay down rules of correctness as to how language should be used.(Swiss linguist, Ferdinand de Saussure)synchronic(linguistics)---languages are studied at a theoretic point in time: one describes a ?state‘ of language, disregarding whatever changes might be taking place.Diachronic----languages are studied from point of view of their historical development – for example, the changes which have taken place between Old and Modern English could be described in phonological, grammatical and semantic terms.Langue---refers to the language system shared by a community of speakers Parole---is the concrete act of speaking in actual situations by an individual speaker.(Noam Chomsky)Competence----refers to a person‘s knowledge of his language, the system of rules which he has mastered so that he is able to produce and understand an indefinite number of sentences, and to recognize grammatical mistakes and ambiguities.Performance---refers to language seen as a set of specific utterances produced by native-speakers, as encountered in a corpus.(M.A.K.Halliday)Linguistic potential and actual linguistic behavior---what a person can ?do‘ and what a person ?does‘.1.8 Major branches of general linguistics

Phonetics---the science which studies the characteristics of human sound-making, especially those sounds used in speech, and provides methods for their description, classification and transcription.Three branches of the subject are general recognized:(1)articulatory phonetics is the study of the way speech sounds are made by the vocal organs;(2)acoustic phonetics studies the physical properties of speech sound, as transmitted between mouth and ear;(3)auditory phonetics studies the perceptual response to speech sounds, as mediated by ear, auditory nerve and brain.Phonology---studies the sound system of languages.The aim of phonology is to demonstrate the patterns of distinctive sound found in a language, and to make as general statements as possible about the nature of sound systems in the languages of the world Morphology---studies the structure of forms of words, primarily through the use of the morpheme construct.Syntax---the study of the interrelationships between elements of sentence structure, and of the rules governing the arrangement of sentences in sequences.Semantics---A major branch of linguistics devoted to the study of meaning in language.1.9 Use of linguistics

Linguistics and teaching Applied linguistics---A branch of linguistics where the primary concern is the application of linguistic theories and findings to the elucidation of language problems which have arise in other areas of experience.The most well-developed branch of applied linguistics the teaching and learning of foreign languages, and sometimes the term is used as if this were the only field involved.Linguistics and society Sociolinguistics---studies all aspects of the relationship between language and society.Sociolinguistics study such matters as the linguistic identity of social groups, social attitudes to language, standard and non-standard forms of language, the patterns and needs of national language use, social varieties and levels of language, the social basis of multilingualism, and so on.Linguistics and literature Literary stylistics---deal with the variations characteristic of literature as a genre and of the ?style‘ of individual authors.Linguistic and psychology Psycholinguistics---studies the correlation between linguistic behavior and the psychological processes thought to underlie that behavior:(a)the mental process tat a person uses in producing and understanding language, and(b)how humans learn language.Some other applications: Anthropological linguistics---a branch that studies language variation and use in relation to the cultural patterns and beliefs of man, as investigated using the theories and methods of anthropology.Neurolinguistics---a branch which studies the neurological basis of language development and use in man, and attempts to construct a model of the brain‘s control over the processes of speech and hearing.Mathematical linguistics----studies the mathematical properties of language, usually employing concepts of a statistical or algebraic kind.A contribution has also come from information theory(e.g.quantification of such notions as redundancy and functional load)and from computational analysis(e.g.the use of algorithms).The main application of mathematical notions has been in the formalization of linguistic theory, as developed in relation to Generative linguistics;but several other areas of language study have been investigated using these methods.Computational linguistics---a branch in which computational techniques and concepts re applied to the elucidation of linguistic and phonetic problems.Several research areas have developed, including speech synthesis, speech recognition, automatic translation, the making of concordances, the testing of grammars and the many areas where statistical counts and analyses are required.語言學教案[?], weakened pronunciation of any vowel, positioned in the center of the cardinal vowel frame.2.5 Coarticulation and phonetic transcription

2.5.1 Coarticulation

The variation that a speech sound undergoes under the influence of neighbouring sounds has acquired the well-established label ?coarticulation‘.2.5.2 phonetic transcription

a method of writing down speech sounds in a systematic and consistent way.2.5.3 IPA(International phonetic Alphabet)

IPA: the abbreviation of International Phonetic Alphabet which is devised by the International Phonetic Association in 1988 on the basis of the phonetic alphabet proposed at the time.It is a standardized and internationally accepted system of phonetic transcription.The idea was first proposed by the Danish grammarian Jespersen in 1886.The first version of IPA was published in August 1888.The latest version was devised in 1993 and corrected in 1996.The basic principle: using a separate letter for each distinctive sound and the same symbol should be used for that sound in any language in which it appears..5.4 Two ways to transcribe speech sounds

Broad transcription: transcription with letter-symbols only.It‘s normally used in dictionaries and teaching textbooks.Narrow transcription: transcription with letter-symbols together with the diacritics.This is the transcription required and used by the phoneticians in their study of speech sounds.Diacritics: A set of symbols added to the letter-symbols to show that it has a sound value different from that of the same letter without the mark.語言學教案term used to denote the smallest sound units that can be segmented from the acoustic flow of speech and which can function as semantically distinctive unites.2.8.3 Allophones

PHONEvariants of a same phoneme.COMPLEMENTARY DISTRIBUTIONfeatures that can distinguish meanning in phonemes of a language.Because voicing can distinguish one phoneme from another, it is a DISTINCTIVE FEATURE for English obstruents.BINARY FEATURES 2.11 Syllables

SUPRASEGMENTAL FEATURES—those aspects of speech that involve more than single sound segments.2.11.1 The syllable structure

MONOSYLLABIC---POLYSYLLABIC σ= ONSET+ RHYME RHYME= NUCLEUS + CODA

2.11.2 Sonority scale

DEGREE OF SONORITY

2.11.3 Syllabification and the maximal onset principle

MAXIMAL ONSET PRINCIPLE

2.12 Stress

STRESS refers to the degree of force used in producing a syllable.2.13 Pitch

Pitch is the rate of vibration of the vocal folds.In acoustic phonetics, the number of tonal oscillations per second, or in auditory pho?netics the auditory characteristics correspond?ing to the different tonal oscillations.In phonology, suprasegmental feature of linguistic expressions.In tonal languages, pitch is distinctive.Different rates of vibration produce what is known in acoustic terms different frequencies, and in auditory terms as different pitches.Pitch variations may be distinctive like phonemes, that is, they may contribute to distinguish between different words.In this function, pitch variations are called TONES, and languages using tones are called TONE LANGUAGES.of which Chinese is one.2.14 Intonation

Intonation is the system of levels(rising and falling)and variations in pitch sequences within speech.When pitch, stress and length variations are tied to the sentence rather than to the word, they are collectively known as INTONATION.引用內容： Phonological rules

The traditional approach in Phonology has always been to concentrate on ? basic units of phonology, e.g.distinctive features and phonemes，? construction of larger units out of these basic units, e.g.syllables, words, sentences，? description of the syntagmatic and paradigmatic phonological relations with which phonological structures are made，? in particular the structures of syllables and words.However, the discussion of these topics is full of paradoxes until one develops exact analytic criteria and distinguishes between different levels of phonological analysis such as the following:

Speech signal:

articulatory, acoustic and auditory correlates of linguistic units.Phonetic:

segmentation of utterances into identifiable chunks by detailed phonetic criteria from one or all of the phonetic domains(articulatory, acoustic, auditory).Phonemic:

segmentation into phones and classification of phones into phonemes according to the criteria of contrastiveness(either complementary distribution in phonetic contexts, or free variation, or both)and minimal phonetic similarity(i.e.using the minimum of phonetic features required to keep phonemes apart).Morphophonemic:

further classification of phonemes into morphophonemes by taking morphological contexts(i.e.the contexts of sounds across boundaries between morphemes in inflected, derived and compound words)as well as phonetic contexts into account.The relation between Morphophonemic, Phonemic and Phonetic levels is often thought of as three levels of representation linked by rules(morphophonological, phonological, and phonetic detail rules), as shown in the Figure.There are two main kinds of phonological rule:

Structure-defining rules:

Structure-defining rules determine the construction of phonemes out of distinctive features, the construction of syllables or morphemes out of phonemes).These are sometimes called redundancy rules, since they formulate generalisations about structureInternational Phonetic Alphabet(IPA)

International Phonetic Alphabet(IPA)

Origin

The IPA was first published in 1888 by the Association Phonétique Internationale(International Phonetic Association), a group of French language teachers founded by Paul Passy.The aim of the organisation was to devise a system for transcribing the sounds of speech which was independent of any particular language and applicable to all languages.A phonetic script for English created in 1847 by Isaac Pitman and Henry Ellis was used a a model for the IPA.Uses

The IPA is used in dictionaries to indicate the pronunciation of words.The IPA has often been used as a basis for creating new writing systems for previously unwritten languages.The IPA is used in some foreign language text books and phrase books to transcribe the sounds of languages which are written with non-latin alphabets.It is also used by non-native speakers of English when learning to speak English.語言學教案Chapter 4 Syntax

Chapter 4 Syntax

SYNTAX is the study of the rules governing the ways words, word groups and phrases are combined to form sentences in a language, or the study of the interrelationships between elements in sentence structures.4.1 The traditional approach

Grammatical category: a class or group of items which fulfill the same or similar functions in a language Number, gender, case: for nouns, pronouns.Tense, aspect: verbs

4.1.1 Number, gender and case

Person, gender, number, and case are related to nominals.Person occurs in personal pronouns.Personal pronouns always belong to one of three persons: first person if they refer to the speaker or writer(or to a group including the speaker or writer), second person if they refer to the audience of the speaker or writer(or to a group including the audience), and third person if they refer to anyone else(if the noun or pronoun is the subject, then its person will also affect the verb).Nouns and other types of pronouns are always in the third person.NUMBER is a grammatical category used for the analysis of word classes displaying such contrasts as singular, dual, plural, etc.GENDER displays such contrasts as “masculine: feminine: neuter”, “animate: inanimate”, etc, for the analysis of word classes.The CASE category is used in the analysis of word classes to identify the syntactic relationship between words in a sentence.4.1.2 Tense and aspect

Tense, along with mood, voice and person, are three ways in which verb forms are frequently characterized, in languages where those categories apply.There are languages(mostly isolating languages, like Chinese)where tense is not expressed anywhere in the verb or any auxiliaries, but only as adverbs of time, when needed for comprehension;and there are also languages(such as Russian)where tense is not deemed very important and emphasis is instead placed on aspect.tense

Tense is the grammatical term that refers to the time when the action of the verb occurs: past, present, future.The time frame of an action is usually established by referring to the present moment.aspect

Aspect, unlike tense, is not concerned with placing events on a time line.Rather, aspect is concerned with making distinctions about the kinds of actions that are described by verbs: progressive actions, punctual actions, habitual actions, etc.mood

Mood is a grammatical category distinguishing verb tenses.There are three moods in English: indicative, subjunctive, and imperative and four in French: indicative, subjunctive, conditional, and imperative.All of these moods, except the imperative, may be conjugated in different tenses.Each of these moods has a different function.voice

Voice is a grammatical category describing the relationship between a verb and its subject.Voice is either active or passive.Active voice refers to the situation where the subject of the sentence performs the action of the verb.4.1.3 Concord and government

CONCORD may be defined as the requirement that the forms of two or more words of specific word classes that stand in specific syntactic relationship with one another shall also be characterized by the same paradigmatically marked category(or categories).GOVERNMENT requires that one word of a particular class in a given syntactic construction with another word of a particular syntactic class shall exhibit the form of a specific category.4.2 The structural approach

Structuralism or structural linguistics is a term used in linguistics referring to any approach to the analysis of language that pays explicit attention to the way in which linguistic features can be described in terms of structures and systems.4.2.1 Syntagmatic and paradigmatic relations

Positional relation POSITIONAL RELATION, or WORD ORDER, refers to the sequential arrangement of words in a language.Relation of substitutability RELATION OF SUBSTITUTABILITY refers to classes or sets of words substitutable for each other grammatically in the same sentence structures.Relation of co-occurrence the relation of CO-OCCURRENCE one means that words of different sets of clauses may permit, or require, the occurrence a word of another set or class to form a sentence or a particular part of a sentence.4.2.2 Immediate constituent analysis

IMMEDIATE CONSTITUENT ANALYSIS also called Ic Analysis, in linguistics, a system of grammatical analysis that divides sentences into successive layers, or constituents, until, in the final layer, each constituent consists of only a word or meaningful part of a word.(A constituent is any word or construction that enters into some larger construction.)In the sentence ―The old man ran away,‖ the first division into immediate constituents would be between ―the old man‖ and ―ran away.‖ The immediate constituents of ―the old man‖ are ―the‖ and ―old man.‖ At the next level ―old man‖ is divided into ―old‖ and ―man.‖ The term was introduced by the United States linguist Leonard Bloomfield in 1933, though the underlying principle is common both to the traditional practice of parsing and to many modern systems of grammatical analysis.Marking methods: TREE DIAGRAMS or RACKETING

4.2.3 Endocentric and exocentric constructions

ENDOCEWTRIC CONSTRUCTION is one whose distribution is functionally equivalent to that of one or more of its constituents, i.e., a word or a group of words, which serves as a definable CENTRE or HEAD.Exocentric CONSTRUCTION refers to a group of syntactically related words where none of the words is functionally equivalent to the group as a whole, that is, there is no definable “Centre” or ―Head‖ inside the group.4.3 The generative approach 4.3.1 Deep and surface structures

Deep-Structure: underlying structure, which is generated by the base component.The term 'deep structure' is avoided in recent literature and replaced by D-structure, or d-structure.Surface structure: syntactic structure derived from Deep structure(D-structure)by means of transformational rules.Also S-structure.4.3.2 Government and binding theory.In Chomsky(1981), the grammatical framework of Universal Grammar(UG)is outlined as consisting of interacting subsystems.These subsystems include subcomponents of rule system of grammar and subsystems of principles.The rule system of grammar is composed of the following components:(1)a.lexicon b.syntax(i)categorial component(ii)transformational component c.PF-component d.LF-component

The Lexicon and the Categorial Component constitute the Base.The Lexicon contains a list of all the words in a language, together with specification of their idiosyncratic syntactic, semantic, phonological and morphological properties.The Categorial Component comprises a set of category-neutral rule-scheme and rule-constraints.The interaction of the Categorial Component and the Lexicon generates the D-structures.That is, the Categorial Component of the Base generates a set of abstract prelexical structures which are lexicalized by the insertion of items from Lexicon.The D-structure serves as the input to the Transformational Component, where)transforms the?successive application of a variety of Movement rules(Move D-structures into the corresponding S-structures.The PF-component contains rules that assign the S-structures with PF-representations and the rules in LF-component assign the S-structure with LF-representations.The subsystems of principles including the following theories:

(2)a.bounding theory b.government theory c.theta-theory d.binding theory e.case theory f.control theory

Bounding theory sets constraints for movement operations.Government theory specifies the local relations between two categories, a head or an antecedent and its dependent.Theta theory is concerned with the assignment of thematic roles.Binding theory establishes the interpretation relations between some of the overt or non-overt NPs and their antecedents.Case theory deals with assignment of abstract Case and control theory relates PRO with its referent antecedent.These subsystems are related to each other.The theory of government establishes the basis for other theories.In bounding theory, conditions for movement are specified in terms of government, and in-role assignment are realized?Case theory and theta theory, Case assignment and under government relations.GB理論的閱讀材料：

A step-by-step introduction to the Government and Binding theory of syntax by Cheryl A.Black

第二篇：工作總結 - 河北師范大學

任期述職述廉報告

財務處副處長 閆書弄

閆書弄，1962年生人，中共黨員，2002年任財務處副處長，2005至2007三年來主管會計服務中心的會計核算一科（東區）、會計核算二科（西區）、資金科、基建財務科、收費科（2005年一年）等工作。幾年來在學校黨政班子及財務處長的領導下，始終堅持全心全意為人民服務的宗旨，發揚與全處同志團結協作、熱情服務、腳踏實地、認真負責的工作作風，圓滿完成了財務核算和財務管理工作。下面僅從“德、能、勤、績、廉”五方面做一簡單匯報：

德：積極學習“十七大報告及《中國共產黨章程》”，貫徹落實省委“開展解放思想大討論”，政治立場更加堅定、思想覺悟不斷提高。

通過學習“十七大”報告，最大的感受是大會主題中：“深入貫徹落實科學發展觀”、及“科學發展觀，第一要義是發展，核心是以人為本，基本要求是全面協調可持續，根本方法是統籌兼顧。”我對這一段話有了更加深刻的認識和切身體會，作為一名黨員，在開展學習“十七大報告”中，更加進一步堅定了共產主義信念，要始終與黨中央保持高度一致。落實到實際工作中，作為財務處副職，首先要擺正自己的位臵，牢固樹立全局觀念，認真執行本部門的決定和意見，與正副職之間密切合作，互相補臺，工作上要為正職負責一抓到底，堅持維護班子團結；思想上勤溝通、多交流；行動上遵紀守法、克己奉公；作風上大膽潑辣、敢說敢干。起到承上啟下的作用，當好參謀助手。總之通過學習，武裝了頭腦，更新了觀念，提高了素質，振奮了精神。同時三年來積極學習財務專業知識，主持并參與省級課題2項，校級課題1項，撰寫中文核心期刊5篇，省級2篇，極大提高了專業理論水平。

能：不斷開拓創新，工作領導能力逐漸提高

作為分管會計核算、資金籌集的副職，加強和防范風險意識，就是我的中心工作和任務。在資金相對充裕時及時安排，使其充分發揮資金效益；資金不足時及時調配，保證合理使用資金的需要。同時嚴格審核、控制每筆大額資金的支出，將風險意識時刻牢記，保證了資金的安全使用，幾年來沒有出現過任何差錯。同時在籌建會計服務中心過程中，在處長領導下積極向兄弟院校學習，同時根據二級單位以及新招會計人員具體情況，為處里獻計獻策、任勞任怨、加班加點，為“會計服務中心”2006年1月1日的正常對外辦公盡了自己最大的力量。

勤：腳踏實地，樹立起扎實的工作作風

作為分管核算和資金調度以及收費工作的副處長，身感自己肩上的責任。多年來始終把愛崗敬業、勤奮務實，提供優質高效服務作為自己工作的目標。大家知道近年來我校財政撥款及各項收入逐年增多，通過銀行貸款融資籌建新校區任務，在困難不斷加大的情況下通過自己的辛勤工作和多方努力,現已初步籌集到位。同時對于幾億資金用于學校的流通周轉，那么在怎么管好、用好的前提下，如何及時收取上來也就顯得尤為重要。因此近年來不斷完善全校各項收費制度及措施，配合省審計、財政等部門加大審計清理力度，保證了學校應收取的資金及時收取、上繳。同時作為學校服務部門，在日常工作中，想人之所想，急人之所急，經常走下去聽取各部門的意見和呼聲，為各單位解決實際問題。例如在橫向課題管理上，積極聽取課題負責人的建議和意見，耐心解釋財務政策和制度規定并在財務許可的范圍內予以解決。

績：講求實效、腳踏實地地完成本職工作

幾年來經過與銀行積極溝通、交流，在銀行逐漸收緊貸款規模控制流動性前提下，通過辛勤工作和多方努力,克服種種困難，為新校區籌集資金2.65億元，加之老貸款2.87億元，這就為我校新校區建設在資金上給予了保證。同時積極配合上級部門的各項例行審計與專項審計工作，及時提供財務資料，實事求是的解釋相關財務事項。在對二級財務的管理上，已逐漸理順和規范。如：醫院的藥品招標采購；工會的固定資產等。

同時通過努力工作，僅以05年為例就超額完成學校的各項事業性收費2.87億元，全日制研究生、本科生學費收取比例達到94%以上，如扣除05年末學生貸款未到數后,可為近幾年來交費比例最高點，為保證學校正常教學、科研的發展奠定了基礎。廉：學習落實黨風廉政建設，發揚艱苦奮斗工作作風

在廉潔自律上，作為主管核算的副處長，要充分把握好手中掌管的審批權限，自覺貫徹執行黨的路線、方針和政策，自覺抵制不良風氣的侵蝕。在處理每筆業務時力求做到公平、公正、公開并合理，增加各種經費管理的透明度。同時時刻牢記我黨艱苦奮斗，自重、自醒、自勵的工作作風，做到清正廉潔，拒腐蝕、永不沾。

現在我校新校區建設已到最關鍵時刻，而建設中的資金又是重中之重的環節，因此下面僅就新校區資金籌集角度談一點個人看法；

一、鑒于我校財力在目前情況下，新校區推進應采取多種方法，加快步伐：例如我校可以對當地老百姓打思想戰，具體就是發揮師大優勢，組織宣講團，把師大在當地建成新校區后，帶給當地以及周邊經濟發展和具體實惠給他們具體描繪出來，讓他們感受到是為世世代代造福的，以此來減少當地老百姓給我校建設新校區帶來的阻力。

二、在融資上，雖然銀行貸款可以暫時維持新校區建設，但也給我校財力增加了很大壓力，因此我覺得應發揮全校職工和學生的優勢，對學校多做宣傳，擴大知名度，對拉來贊助的，不管是職工和學生，一律給予贊助金額的一定比例的獎勵，激發大家愛校、以校為家的熱情，做到動員一切可以動員的力量；對不管是企業和個人給予學校贊助的，可按金額的大小，對公共設施如：圖書館、體育館等可采取冠名權的方式，通過多種渠道吸收、融通資金。

近年來雖然取得了一些成績，但仍存在不足，如遇事容易急躁，方式方法欠妥等。今后應繼續發揚解放思想，實事求是，與時俱進、開拓創新的精神，不斷學習、不斷探索新的財務管理模式，提高財務管理水平。

2008年3月27日

第三篇：河北師范大學音樂學院

河北師范大學音樂學院

2013-2014學年第一學期工作計劃

本學期工作的總體思路：以黨的十八大精神為指導，認真學習貫徹李克強總理來校講話精神，全面深化改革，加強內涵建設，提高辦學質量，使音樂學院的各項工作再上新的臺階。

一、學科與科研工作

1、整理登統我院教職工近十年科研成果集成目錄；強化教師科研成果在教學當中的運用，使科研過程與教學過程緊密結合；聘請專家指導科研項目申報，做好2014年國家社科基金項目的申報工作。

2、針對研究生教學過程中的存在的問題做好調研，不斷改善教學條件，不斷提高教學水平。

3、根據學校研究生導師的聘任條件并結合我院實際情況，制定“音樂學院研究生導師評聘管理規定”；聘請專家教授，做好對我院研究生導師隊伍“研導”能力的指導；組織好研究生導師公開課。

4、做好在職研究生的開題和論文答辯工作。

二、本科教學工作

1、繼續強化制度規范意識，學校的各項規章制度每一名師生都必須嚴格遵守，在此基礎上才能考慮本院教學工作的專業特征，避免片面強調專業特征而忽視了學校的有關要求。

2、堅持“高起點、嚴要求、厚基礎、重實踐”的教學理念，配合學校“大類招生培養”方案，深化課程體系和教學方法改革，將學科優勢轉化為教育教學優勢。在已有的一門省級

精品課（《鋼琴》）和二門校級精品課（《器樂》、《中華民族音樂》）的基礎上，做好其他精品課建設合格及即將驗收精品課建設課程的督導工作，積極完成各級精品課的申報工作。

3、繼續加強系級教學工作建設，提高教師主人翁意識，充分發揮各系自主科研、教研潛力，提倡開展各系、專業內部教研活動。

4、配合教務處繼續完善教師業績考核系統，制定相關規定，使之成為教師評聘及職稱評定等工作的重要依據。

三、學生教育管理工作

1、學生學風建設。以搬入新校區為契機，優化學院學風建設實施方案，進一步采取措施，完善“兩個創建”即：學風星級班級暨“鄧穎超”班的創建創評和無人監考班級的創建。評選“文化學習之星”、“專業學習之星”，建立優秀學生典型事跡宣講團。建立學生參加專業比賽獎勵機制，形成“以賽促學”的學風建設特色。

2、學生文化素質培養。針對音樂專業學生的薄弱環節，積極組織開展讀書活動。開展傳統文化、文學修養教育，加強學生的人文素質培養。列出學生讀書推薦目錄，建立檢查督促制度。邀請文科學院的專家學者舉辦高水平的人文知識講座等。

3、學生藝術實踐活動。積極開展校園藝術教育活動，舉辦“秋之聲”音樂漫步展演活動。繼續開展大學生藝術文化普及活動，培養大學生的藝術愛好，為大學生展現藝術特長提供平臺。以音樂學院2012級學生為試點，成立藝術實踐活動小組，實現藝術實踐常態化。

4、學生的日常教育管理工作。以舉辦高水平的講座和報告為載體，做好2013級新生入學教育的各項工作；掌握各年級的特情學生狀況，落實特情學生定期談話制度，做好大學生心理健康教育工作；摸清貧困生的底數，切實發揮貧困生自強自立的模范帶頭作用，完善貧困生激勵機制和退出機制；加強宿舍衛生檢查評比，重視宿舍文化建設，強化宿舍園區的大學生思想政治教育工作；抓好學生的上課紀律和上課習慣，完善年級信息員制度，及時發現安全隱患，將各類意外事件解決在萌芽階段。

5、學工隊伍建設。促進學工隊伍的作風建設，開展好“三個一”工作，即一周聽一次課，一周去一次學生宿舍，一周和特情學生談一次話。培養輔導員在學生工作某領域的專業化水平，做好輔導員的考核評優工作。

四、行政管理與成教工作

1、嚴格考勤制度和請銷假制度。學院行政辦公室、教學辦公室工作人員每天提前10分鐘到崗，其他工作人員上午8：00、下午2：00前到崗，人員因故不能按時到崗要逐級請假，事后及時銷假，確保學院正常辦公和教學秩序。

2、以人為本，強化琴房的管理與維護。繼續嚴格執行目前琴房的管理辦法，實行流動與相對固定相結合的原則，學生憑“一卡通”換取琴房鑰匙，無卡及其他無關人員禁止進入琴房。鋼琴的管理與維護實行掛牌服務制度，將負責琴房管理與鋼琴調律、維修的工作人員的姓名、聯系電話張貼到每個琴房，保證聯系暢通，確保教學的正常運行。

3、對服裝庫和樂器庫進行整理、分類、上架，嚴格服裝

和樂器的租借及登統制度。指定專人對服裝庫的服裝分類整理，按照類別上架，對各類大型演出需要的服裝單獨存放，保障好演出所需服裝的借用。對樂器庫的各類樂器全部上架，做到賬物清楚，租借和歸還及時。

4、完善物業管理，對學院的設施、設備進行全面梳理。做好學院基礎建設的收尾工作，包括多功能廳、錄音棚、MIDI教室、藝術中心等；對學院的固定資產（如：鋼琴、樂器、服裝等）和辦公設備（如：電腦、文件柜、辦公桌等）進行整理登記造冊；與物業公司多溝通，做到辦公樓衛生保潔、水電維修、安全保衛、琴房管理和消防時刻保持良好的狀態，確保出現情況維修維護及時，為學院創造良好教學、科研環境。

5、全員參與、探索創收渠道。努力做好國培項目，為今后申請更多、更好的培訓項目打基礎；在鞏固原有創收點的基礎上，發揮全院教職工的積極性，實行全員參與，繼續探索創收渠道，力爭創收登上新臺階。

6、豐富院工會活動，創建和諧教工之家。充分發揮院工會成員的積極性，認真組織、參與學校工會的各項比賽和活動，同時根據學院的實際情況適時組織全院教職工活動，豐富教職工的業余生活，關心、關注教職工的生活與工作，為其排憂解難，提高學院的凝聚力。

五、黨建與思想政治工作

1、組織廣大師生認真學習貫徹黨的十八大精神，創新學習方式，提高學習效果。繼續開展“我的中國夢”主題教育實踐活動。鞏固“解放思想、改革開放、創新驅動、科學發展”大討論活動成果，將大討論活動取得的成果，轉化為學院建設的精神動力和發展舉措，推動各項工作再上新臺階。

2、積極響應學校號召，做好黨的群眾路線教育實踐活動的準備及相關工作。采取有效措施，切實解決形式主義、官僚主義、享樂主義、奢靡之風，教育黨員、干部牢固樹立群眾觀點，發揮黨密切聯系群眾的優勢，展現新氣象，為推動學院建設凝聚力量。

3、貫徹落實中央辦公廳《關于加強新形勢下發展黨員和黨員管理工作的意見》，提高黨員發展質量，建設高素質的黨員隊伍。做好入黨積極分子培訓和學生黨支部委員培訓等工作，充分發揮黨支部的戰斗堡壘作用。

4、繼續推進師德師風和院風學風建設。教育引導全院教師為人師表、關心學生、嚴謹篤學，形成“重師表、愛學生、鉆業務”的良好風氣。教育引導全體學生刻苦學習、積極向上、舉止文明，形成“學風濃、有活力、講文明”的良好風氣。

5、切實做好宣傳、統戰、工會等工作，充分發揮思想政治工作凝心聚力的作用和統一戰線聯系廣泛的優勢，統一思想，凝聚力量，充分調動各方面積極因素，為學院的發展貢獻力量。

2013年10月22日

第四篇：共青團河北師范大學委員會

共青團河北師范大學委員會 關于在第十四期頂崗實習支教生中征集先進事跡材料的通知

各頂崗實習臨時團支部：

為充分展現并廣泛宣傳我校頂崗實習支教生在實習崗位的先進典型事跡，鼓勵實習生在實習崗位盡職盡責，引導廣大在校生樹立正確的、積極向上的人生態度和甘于奉獻、服務農村、服務社會的價值觀，激勵其努力學習以投身頂崗支教事業，促進臨時團支部有效開展各項活動，不斷增強團組織的吸引力和凝聚力，校團委決定面向我校第十四期頂崗實習支教生、臨時團支部征集先進事跡材料。現將有關事項通知如下：

一、征集對象范圍

第十四期頂崗支教全體實習生/臨時團支部

二、征集時間

2012年5月20日-2012年6月30日

三、征集對象要求

（1）實習態度認真，刻苦鉆研教學，專業知識和教學技能水平較高，教學成績優異；

（2）能夠結合實習學校教學條件，緊密聯系班級學習特點，勇于創新工作方法，積極參與校園文化建設；

（3）具有較高的職業素養，不計個人得失，盡己所能付出愛心，關注并幫助弱勢群體，積極參與組織各種愛心捐助、幫殘助困等活動；

（4）按時全面完成計劃規定的各項任務，實習成績優秀；（5）團隊凝聚力較強，團隊成員積極向上、互幫互助；（6）其他有突出表現或貢獻的個人或集體。

四、文稿結構及要求

1．個人/團隊簡介：100字以內，包括姓名、學院、專業、班級、實習學校、大學期間所獲重要獎項或重要榮譽； 2．事跡正文：1500字左右；

以“XX同學或者XX臨時團支部”第三人稱行文； 題目概括準確、精煉，符合頂崗支教主題； 事跡真實突出，具有感染力和號召力； 文筆流暢，具有一定的情感和思想深度。

3．教師評語：100字以內，由所在實習學校的領導、指導教師

或者實習地的駐縣教師進行精辟評述。

4.附件：提供個人/團隊電子照片1張，要求在實習地點拍攝，能夠體現文稿主題，JPG格式，附圖片說明，亦可采用數碼DV、相片剪影、博客記錄等形式（要求小于50M），以附件形式隨文稿發送至郵箱youthdg@163.com。

五、文稿推薦步驟：

1．各臨時團支部堅持優中選優原則，通知并指導實習生按要求積極準備材料；

2．支部對征集到的文稿嚴格審核、進行必要的修改和斟酌后，上交真實反映個人先進事跡的材料，確保征集文稿的質量。

六、文稿申報截止時間：

2012年6月30日下午17:00前以臨時團支部為單位將事跡材料發送至郵箱youthdg@163.com，郵件主題注明“XX團支部頂崗實習支教生先進事跡材料申報”。

聯系人：李佳

聯系電話：80789870

實習生優秀事跡材料將在天下網公示，校團委擬匯編《河北師范大學第十四期頂崗實習支教生先進事跡材料匯編》，望各臨時團支部積極宣傳、動員實習生參加征集活動。

共青團河北師范大學委員會

二〇一二年五月十七日

第五篇：河北師范大學

河北師范大學

第十期頂崗實習支教威縣、清河分隊

工作周報

5月份第1期（總第9期）

臨時黨支部 編2010年5月2日

◆ 河北師范大學慰問指導組來威縣、清河看望實習生并指導工作

◆ 威縣、清河分隊體育專業實習生指導訓練的學生在威縣中學生運動

會上，取得驕人戰績

◆ 威縣、清河分隊實習生認真完成實習中學監考、閱卷、成績登統、試卷分析等任務

◆ 簡訊

◆ 河北師范大學慰問指導組來威縣、清河看望實習生并指導工作

4月28日至30日，由河北師范大學頂崗支教指導中心楊軼副主任、資環學院裴紅彬副書記、教育學院趙紅星老師、資環學院苗文丹老師組成的學校慰問指導組來威縣、清河看望實習生并指導工作。

駐縣教師劉文超陪同學校慰問指導組走訪了威、清兩縣教育局。在與教育局領導會談中，楊軼副主任、裴紅彬副書記代表學校感謝教育局對河北師范大學頂崗實習工程的重視與大力支持。慰問指導組一行在劉文超老師的陪同下先后到威縣一中、威縣二中、威縣實驗中學、威縣章臺中學、1

威縣人才學校、威縣常屯中學、清河油坊中學、清河壩營中學、清河五中、清河二中、清河中學等11所中學看望來自全校13個學院14個專業的92名實習生。每到一所中學，慰問指導組領導、老師在與實習中學領導進行簡短的座談后，或到實習生宿舍，或與實習生面對面進行座談，十分關心的詢問了解實習生工作和生活情況，并送上慰問品。楊軼副主任在與實習中學校領導座談時說，感謝實習中學領導對師大頂崗實習支教工作的大力支持，感謝實習中學為實習生提供機會，為師大培養人才，歡迎實習中學對師大的頂崗實習支教工作提出意見建議。裴紅彬副書記在與實習生座談時說，實習中學領導重視是對大家實習工作的最大支持，要抓機會講好課，加強鍛煉，多向指導教師請教；一定要有責任心，在中學把工作干好；工作要有目標，立足中學教學、學生實際多思考，多總結，不斷提高能力，高質量完成任務。

特別需要指出的是，為了抓緊時間，慰問指導組不顧路途勞累，在由南宮來威縣的路上首先看望了威縣張莊中學、威縣高公莊中學的實習生。

◆ 體育專業實習生指導訓練的學生在威縣中學生運動會上，取得驕人

戰績

4月27日，2010年威縣中學生運動會在威縣二中操場隆重舉行。威縣、清河分隊體育專業實習生指導訓練的學生在本次運動會上取得了驕人的戰績。

分隊體育專業實習生，自3月1日開始頂崗實習支教工作以來，發揚了不怕吃苦、特別能戰斗的精神，不僅能夠順利的完成體育教學工作，更重要的是，通過幫助實習中學開展專業體育訓練，來提高當地學校學生的課外體育運動訓練水平。實習生們根據參訓學生的實際情況以及實習中學的整體安排，制定了相應的運動訓練計劃，安排了適宜強度的訓練內容，實施規范、科學訓練。他們早出晚歸、默默奉獻，辛苦的勞動換來了可喜的回報，大家的付出不僅提高了學生的運動技術水平，增強了學生的體質，為大多數參加中考的學生在中考體育測試中獲得了優異成績打下堅實的基

礎，更使多名學生在本屆縣運會上取得了驕人的戰績，給學校帶來了前所未有的榮譽。例如張莊中學實習生王盼指導訓練的學生獲得女子1500米第一名，男子1500米第二名，女子鉛球第一名，三級跳遠第一名的好成績；常屯中學實習生朱麟指導訓練的籃球隊，分獲縣運會男籃亞軍、女籃季軍的好成績；高公莊中學實習生魯明指導訓練學生獲得男子400米第一名、男子800米第二名的好成績。

此外，在當天的運動會上我分隊體育專業實習生孫川、劉國鋒、趙瑞強、朱麟分別擔任徑賽裁判、籃球裁判、跳高項目裁判和乒乓球項目裁判。同時，在威縣二中實習孫川、劉國鋒為本次運動的場地布置做了大量準備工作。

◆ 威縣、清河分隊實習生認真完成實習中學監考、閱卷、成績登統、試卷分析等任務

進駐實習縣，開展頂崗實習支教工作兩月以來，威縣、清河分隊各實習中學陸續開展月考、期中考試工作，我分隊實習生認真參與其中，全方位接觸教師工作，感受體驗教師生活。

實習生們以高度負責的態度參加到考試任務中來。監考時，他們嚴格履行監考職責，準時到崗，做到不遲到、不早退；閱卷時，他們一絲不茍，認真仔細，對學生負責，做到公平公正，評判準確無誤；登統時，他們反復核對，確保萬無一失；分析試卷時，他們多角度分析，仔細查找學生失誤原因。對于考試當中不同程序的工作，實習生們都能夠思想重視、嚴肅認真、盡職盡責地參與進來。在協助實習中學月考、期中考試工作順利開展的同時，也使實習生們全方位接觸到了一名教師備課、上課以外的工作，增加了實習生們的從教經歷。

對于這種由被考者轉化為主考者的從教經歷，各中學實習生認真總結感受體會，以不同的形式記錄下來。各實習中學對實習生在整個月考、期中考試工作中，思想重視程度高，不怕苦不怕累，工作方法科學高效，能

夠嚴肅認真，保質保量地完成各項工作的良好表現，給予充分肯定。

◆ 簡訊

1、近日，清河壩營中學舉行了以“祖國輝煌六十年”為主題的演講、講故事比賽。在這次比賽中，我分隊實習生積極協助校方籌備和完成各項工作。張薔、孫英明、宋平、農婧擔任評委，韓貝貝負責統計各個選手的分數及匯總、記錄各選手的總分，同時農婧負責指導了90班學生的賽前訓練。

2、4月28日，威縣實驗中學實習生組織召開了“班主任工作經驗交流會”。會議邀請了九年級組優秀班主任王金彪、朱國棟、張廷峰為實習生介紹經驗，5名實習生全部參加了交流會。

報：威縣、清河縣教育局 頂崗辦公室 學院領導

送：威縣、清河縣各實習學校

發：威縣、清河縣頂崗實習支教各小組共印（17）份