Food Services and Student Life: A Business Anthropological Case Study
Hu Mingzhi
Shantou University
Du Yanqiu
Shantou University
Liu Sha
Shantou University
Liu Yuan
Shantou University
Niu Haiyang
Shantou University
Wang Yifan
Shantou University
The quality of food services is a hot topic on college campuses across the globe. It has a substantial influence on student retention. Positive campus dining experiences can enhance campus food service as an integrated part of student life and contribute to overall student retention efforts. However, up to now, there are few literatures with reference to the linkage between the quality of food service and the happiness and satisfaction of student life in China. We assume the largest reason is that the quality of food service is not the component of the annual university evaluation system. In this paper, we are employing an anthropological approach which designed to test our assumptions about the potential relationship between the quality of STU food service and the students’ happiness and satisfaction.
INTRODUCTION
As we all know, food is of vital significance to the human being because it can satisfy hunger and provide daily-based nutritional supplement for us. Besides, when group members eat together, it can be used to boost unity and to denote ethnic, regional and national identity (Boyce, Henry, Shrivastava and Tian, 2002). Moreover, food can be utilized for treating friends, express hospitality, and show social status or prestige. It can even be served as a potentially powerful tool in dominating the behaviors of others (Asp, 1998; Chang, 1977). Naturally, school food service facilities, which as a highly frequent place students and faculty members used to choose when they want to take food, always play a crucial role in
the study of students’ campus life.
Consumer behavior refers to consumers’ responses to products and services and to how those products and services are presented (DeJesus and Tian, 2004). While the conception of the college food service industry was conceived in the nineteenth century (Schuster and Karolyn, 1997), but now it has gotten a revolutionized transformation. The option of the cafeteria style dining has emerged as it is more diversified. And students have more choices to taste a variety of food and snack offered by restaurants nearby campus, posing a challenge to the school mess hall, for which students are no longer a captive audience. Most importantly, the third-party contract management companies have replaced self-operated dining services on many campuses. As to the operation model of school dining halls, the contracting model has a more efficient advantage over self-administered operation, but it also has a greater risk (Xiang, 2009). The contracting model is the fruit of the socialization of logistic services. Nowadays, an increasingly number of higher education institutions contract with the third-party contract management companies to operate school dining halls. As we have seen, school services facilities operated by the social forces meet the requirement of the socialization of logistic services under the circumstance of socialist market economy (Zhuang, 2009). College food service today is in the business of providing tasting and economic food in a bid to appeal to students, improving their competitive edge to vie for the restaurants off-campus. In order to do that best, you'd better be an expert in the listening business. The reason is that students want to take part in the process: they want to be surveyed, they want to participate in focus groups, and they want to know that they get concerned (Lawn and Schuster, 1998).
A healthy diet is an indispensable component to good health and can help stem various adverse health conditions (Willett, 1994). However, at the very present in China, education administrators place less emphasis on the issue about healthy diet at higher education institutions. The introduction of individualized dietary feedback in the present study resulted in a reduction in the amount of calories and fat purchased by college undergraduates eating in university dining establishments (Normand and Osborne, 2010). In better improving students’ food intake, we need a good understanding on what kinds of food they appreciate and what factors influence their choices. Therefore, schools are able to provide better services. For example, culture difference is a significant contributor to the diverse food options. The importance of food in understanding human culture lies precisely in its infinite variability. People having different cultures share diverse sets of food variables (Asp, 1998; Chang, 1977). Furthermore, different types of food choices imply other important meanings. Observing the types and patterns of foods people consume is the best approach to grasp the real meaning of all sorts of culture (Asp, 1999; Kittler and Sucher, 1995; Schau and Gilly, 1997). Of course, gender is characterized as one of the most influential variables to the food choices of students (Schiffman and Kanuk, 2000). A case study in the Erskine College Cafeteria demonstrates that gender difference will feature a different consumer behavior in terms of food consumption (Boyce, Henry, Shrivastava and Tian, 2002).
The quality of student services, a hot topic on college campuses across the globe, has considerable influence on student retention (Hossler and Bean, 1990). Positive campus dining experiences can cement campus food service as an integral part of student life and contribute to overall student retention efforts. However, up to now, there are few literatures with reference to the connection between the quality of food service and the happiness and satisfaction of student life in China. As to a higher education institution, the level of annual university evaluation, an index closely connected to the college’s reputation and advancement in the future, plays a crucial role in determining what schools’ focus of investment is. The quality of food service, however, is not the component of the annual university evaluation system, according to the announcement released by the Ministry of Education (MOE, 2004). Put in another way, the quality of food services is uncorrelated to the rating system. So the vice principal, mostly in charge of the school’s daily life, will have no incentive to elevate the quality of mess hall considering currently the overwhelming majority of colleges and universities across the nation do their utmost to climb the rank and strive for the best. The best strategy for the side of campus is to make their best resources focus on raising the level of other aspects required for the assessment mechanism. Therefore, based on our literature review few scholars have a willingness to examine this issue because the society almost ignores this drawback of existing rating system.
In the following sections, we are employing an anthropological approach designed to test our assumptions about the potential relationship between the quality of STU food service and students’ happiness and satisfaction. To begin with, a short introduction, followed by a discussion of the study and the methods, including a description of the STU mess hall and restaurants off-campus chosen for study and methods adopted. Then, the paper will show a presentation of the data of the main findings in terms of the impact of food service on student life. It further gives several managerial implications as well as suggestions, and ends with a summary of the findings and concluding remarks.
THE FOOD SERVICE AND THE UNIVERSITY
The location of the study is the dining halls at Shantou University, which is a comprehensive university with a history of over 30 years and a current enrollment of near 10 ,000 students who come from different provinces with diverse tastes of food. These essentials are concerned for the reasons that the background of various food cultures takes absolute effect on food consumption choices.
The dining hall 2 and the dining hall 3 under the investigation are located in front of the main living area of both undergraduate and graduate students’ dormitories. The location is a prime area for attracting residential and commuting diners, most of the commuting diners are professors, administrative staff at Shantou University and their relatives.
Each dining hall features several windows providing meals or snacks. Food takers should swipe their smart cards as they get what they ordered. Meanwhile customers can have the option of paying by cash when eating in the dining hall. There are also two service staffs taking charge of distributing chopsticks and spoons to the dinners. Based on our observations, the number of cleaners is not accurate because all staff mentioned above would turn into cleaners after they get their own work done. Great percentages of these workers are locals with easily recognized accent.
Combo and self-selection are two major ways for diners to get their food services. Combo is priced fixedly at ￥2.5, which is more preferable to great majority of students. The price of Self-selection depends on different sorts of cooking and distinct optional dishes ordered by individuals. Take-out meals packaged in plastic snack box are also very popular among students.
METHODOLOGIES AND STUDY PROCESS
The researchers incorporated an anthropological approach in this study to explore the relations between food services and student life in STU via descriptive examinations. Most of the data collected were qualitative and analyzed around the considerable influence on student health, student satisfaction, student happiness, and so on. Several main research questions were developed: do the mess hall and restaurants' services have any effect on students’ health, learning effect, mental attitude, satisfaction and happiness? What is the most important key factor for students' satisfaction? And the further research includes two problems: one is how to enhance food service of dining hall to meet the students’ requirement and how to increase the halls' profits at the same time; the other is whether the quality of campus food service should be considered as an aspect of the performance evaluation to the university.
In seeking answers to these questions, the researchers have applied three traditional anthropological methods including direct systematic participant-observation, formal and informal interviews and questionnaires investigation. By direct systematic observation we can get abundant information about students’ eating habits and give anthropological interpretations for their dinning phenomenon, thus we can gain a general understanding of the relationship between food services and students’ lives. The methodology of the intensive interview can make us get a good notion of individuals’ opinions about the food service at the university and their hopes for improvement. In addition, the questionnaire investigation can afford extensive information to support our research results of the first two methods.
Direct systematic participant-observation of behavior is one of the most popular ethnographic field research methods in the ethnographic fields. By direct systematic observation, we mean those ethnographic methods that primarily rely on the researchers first hand observations and that are seriously
attentive to problems of sampling and measurement (Baksh 1989; Johnson and Sackett 1998). From early October to the end of December, we take a period of about 14 weeks to carry out participant-observation at the mess halls of No.2, No.3 and No.4 when students are having meal. During our observations, we have visited different halls in different times, such as time of lunch, dinner and night snack; the observations were taken place both on weekdays and weekends. We focused on two types of people. On the one hand, students at the dining hall were observed and their behaviors, such as to which window they chose for getting their food, with whom they sat, where and how long they stayed, their interactions with the service staff, and so on, were recorded for analysis. On the other hand, we have also paid attention to the attitudes and regular patterns of the working staff, such as the number of workers wearing a mouth mask and the opening hours of the windows. In our observation, we realized both students’ eating habits and workers’ working style can give important explanations to the dining phenomena of school mess hall.
We design a questionnaire survey to elicit the factors that affect students’ use and their enjoyment of the dining hall, including the satisfaction and advice on the dining halls. The questionnaire containing 20 close questions as well as 3 open-ended questions is divided into three sections. The first one is to collect basic information of the students, such as gender, grade, hometown, family incomes and so on. The second section asks 20 questions on five-point Likert scales, with responses ranging from "Strongly Agree" to "Strongly Disagree". In this section, 7 questions ask about the relations between the food service and its influences on students’ health, learning effectiveness, inspiration, satisfaction, happiness and school’s reputation; 6 questions ask students’ evaluation of the food service, and the remaining questions ask the awareness of the importance of food service. In addition, the last section consists of 3 open-ended questions. For example, what are the three things satisfying you the most about our food service and what are your advices to dinning services? All of the questions are essential for gaining deeper information of students’ attitude to school food service, and they can provide concrete advices as we make some suggestions to school for improving food service.
We administrated these questionnaires in the dining hall by randomly selecting dining tables in lunch and dinnertime on weekday and weekend. We delivered 350 questionnaires to the food service users who occupy those selected tables for food consumption. Most students are very friendly to fill our questions and thus a large proportion of questionnaires we recycle were identified as valid, indicating that they are interested in our survey and hope for some changes in food service.
In addition, in order to get extensive information about the relation between food service and students’ life, we interviewed 112 students chosen from who filled in our questionnaires. The interview consisted of eight questions that all related to the food service management at the university and the relation between food service and students’ life. The questions are straightforward to students. Six of them contain extended questions to help us make further inquiries in improving food service. Besides, there is an extra question asking these respondents the reasons they make these answers, such as: If you are the president of Shantou university, what measures would you like to take to improve food service?
All the data collected through these three methods are the mainstream approaches of implication of business anthropology analysis. The results of researchers’ findings have been illustrated in the discussion section of the article. Additionally, the findings determined from the ethnographic data were used to give suggestion that could be implied within food service management to improve its overall effectiveness and to positively affect mass campus operations. These recommendations are presented in the “Conclusion and Managerial Implementations” section.
FINDINGS AND DISCUSSION
Findings from Participant Observation
Participatory observation is one of the classical anthropology research methods. The result of this kind of qualitative analysis provides a wealth of empirical material. In the study, the authors employed the participation observation methods to research the school dining halls as long as fourteen weeks, collecting more than 225 observation records. Observation locations concentrate on the second, the third and the forth dining hall; the Observation objects include undergraduate, graduate students, teachers and service
personnel of the dining hall. To sort out the observed data, the authors divide them into three categories, and the outcome is that the campus food services mainly have three significant impacts on students’ campus life: physical health, learning effect, mental attitude and satisfaction.
In the authors’ observations, food quality is the issue students concern most. The students convey their requirement on the food quality through their responses to the requirements. And study finds that students have already known which dining rooms feature better quality of food via the process of trial and error or dining experience communicating with one another. For example: the forth dining hall has the most delicious meal cooking noodles; while the second dining hall offers a comparatively more sufficient quantity of food than the third dining hall, the food style is so stereotype and insufficient that students almost have no choice, etc. Students’ health is closely tied to the food quality of the dining halls. So, students will opt for those foods and meals that have abundant of nutrition and reasonable collocation. Combo, a fixed combination of several sorts of dishes, is the most popular choice of students because of its reasonable price. Generally, students have free options to select three courses, two meat dishes and one vegetable. Besides, there are other windows supplying with Lucai Series, or pickled food, pasta and soup. Usually these foods are not cheap, but there always has a long queue in front of these windows, indicating that students have a strong willingness to take these foods to increase nutrition or just change tastes.
Campus food service directly affects students' physical health, and a healthy body is the precondition for students to pursue knowledge (See Table 1. for detailed information about the relation between students’ physical health, learning effect and the food quality)
Food services change the living habits of student to some extent, and then have a far-reaching influence on their mental attitude. For example, most of the male students leave little leftovers in their tableware, while there are a mass of leftovers leaving in the tableware of female students. When students have no choice to choose the quantity of rice, the single outcome is to bring us inevitable waste. In the second dining hall, the phenomenon that students line up in the front of pastries and other snacks windows is far too common, make clear that students hope to satisfy their hunger or to increase nutrition and restore energy, especially for the student who just do exercise or study. When this basic requirement of students is not able to get satisfied, they will feel extremely discontent, which is detrimental to the development of mind and body.
The dining room is not merely a place supplying with food, it also plays other roles in the campus. The dining room staff’s service attitude and the dining environment will have a direct impact on the mood of students; the dining rooms provide a gathering place for students. They can carry out activities or eat together in the holidays. Therefore, dining hall is a good platform for students to display themselves (See Table 2 for detailed information about the relation between the service attitude and student’s spiritual outlook).
Food service must be closely related with consumers, cultural background of the diner, life habit, and dietary requirements. Guangdong has a very developed food culture. There are a variety of diet styles. For example, students coming from Guangdong are fond of making soup. Under the different diet culture background, the dining room should make a relatively appropriate business model to provide a more considerate service, such as offering more food styles according to various tastes of regions. In our observations, students are generally discontented with the food service. So the managers of the dining hall should take various demands into account.
STUDENTS’ PHYSICAL HEALTH, LEARNING EFFECT AND THE FOOD QUALITY
SERVICE ATTITUDE AND STUDENT’S SPIRITUAL OUTLOOK
Findings from In-Depth Interview
As we can see in Table 3, overall, the “ordinary” evaluation on the food services holds the largest proportion in terms of student’s health, learning effect, mental outlook, happiness and satisfaction, the evaluation frequency basically above 42%. While getting the “good” evaluation is relatively less, commonly below 12%, implying that the school food services in these aspects need to get improvement. However, food services get a higher evaluation level in the facet of health, illustrating the school features a comparatively healthy and nutritious diet. But they obtain a lowest evaluation degree in terms of student’s satisfaction, explaining that the school food services in this aspect need to get much further improvement.
THE OVERALL PERFORMANCE OF FOOD SERVICES AT SHANTOU UNIVERSITY
Food services have a great influence on student’s health. It will affect the students' physical health,
nutrition intake and may lead to disease. In addition, the food nutrition to the students' health development is also important. So school must explore a way about how to improve these bad impacts of food services. The largest problems are the sanitary condition and the variety of foods. Relevant measures must aim at these two points, and strengthening the training of staff and management is also a kind of necessary measure (see Table 4 for detailed information of food services’ influences on student’s health).
TABLE 4
FOOD SERVICES’ INFLUENCES ON STUDENT’S HEALTH
Catering service will affect the students' learning mood, physical strength and learning efficiency, thus affect students' learning effect. This kind of influence exists mainly because the nutritional balance is
helpful to improve the learning efficiency and good service attitudes can improve learning enthusiasm. Shantou University’s food services which need to get improvement mainly lies in the food styles, health conditions and service attitudes. School can make relevant improvement measures from these three aspects (see Table 5 for detailed information of food services’ influences on student’s learning effect).
TABLE 5
FOOD SERVICES’ INFLUENCES ON STUDENT’S LEARNING EFFECT
In terms of service influencing students' mental outlook, 49.12% of the respondents thought catering service will affect the students' mental outlook and mentality, only 17.54% of respondents believe that the impact is not big. In the access to explore why this kind of influence exists, 70.18% of the informants hold that the quality of the service will affect appetite and the satisfaction to school, which will affect students' overall mental outlook. When asked about where the food service needs to get improved, it is generally mentioned that the styles of food, collocation, service attitude and Repast environment etc. Schools need to increase food styles, strengthening staff management and laying down relevant improvement measures (see Table 6 for detailed information of food services’ influences on student’s mental outlook).
From the interview about the impact of food services on students, food services have a great influence on the degree of students’ happiness, and then will affect students' learning efficiency and vitality. Respondents thought service attitudes will affect the quality of the students' appetite and mood. Price and quality of food will also have an influence on students' satisfaction. School needs to make improvement in service attitudes and food styles, as well as strengthening the staff management, etc. (see Table 7. for detailed information of food services’ influences on student’s happiness).
TABLE 6
FOOD SERVICES’ INFLUENCES ON STUDENT’S MENTAL OUTLOOK
TABLE 7
FOOD SERVICES’ INFLUENCES ON STUDENT’S HAPPINESS
In the aspect of catering service affecting the student’s satisfaction degree of school, 65.79% of the students hold that catering service has an influence to the satisfaction degree of school; 21.93% of the students deem that school service facilities will affect student’s identification with school and the sense of belonging; 65.79% of the students consider that catering service has a direct impact on the satisfaction degree of school; 18.42% of the students think that food service will influence student’s learning efficiency. The school needs to make improvement on the service attitude, food style and dining environment. etc. (see Table 8 for detailed information of food services’ influences on student’s satisfaction).
TABLE 8
FOOD SERVICES’ INFLUENCES ON STUDENT’S SATISFACTION
Overall, what the school food services in all aspects need is to improve service attitude, food style, dining environment and sanitary condition. At the very beginning, they can strengthen staff management training, increase the food styles and improve dining environment in order to further improve the whole quality of school food services.
According to interviews, 81.58% of the students hold that education department should take food service as a measure gauge of school’s performance evaluation; merely 4.38% of the students disagree, indicating that the overwhelming majority of students are in favor of the idea that school should place more emphasis on school service facilities. As for the reason of using this index, 51.75% of the students think catering service is an integral part of campus life; 39.47% of the students deem catering service will have an influence students' physical and mental health; 26.31% of the students consider that service level embodies the degree of attention schools pay to students.
23.68% of the students think that catering service affects study, because it reflects a material level and has an impetus to study; the number of students who hold that food service embodies the school management ability and has an impact on the reputation of school accounts for 8.77%. Therefore, the school needs to perform food services evaluation measures including questionnaires and interviews survey, in a bid to examine the students’ satisfaction with dining halls’ health environment, food quality, variety, nutrition, service attitude and cost performance and so on; school can also randomly do sampling survey of employees to identify whether they are qualified, and carry out rewards and punishment system;
exploiting complaints and suggestion channels, strengthening the supervision and management, etc. (see Table 9 for detailed information about whether food services should be regarded as a measure gauge of school’s performance evaluation).
TABLE 9
WHETHER SHOULD FOOD SERVICES ARE REGARDED AS A MEASURE
GAUGE OF SCHOOL’S PERFORMANCE EVALUATION
If students play the role of the president, they will take the following measures to improve campus food service: make a public management plan, strengthen supervision to finance, health and price and other aspects; Regularly survey students’ satisfaction to dining halls and establish a problem report way and the mechanism for the dining hall; invite the school leaders to the dining hall dining with students; the contract of dining hall adopts a public competitive-bidding system: transparent price and an appropriate contract fixed number of years; raise price, enhance the hardware level and personnel training; The school service facilities take independent operations, etc.
The reasons of taking these measures are as follow: 26.31% students think public bidding system and rewards and punishment system can exert pressure to the dining hall, which can stimulate the contractor do better; 21.05% of the students think repast environment (such as air conditioning and television), food prices, variety, eating habits are the problems students are very concerned about; 19.29% of the students hold that school leaders personally experience the dining hall is a good way to measure whether school attaches importance to food services or not. Meanwhile, checking financial balance sheet of the dining hall table is a powerful means to prevent illegitimate operators getting unfair income. 9.66% of the students consider that independent operation and professional management personnel can strengthen food management efforts, make a better image of Shantou University and improve its popularity; And 9.66% of the students think that food services should put student health as the top priority, improving the food hygiene management level through the staff training and put an end to the poisoning; 7.01% of the students have a sense that the present management system is out-dated. The management of school food services should be more transparent and the operating time should be longer. In the survey question of whether the school leaders pay attention to school food services, 3.51% of the respondents think they are very concerned; 38.6% think they concern; 35.09% think school leaders do not take the food services seriously; and 10.53% consider they don’t care at all. Therefore, we can draw a conclusion that students generally think the school leaders are not very concerned about school food services.
Why do students consider the school leaders think little of food services? The reasons are basically as follow: the opinions of the students (through BBS, mail, letters, etc.) can't get more attention; leaders usually do not have meals in the dining hall; There are lack of public effective performance evaluation and results; the whole level of the software and hardware in the dining hall almost has not changed; Generally, students’ satisfaction with the dining hall almost always is in a low level.(See Table 10 for detailed information about what aspects school food services need to improve).
In addition to the seven aspects discussed above, there are also some other opinions or suggestions students reflect, which mainly include: 22.80% of the students harbor a hope that the survey will draw the attentions of school leaders, and then there will establish a feedback and responsibility supervision mechanism: introduce a competition system; regularly do surveys on students’ satisfaction; develop channels students could supervise the managers of food service facilities. 17.54% of the students think that schools should provide more channels that students can complain. For example, the complaints of staff’s attitude, hardware facilities and so on. The procurement price and source of food also need to be more transparent. 12.28% of the students suggest that school should eye the source of food (such as edible oil), the dispose of leftover dishes and the ways of distinguishing combo with the regular meal, etc.; and 8.77% of the students propose that students could set up a self-help rights protection association. School could endow certain privileges to the members of this association, such as irregularly checking the sanitary condition of dining rooms, establishing communication mechanism and so on. (See table 11 for detailed information about what aspects school food services need to improve).
THE IMPROVEMENT ASPECTS OF SCHOOL FOOD SERVICES
OTHER OPINIONS OR SUGGESTIONS
Findings from Questionnaire Survey
In order to improve the validity of the questionnaire, the authors distribute weight according to the distribution of the college undergraduates. The respondents cover college of arts, law school, business school, engineering college, school of science, medical college and school of journalism. The authors extract 233 effective questionnaires in accordance with the ratio of the number of each institution (see table 12 for basic information of statistical chart).
Basic information: the proportion of the college in the sample is close to the actual distributed proportion, and sex ratio is also approximate. So the sample can truly reflect some effective information we want to get; The respondents are mainly the freshmen, Sophomores and junior students. Senior and graduate students are less contained in our survey. It’s fit nicely with the fact that the number of senior and graduate students in school is small; The second dining hall has a biggest concentration degree, which means a large number of students who are in favor of this dining hall. The family condition index is 3.15, indicating that the student families mainly have a middle-income level; Hometown index is 4.04, students from Guangdong province account for nearly the half in the statistic data, and a small proportion from the southwest areas. So the average concentration degree is around 4; most of the students are very satisfied with the campus life of Shantou University, and they are willing to recommend this school to their classmates.
Evaluation scheme: there are two main issues in this part. One is whether the school catering services have a great influence on the campus life; the second is whether students are satisfied with the school food services. As to the first issue, it’s generally recognized that food service has an impact on student’s campus life, especially in the aspects of physical health, happiness and satisfaction. Students often talk about the catering services of the campus. To the satisfaction of catering services of Shantou University, students have a neutral attitude to the food price, sanitary condition, quantity of food and service attitude, and they strongly agree with the idea that regards food service as one of the gauges of university performance evaluation because food service is as significant as teaching.
Open-ended questions: students are very satisfied with the service time of the dining halls and food prices. But to the service attitude of staff and food styles, they express their dissatisfaction and recommend the school leaders keep a watchful eye on the management of dining halls.
It can be seen from the above that food service have a big influence on student’s campus life. The overall school food services of Shantou University are recognized, to some degree, but they need to be further improved in some facets.
STATISTICAL GRAPH OF QUESTIONNAIRE SURVEY
CONCLUSIONS AND SUGGESTIONS
The literatures referring to food service at higher education institutions are mostly concentrated on the discussion of universities’ inner food service (such as cost control and supervision mechanism, etc.). Social catering cost is combined with costs or expenses in the process of production and supply of all kinds of food products. At present, the logistics catering service entity in China's most colleges execute an entrepreneurial mode. The operating cost includes the basic elements of social catering industry cost. Due to the particularity of the catering service entity at higher education institutions, its cost structure has different aspects compared to the social catering industry.
The cost structure of the food service at higher education institutions mainly includes: direct costs, part of the indirect expenses and period costs (Gong, 2011). In order to reduce the cost of college’s food and beverage management, the universities across the nation cooperate with the social enterprise in succession by introducing the third party cooperation mechanism. With the deepening of the reform of food service socialization, the compositions of the food and beverage service change strikingly, from school’s authorized personnel to contracted personnel as the main body.
The status and function of contracted staff in universities’ catering system are profoundly changed. They gradually become the main force of the development of the food industry at higher education
institutions. To this situation, setting up a set of new employment mechanism not only can play contracted personnel’s role, but also can effectively reduce the labor employment risk. This is also an important topic of the management of contract personnel in the college food service industry (li & Yu, 2011). In addition, owing to the food safety accidents frequently happened in recent years, such as Clenbuterol, Rongalit, Sudan red, poisonous rice and oil, Melamine, etc., the food security of society and universities also draw the attention among ordinary persons. Catering service of Universities is not only related to the health and the life of college teachers and students, but also related to the campus’s harmonious life, and even the stability and development of society.
As to the catering service of Universities, many scholars suggest that enhancing supervision can effectively curb universities’ evil behaviors, such as providing low quality food, or even toxic food. For example, Jin (2009) proposes that it is important to establish a normative college catering market and a practical and feasible access mechanism and restriction mechanism. Strengthening the operator and the staff's social responsibility, legal consciousness, moral character and the education for basic food hygiene and safety regulations are the guarantee of a high level of food service quality and justice of supervision.
In comparison, the research of Chinese scholars about the food service’s influence on student's body and spirit is rare. In this paper, we apply the methods of classical anthropology, having a qualitative analysis on the relation between the food services at Shantou University and student's physical health, learning effect, mental attitude, happiness and overall satisfaction and so on. The results show that universities’ catering services have not just a highly related with student's physical health, but also with the students' individual quality development and satisfaction.
In the previous discussion, most respondents said that the campus food service have a big impact on the physical and the mental aspects of students. At the same time, they are generally not very satisfied with the campus food services. So, the school should take effective measures to strengthen the management of the dining room in meeting the needs of students. In addition, one of the main reasons causing this problem is that education department does not take college food services into annual assessment index system of university.
The current evaluation mechanism focuses on the school’s hardware, software and academic research level (The Ministry of Education, 2004). The result is that high education institutions have no incentive to improve food service conditions. So, education department should take school food services into the university evaluation system. Only in this way can we fundamentally settle the present awful situation: a low level of food service at high education institutions. This is also the main purpose of the paper.
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篇一：高中语文说课模板通稿 各位评委老师：大家好，我是几号考生，我今天说课的题目是《》。下面，我将会从说教材、说教法、说学法、说教学过程等部分来进行我的说课。 一、说教材 教材简析：本篇课文是人教版高中语文课本必修几第几册第几单元第几课的课文，是一篇什么体裁的文章。文章主要叙述的容是什么，表现了作者什么样的思想感情。本篇课文具有什么样的地位，和什么特色。学习教材的目的是为了让学生能够触类旁通，举一反三，能将知识由课向课外延伸。通过对本篇课文学习，能够更好的培养学生的鉴赏能力和归纳总结能力。 教学目标： （一）诗歌：根据教学大纲的要求，诗歌教学要以诵读为主，在诵读中使学生领悟诗的思想感情，鉴赏文学作品能够感受形象，品味语言。同时，本篇诗歌通过典型意象创造出优美的意境，巧妙的将诗人的情感融入其中。确立教学目标如下： 我的知识目标是：品味诗的意象美，领悟诗的意境，体会诗人的真情。 能力目标是：培养学生鉴赏诗歌的能力。 德育目标是：体悟作者情怀，引发共鸣，逐渐养成良好的审美情趣，培养审美能力。 本节课的教学重点是：领反复诵读，鉴赏诗歌意象，体会诗歌的意境美，体悟诗情，获得情感体验。教学难点是：把握诗歌的思想感情，以及意象的体味与把握。 （二）文言文：根据教学大纲的要求，文言文教学要求培养学生阅读浅显文言文的能力，把握文章的思想容，积累语言知识。同时本课情节、结构、语言等的特点，确立教学目标如下： 知识与能力目标：了解作者的基本常识；理解文中所出现的生僻词以及意义特殊的词语；把握文中的主要思想感情，初步鉴赏文中的形象与个性。 过程与方法：通过诵读质疑、自主探究、合作解决，培养学生借助注释和工具书阅读浅显文言文，理解重点词句的含义以及初步的研究分析能力并积累文言文实词、虚词和句式，培养学生的自学能力和翻译能力。情感态度与价值观目标：理解作者在作品中所流露出的情感，培养正确的审美观/价值观/人生观。 我确定以上的三个目标是体现新课标所提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。教学重点：诵读课文，在把握文意的基础上理解词句，积累一些文言实词、虚词和句式。 教学难点：掌握文章的写作风格和特点；深入分析文章涵，并作出评价，激发学生的学习兴趣。 （三）现代文：新课标强调了要全面提升高中学生的语文素养，初步形成正确的人生观、世界观、价值观，并学会收集判断、处理信息，具有人文素养、创新精神与实践能力。同时本篇课文，感情真挚，感悟深刻，具有典型的人文性，结合本单元的教学目标以及本篇课文在语言，结构设置等方面的特点，确立本课的教学目标如下： 知识能力目标：领悟本文的写作手法，揣摩语言，体会语言的感情和特色，学习作者运用语言的技巧。同时学习本文对比喻、拟人等修辞手法的运用。 过程与方法目标：在教师恰当的提升引导下，培养学生“自主、合作、探究”的学习方式，并掌握一定的赏析语言的能力与方法。 情感与态度目标：理解作者在作品中所流露出的情感，培养正确的审美观/价值观/人生观。 我确定以上的三个目标是体现新课标所提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。我的教学重点是：理清本篇文章的思路，领会课文的思想感情。教学难点
用英文表达的儿童节祝福语 The children`s day is coming . 每片树叶都有开心的回忆,每朵小花都有快乐的留念,在我们小时候嬉戏的花园再次把 童年怀念。我的发小儿们,儿童节快乐! 送你一条儿童节童心未泯祝福，收到者今晚尿床，保存者明晚尿床，删除者后天尿床，转发尿床一周，回短信尿床一个月!不回天天尿床!祝小朋友尿床愉快! 给一点糖果，你就笑;给一点引诱，你就中圈套;给一点捣乱，你气得哇哇叫。在我眼里，你还是那么小。六一节了，愿你乐逍遥! 当初我降临人世的时候，上帝许诺说要把他最美丽的女儿嫁给我。我左右顾盼，上下 求索，等了年了，还没见到仙女的影子。我很郁闷，于是跑去问上帝。上帝说：“你急什么?我都还没女朋友呢!” 六一儿童节，祝福不停歇，愿你身体好，留有童真笑，生活美如意，爱情甜蜜蜜，家 庭更美满，幸福开心伴，永保童真心，美梦都成真，祝你节日快乐。 so I am very happy.I think that day I am going to buy a beautiful gift for me.on that wonderful day, I am going to play in that children's garden whit my mother and father. 日子把风霜刻在脸上,岁月把回忆印在心头。但童心是一种心态,即使岁月蹉跎,时光 荏苒,珍惜它,爱惜它,你将年轻永驻,六一儿童节,记得保持童心! 想吃糖?给你;想玩泥巴?陪你;想戴小红花?送你;想吃奶?想尿床?想大哭?全随你;谁叫 今天是你的节日呢?如果给我玩忧郁，哈哈，想得美!! 不是我想抛弃你，我孩提时的那股天真和愚蠢，纯净憨实的笑容，腼腆傻气的举止， 看着TA们斑白的发梢，TA们的长大，我要学着长大，学做大人，承担自己的责任，做大 人该做的事，送别你了，孩子，我不能陪你笑了，但我可以看着你笑，就像TA们看着我 们笑一样，在这孩子的节日里，请祝自己六一儿童节快乐! 特大惊喜：马上临六一，请戴上童帽穿上童衣，拿本安徒生童话集，出门去吃童子鸡，善财童子在等你，钞票把把属于你。暗语：不管多大年纪，我就过六一!
儿童节的英文英语儿童节资料 英语儿童节资料： The International Children's Day (ICD) is celebrated in numerous countries, usually (but not always) on June 1 each year. Origin Origin ：The ICD had its origin in the World Conference for the Wellbeingof Children in Geneva, Switzerland in 1925. It is not clear as towhy June 1 was chosen as the ICD:one theory has it that the Chinese consul-general in San Francisco (USA) gathered a number of Chinese orphans to celebrate theDragon Boat Festival in 1925, which happened to be on June 1 that year, and also coincided with the conference in Geneva.June 1 has since been observed as the ICD by numerous countries, especially by Communist countries; in the Western world the ICD is usually celebrated on other days of the year (if at all), and there is often little public awareness about these celebrations. Consequently there is sometimes amisperception that June 1 as the ICD was a Communist invention. Noheless, in recent years even some groups within the United States started observing the ICD on June. Children's Day in Japan
目录 1、《荷塘月色》说课稿 (3) 2、《故都的秋》说课稿1 (6) 2、《故都的秋》说课稿2 (8) 3、《囚绿记》说课稿 (11) 4、诗经两首《氓》说课稿 (12) 5、《离骚》说课稿 (15) 6、孔雀东南飞说课稿 (17) 7《涉江采芙蓉》说课稿一． (18) 7、短歌行说课稿 (19) 8、归园田居其一说课稿 (20) 9、兰亭集序》说课 (23) 10、赤壁赋说课稿 (24) 11、《游褒禅山记》说课稿（2则） (26) 12、就任北京大学校长之演说 (30) 13、我有一个梦想说课稿 (35) 14、《在马克思墓前的讲话》说课稿 (38) 15、林黛玉进贾府说课稿 (39) 16、《祝福》说课稿 (43) 17、《老人与海》说课稿 (45) 18蜀道难说课稿 (46) 19、《秋兴八首》（其一）教案 (48) 20、杜甫诗三首》说课稿 (49) 21、琵琶行说课稿 (51) 22、李商隐诗2首 (53) 23、《寡人之于国也》说课稿 (55) 24、《劝学》说课稿 (58) 24《劝学》创新课说课稿 (59) 25、过秦论说课稿 (61) 26、师说》说课稿 (63) 27、动物游戏之谜 (65) 27-1动物游戏之谜 (67) 28、《宇宙的边疆》 (69) 13-1、宇宙的边疆 (70) 29、一名物理学家的教育历程》说课稿 (71) 30、《窦娥冤》说课稿 (75) 30-1、《窦娥冤》说课稿 (76) 30-2《窦娥冤》说课稿 (77) 31、《雷雨》说课稿 (79) 32、《哈姆雷特》说课稿 (81) 33、《望海潮》说课稿 (82) 34、《雨霖铃》说课稿 (83) 35、《苏轼词两首》说课稿 (84) 36、《念奴娇赤壁怀古》说课稿 (86) 37、《水龙吟》教案 (89)
儿童节祝福语英语 本文是关于儿童节祝福语英语，仅供参考，希望对您有所帮助，感谢阅读。 1、小大人们祝你们节日愉快，智慧与年龄一同增长。 Grownup children I wish you a happy holiday, wisdom with age growth. 2、儿童节快乐，永远童真的你！愿你永远保持一颗童心。 Happy children's day, the innocence you forever! May you always keep a childlike innocence. 3、儿童的生活，是游戏的生活；儿童的世界，是游戏的世界。 The life of children, is the game of life; The world of children, is the world of the game. 4、祝小朋友们节日快乐，好好学习，天天向上，个儿象个模特。 I wish the children happy holidays, good good study, day day up, then as a model. 5、成年人和儿童在一起童心常驻，儿童和成年人在一起容易成熟。 Resident adults and children with childlike innocence, children and adults together to mature. 6、儿童是我们的未来，是我们的希望，是我们国家最宝贵的财富。 Children are our future, it is our hope, is the most valuable wealth of our country. 7、未来的花朵，祝你节日快乐，好好学习，天天向上，快快长大。 The future of flowers, wish your festival happiness, good good study, day day up, to hurry and grow up. 8、我感谢上帝让我拥有你，我的孩子在这个特殊的日子里我祝福你。 I thank god let me have you, my child in this special day I wish you well. 9、儿童是人类最珍贵的天然资源。宏伟理想鼓斗志，幼小心灵开红花。 Children is the most precious natural resource. Dark spirit grand ideal, young soul saffron.
文网站"Healthy Life"正在征集关于健康的文章。请你根据下面的内容,写一篇文章,并发表自己的看法。 建议: 1. 注意选择合适的饮食,并注意合理搭配； 2. 加强锻炼,多运动； 3. 戒除不良嗜好； 4. 科学对待工作、学习的压力。 要求: 1. 应包含以上所有信息； 2. 词数120左右。 分析: 1.本写作任务要求根据提示内容写一篇短文。写这种类型的文章时,要先对提示内容进行分析,结合题目所提供的标题,分析各项内容所服务的写作意图,即理清所提供的信息所要表述的真正意思。提示中给出了四条内容,即保持健康应该注意的四个方面。在写作时应注意将这四个方面都包含在文章当中。 2. 明确了各项信息的真正含义后,我们就可以进入第二步的准备工作了,即组织句子描述这些含义。这并不是说对表格中的汉语提示进行逐字翻译,而是要用个性化的语言将信息表达出来。本写作任务并没有给出很多限定性内容,却仅仅是简单限定了一个大体框架,具体的遣词造句则无统一要求。这样,个人观点部分的开放性就会更强一些,符合题目所要求的"发表自己的看法"。 3. 根据题目要求,本文必须包括两个部分:第一步要将获取的信息表达清楚。由于内容较多,在全文中的比例大约为2/3；第二步就是发表个人见解部分。首先应用一句话总述自己的观点,然后要进行简单论证,最后应该提出自己的建议或倡议。 4. 尽管题目没有具体要求,但是文章应该在描述信息前有所铺垫,以一至两个句子导入本文的话题——健康。同时,各项内容的衔接要自然、流畅,尤其是在表达个人观点时,不妨使用一些连接性词汇或短语,如:in my opin-ion, I think ...等。在结尾时可以使用"To be concluded, ...","In all, ..."等短语。 初稿: The different choices of what you eat and drink can make a big difference to your health. Eating more fruits and vegetables and less fat can help improve your health. It doesn’t take a lot of time or money to do exercise. Find fun ways to stay in shape and feel good, such as dancing, gardening, swimming, walking or jogging. Smoking can cause many health problems like cancer and lung disease. Second-hand smoke —smoke that you breathe in when others smoke —is very bad for your health too. Job stress is also very bad for our health. Protect your physical health by dealing with the stress at work and at home.
《永远的校园》 教学目的: 1.了解北大，走近北大，感受北大，思考北大 2. 借助演讲、辩论等形式培养学生思辨说理的能力 3.对比谢冕心中的北大与现实中北大的差异，并揣摩这种差异的根源，从而树立正确的大学观、人生观 教学难点： 如何看待理想中北大与现实中北大的差异 教法与学法： 1．课型：讲读课、公开课、研讨课、活动课 2．教法：质疑、讨论、辩论 3．教具及能力培养方向：多媒体课件（包括图片、音频、视频及文字材料）；培养学生思辨能力 课时安排：2课时（第一课时主要诵读文章，感知大意；第二课时主要展开拓展、延伸的活动） 教学过程： 一、新课导入 2003年2月25日，在首都北京发生了二起震惊中外的爆炸案，先后发生在清华大学的荷园餐厅和北京大学的农园餐厅，虽然比不上恐怖份子驾机撞毁世贸大楼那样引人注目，但在很少发生恐怖流血冲突的中国大陆来说，这的确也算得上是惊天动地的事情了，最引人深
思的是：恐怖份子为什么要选择清华和北大进行作案呢？案情侦破之后，答案浮出水面，而这个答案竟让人哭笑不得，因为犯罪谷子声称：“制造爆炸案的目的是为了出名。” 对于这起事件，我不想多作分析了，我只是想说：为什么炸清华、北大就能出名呢？那是因为这两所大学太有名了，本身就是名望的象征。我们这就容易理解了：为什么从古至今那些杀人的罪犯很少留下姓名，而刺客荆轲的故事却被广为传诵，不仅仅是因为荆轲的大义凛然、高风亮节，还因为他刺杀的对象是权倾天下、赫赫有名的秦王。 的确，清华、北大太有名气了，不仅是每一位莘莘学子梦寐以求的地方，就连没有丁点儿文化常识的人可能也会对他们肃然起敬。江泽民同志作为一国主席，日理万机，我不知道他曾去过哪些大学，但我知道北大他是去过的，就在北大建校一百周年的校庆典礼上，还作了热情扬溢的讲话，因此，才有了我们课本上这篇文章。 大凡有名望的人、事、物都难得一见：比如卢浮宫珍藏的那些传世珍品；比如我们的局长、县长、市长或者更高的官员。于是我们容易对那些有名望的东西产生神秘感，认为他们与众不同，认为他们超凡脱俗，认为他们高不可攀，或许真的如此，或许未必竟然。那么，今天，我们就一起走进北大著名学者、中国当代著名诗歌理论家、朦胧诗派的倡导者谢冕先生用他的眼、他的手、他的心为我们搭建的北大校园，去感受北大的那一份脱俗和平凡吧！ 二、感受北大
发给小宝贝儿童节祝福语 发给小宝贝儿童节祝福语 在现实生活或工作学习中，许多人都写过祝福语吧，祝福语是指寄托美好祝福的话语。写祝福语时要注意的事项有很多，你都知道吗？下面是小编为大家整理的发给小宝贝儿童节祝福语，欢迎阅读与收藏。 短信到，让快乐与你轻轻拥抱，让困难见你乖乖让道，让烦恼偷偷走掉，让吉祥对你格外关照，让幸福对你永远微笑！六一节快乐，心情天天好！ 曾经年幼无知，曾经莽撞少年；岁月于指间无声滑过，当儿童节走在街头，才意识到过去的日子不回头。开支红酒，为这不属于我们的节日干杯！儿童节快乐！ 你的一笑，使我心跳；你的一看，世界震撼；你的`一站，交通瘫痪；你一出汗，海水泛滥；你不打扮，已很好看；你一打扮，宇宙惊叹。六一快乐呦！ 树叶因风而动，雏苗因土而长，瀑布因流而成，天空因鸟儿而生动，海洋因珊瑚而神秘，沙漠因绿洲而有生气，生
活因年轻而美丽！祝儿童节快乐！天天开心！ 心愿是风，快乐是帆，祝福是船。心愿的风，吹着快乐的帆，载着对小朋友祝福的船，漂向快乐的你，轻轻地问候：六一节快乐！ 在我们祝福天下所有的孩子儿童节快乐的这一天，也让我们每一个成年人回到童年，用最纯真的情怀最纯洁的心灵过一个快乐的儿童节！节日快乐！ 圣旨到：奉天承运，皇帝召曰：由于你去年儿童节欠我三毛钱至今未还，罚你三天不准拉屎，拉屎不准带纸，带纸不过三尺，直到憋死为止！钦此，领纸！ 谁说回忆不是美好的？虽然不放假，想想也开心：祝你六一快乐！：） 一年一度，在我们祝福天下所有的孩子儿童节快乐的这一天，也让我们每一个成年人回到童年，用最纯真的情怀最纯洁的心灵过一个快乐的儿童节！节日快乐！ 阳光下漫天飞舞的蝴蝶，可曾让你记得那追逐嬉戏的岁月？天真的笑脸好似花儿，引得蝴蝶流连忘返！儿童节到来之际，愿你永驻花般笑颜！儿童节快乐！ 儿童节将至，我谨代表领导，向奋战在聊天一线各位小朋友们表示最深切的问候！并希望大家牢记住当年我给你的教导：好好上网，天天在线！儿童节快乐！ 别动，抢劫！这是抢劫！懂吗？快拿出你的忧愁，交出
Unit 7 Protect the Earth (Story time) (江苏省优质课评比教案) Step1: Pre-reading 1.Lead-in T: Good morning, boys and girls. Ss: Good morning, Miss Zheng. T: I’m very happy to be your teacher today. I hope we can enjoy this lesson. OK? Ss: OK. T: Thank you. As you kno w I’m from… Ss: Yancheng. T: Yes. It is a very beautiful city. There are some rare wild animals in Yancheng. Can you guess what are they? Ss: They are… (展示丹顶鹤和麋鹿的图片问学生) T: Look, They are red-crowned cranes and milu deers. They live happily in Yancheng. Today I bring you a short story about an animal. Look, what’s this? S: It’s a bird. T: Yes. Let’s watch the cartoon. After watching it, please tell me: What can you see in the cartoon? T: What can you see in the cartoon? S: I can see a river? T: Is the river clean? S: No, it’s dirty. …… T: What can you feel about the cartoon? S: … T: Yes. There are so many bad things. Who did these bad things? Ss: People. T: What do you want to say to these people? Ss: … T: Yes. We should protect the Earth, right? Ss: Yes. T: So t oday we’re going to learn Unit 7 Protect the Earth. (揭题，带领学生读课题)
高中语文新课程标准教材 语文教案( 2019 — 2020学年度第二学期 ) 学校： 年级： 任课教师： 说课稿 / 高中说课稿 / 高中说课稿范文 编订：XX文讯教育机构
高中语文《鸿门宴》说课稿模板 教材简介:本教材主要用途为通过学习语文的内容，培养学生的阅读能力、交流能力，学习语文是为了更好的学习和工作，为了满足人类发展和实现自我价值的需要，本说课稿资料适用于高中语文科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。 各位评委，各位同仁： 大家好!今天我说课的题目是《鸿门宴》。下面我将从：教材、教法、学法、课时安排、教学过程五个方面来进行我的说课。 一、说教材 1、教材简析及该课所处的地位作用： 《鸿门宴》是人教版新教材高一年级《语文》必修1第二单元 第6课，节选自《史记》。所选情节描写的是刘邦、项羽在推翻秦王朝后，为争夺天下而进行的一场惊心动魄的政治斗争。鸿门宴是项羽在新丰鸿门设下的一个富有杀机的宴会，是刘、项之间政治矛盾由潜滋暗长到公开化的表现，是长达五年的楚汉相争的序幕，名为宴会，实则是一场激烈的政治斗争。作者以娴熟的艺术技巧，生动地刻画了不同性格的人物形象，描绘了众多富有戏剧性的令人难忘的场面，情节波澜起伏，扣人心弦。鸿门宴一文充分展示了刘、项之间不可调和的矛盾，并预示了胜负的必然结局。因此具有很高的史学价值和
文学价值。如何通过本课激起学生学习的兴趣，树立学生学好文言文的信心和领悟我国传统文化的精髓，这是一个关键所在。 2、教学目标： 高中语文教学大纲对文言文学习的要求是：诵读古典诗词和浅易文言文，背诵一定数量的名篇。掌握文中常见的文言实词、虚词和句式，能理解词句含义，读懂课文，学习用现代观念审视作品的内容和思想倾向。 根据课文特点，结合大纲要求，我确立了如下教学目标：(课件展示) 板书一二三 (1)知识和能力目标：一个巨匠，一部巨著：了解作家作品及相关史实，积累文言词句知识，学习创造性阅读。 (2)过程和方法目标：两个英雄，两种性格：利用人物个性化语言，分析人物性格，学习作者运用对照的方法和在矛盾斗争中描写人物的方法，学习一分为二地评论历史人物，树立正确的读史观。 (3)情感和价值目标：三种认知态度： ①学以致用的态度，感受司马迁隐忍发愤的著书精神，从容应对学习生活中的各种困难和挫折 ②领悟态度：分析项羽悲剧的原因，到底“败”在哪里?领悟良好的性格决定一生的命运
1. Children's happiness, the innocence you forever! Aunt is ready for you to eat the teeth do not hurt the sugar, to taste, welcome to. 儿童节快乐，永远童真的你!阿姨准备了适合你吃不伤牙齿的糖，欢迎到时来尝尝。 2. you will never Zhang Buda is the BaBy, I wish you happy holidays! 你是个永远长不大的BaBy，祝你节日快乐! 3. this is my message to you tomorrow (Do not Read), only to see tomorrow! Peep addiction ah! Naughty! Although still call you Look! Mezhe, you Zhang Buda! Happy Children's Day! 这是我给你明天的信息(别往下看)，明天才看!窥视癖呀?!淘气!叫你别看还看!没辙，你长不大啦!儿童节快乐! 4. Zhu: Children's Day happy holidays! Guai, do not cry, a laugh! ! ! 祝：儿童节节日快乐!乖，不要哭，笑一个!!! 5. Happy Children's Day, the innocence of you forever! You always willing to maintain a Childlike Innocence. 儿童节快乐，永远童真的你!愿你永远保持一颗童心。 6. the biggest desire is to you: the first Children's Day, another Youth Day, then Guoqinjie, another Mother's Day, another Father's Day, another Chung Yeung Festival. 最大的愿望是想与你：先过儿童节，再过青年节，再过情人节，再过母亲节，再过父亲节，再过重阳节。 7. Who says memories are not good? Although not a holiday, consider also happy: I wish you a happy June 1! :) 谁说回忆不是美好的?虽然不放假，想想也开心：祝你六一快乐!：) 8. more than 20 years ago today, give you the information received did not, okay, I have not received Zaifayici: June 1 wish happy holidays! 二十多年前的今天给你发的信息收到没有，没收到没关系我再发一次：祝六一节日快乐! 9. text messaging to so happy with you gently hugging, difficult to see you
高中语文说课稿范文 篇一：高中语文说课稿范文(共7篇) 篇一：高中语文说课模板通稿 各位评委老师：大家好，我是几号考生，我今天说课的题目是。下面，我将会从说教材、说教法、说学法、说教学过程等部分来进行我的说课。 一、说教材 教材简析：本篇课文是人教版高中语文课本必修几第几册第几单元第几课的课文，是一篇什么体裁的文章。文章主要叙述的内容是什么，表现了作者什么样的思想感情。本篇课文具有什么样的地位，和什么特色。学习教材的目的是为了让学生能够触类旁通，举一反三，能将知识由课内向课外延伸。通过对本篇课文学习，能够更好的培养学生的鉴赏能力和归纳总结能力。 教学目标： （一）诗歌：根据教学大纲的要求，诗歌教学要以诵读为主，在诵读中使学生领悟诗的思想感情，鉴赏文学作品能够感受形象，品味语言。同时，本篇诗歌通过典型意象创造出优美的意境，巧妙的将诗人的情感融入其中。确立教学目标如下：我的知识目标是：品味诗的意象美，领悟诗的意境，体会诗人的真情。 能力目标是：培养学生鉴赏诗歌的能力。
德育目标是：体悟作者情怀，引发共鸣，逐渐养成良好的审美情趣，培养审美能力。本节课的教学重点是：领反复诵读，鉴赏诗歌意象，体会诗歌的意境美，体悟诗情，获得情感体验。教学难点是：把握诗歌的思想感情，以及意象的体味与把握。 （二）文言文：根据教学大纲的要求，文言文教学要求培养学生阅读浅显文言文的能力，把握文章的思想内容，积累语言知识。同时本课情节、结构、语言等的特点，确立教学目标如下：知识与能力目标：了解作者的基本常识；理解文中所出现的生僻词以及意义特殊的词语；把握文中的主要思想感情，初步鉴赏文中的形象与个性。 过程与方法：通过诵读质疑、自主探究、合作解决，培养学生借助注释和工具书阅读浅显文言文，理解重点词句的含义以及初步的研究分析能力并积累文言文实词、虚词和句式，培养学生的自学能力和翻译能力。情感态度与价值观目标：理解作者在作品中所流露出的情感，培养正确的审美观/价值观/人生观。 我确定以上的三个目标是体现新课标所提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。教学重点：诵读课文，在把握文意的基础上理解词句，积累一些文言实词、虚词和句式。 教学难点：掌握文章的写作风格和特点；深入分析文章内涵，并作出评价，激发学生的学习兴趣。
英文对女儿祝福语 导读：本文是关于英文对女儿祝福语，如果觉得很不错，欢迎点评和分享！ 1、希望你在新的学期里，再接再厉，取得更好的成绩！做老师的好帮手，同学们的好朋友！ I hope you can make persistent efforts in the new term and achieve better results. Be a good helper of teachers, good friends of our classmates! 2、感谢你，宝贝。因为你，花朵开放，果实芳香，随你而来的满天希望！ Thank you, baby. Because of you, flowers bloom, fruit is fragrant, and the hope comes with you. 3、学者贵知其当然与所以然，若偶能然，不得谓为学。 Scholars know that they are of course and therefore, if they can, they should not be called learning. 4、没有艰苦的学习，就没有最简单的发明。 Without hard learning, there can be no simplest invention. 5、学好一样东西并不容易，我们理解你，孩子，加油。 It's not easy to learn something well. We understand you, kid, come on. 6、胜利不是战胜敌人，而是提高自己。我们只要每天进步百分
Unit 3 A healthy life Reading Ⅰ.Teaching Aims 1.To improve the students’ reading ability. 2.To understand the general idea and details. 3.To help the students know some knowledge and importance of a healthy life and the harm of smoking. Ⅱ. Teaching Important Points 1.To improve the students’ reading ability. 2.To help the students to understand the general idea and details. Ⅲ.Teaching Difficult Points How to help the students really understand how to lead a healthy life and avoid smoking. Ⅳ.Teaching Procedures Step 1. Lead-in Q1. What’s a healthy person? A truly healthy person is someone who is healthy in both body and mind. Q2. What’s a healthy life? A healthy life is a life healthy in mind, body and spirit. Step 2. Warming-up Look at the following pictures. Q1. What are they doing? Q2.Which are healthy activities while which are unhealthy activities? Q3. Can you tell any harmful effects of smoking? Step 3.Pre-reading Q1. Have you ever smoked? If you have, have you ever tried to stop? Q2. Why do you think some adolescents start smoking? Q3. Where could you get good advice on stopping smoking? ——Reading: Advice from grandad Step 4. Reading Read the passage for five minutes and then answer some questions . Q1.James’ grandad is trying to advise him to get out of a big problem. what is James’ problem? He has started smoking and is finding it difficult to give up. Q2.How much do you know about James’ grandfather ? He is fit and healthy and leads an active life. He takes an interest in
篇一：高中语文省级说课一等奖《李清照词两首》说课稿 《李清照词两首》说课稿 嘉峪关市一中张红丽 尊敬的各位评委、各位老师： 大家下午好！ 我今天说课的题目是《李清照词两首》，这是高一第二学期后半学期的学习内容。下面我将从教材分析、学情介绍、教学目标、教学过程四个部分来进行说明。 第一部分——教材分析 《李清照词两首》是人教版必修四第二单元中的篇目，这一单元选编的是宋词，在新课标实验教材五个必修模块中，这是唯一的宋词单元。本单元选取的是柳永、苏轼、辛弃疾、李清照四位词人的作品，四者基本完整地体现了宋词的发展脉络和艺术价值。李清照的词《醉花阴》《声声慢》放在最后，属略读篇目，安排一课时完成教学。《醉花阴》是作者南渡前的作品，抒发“相思闲愁”，《声声慢》是作者南渡后的名篇之一，将重点赏析，写词人历遭国破家亡夫丧劫难后的愁苦悲戚，是词人晚年生活的真实写照，也是时代苦难的象征。本课的学习将引导学生深入熟悉诗词鉴赏的基本方法，为以后进行诗歌与散文系列的选修打下坚实的基础。 第二部分——学情介绍 通过本单元前面六首词的学习，学生对豪放派和婉约派的风格特点已有了大体认识，对词的文体常识和基本鉴赏方法已有所掌握，这一点对学生学习本课是很有利的，但李清照的这两首词如果不了解词人的人生遭遇就很难把握两首词中深层的感情内涵。 针对学生学习本课的不利因素，我安排学生在课前 1.回顾以前学过的李清照的作品 2.查找相关资料了解李清照生平 3.利用早读熟读成诵，初步感知两词。第三部分——教学目标 基于以上教材地位、学情特点以及新课标的要求，我确立了本课的三维教学目标： ①背诵这两首词，因为《语文课程标准》中明确要求学生要背诵一定数量的名篇。 ②通过反复诵读，对比探究，品味意象，体会“闲愁”与“悲愁”的区别，熟悉诗词鉴赏的基本方法，学会知人论世。因《语文课程标准》中要求学生“要加强诵读，在诵读中感受作品的意境和形象，领悟作品的丰富内涵和深层意义”，还提出要培养学生的探究意识，要学习鉴赏诗歌的基本方法，学会知人论世，了解与作品相关的作家经历、时代背景等，加深对作家作品的理解”，依据这两点所以我确立了教学目标二，同时这也是本课的教学重难点。 ③体会真情之美，培养学生对古诗词的热爱及审美情趣。《语文课程标准》中提出“高中语文课程应关注学生情感的发展，培养学生自觉的审美意识和高尚的审美情趣”，因此我确立了教学目标三。 教法与学法 依据教学目标，及《语文课程标准》中“语文教学要为学生创设良好的自主学习情境，倡导自主、合作、探究学习方式”的要求，本课将通过诵读法、情境 法、对比探究法来进行教学，学生通过诵读法、自主合作探究法来学习。 说完了教法与学法，紧接着我将要说的是“教学过程”，分五步走。 第四部分、教学过程 一、新课导入 课前播放《菊花台》歌曲，学生欣赏完我会问：为什么说“菊花残，满地伤”？菊花有什么象征意义？学生对《满城尽带黄金甲》这部电影比较熟悉，可能会想到铺满皇宫的菊花，宫廷军变的失败，生命的凋残消逝??我会顺势总结到：菊花在影片中象征①对已逝辉煌的伤感②对生命凋残的悲悼。“花”这个意象在中国古典诗词中有着深刻的文化内涵，古人有以花
六一儿童节英文祝福语 导读：本文是关于短信大全的文章，如果觉得很不错，欢迎点评和分享！ 1、儿童节将至，世界超龄儿童协会给你发来贺电，祝你：天真烂漫、童心不改，红光满面、童颜大悦，活蹦乱跳、返老还童，童心荡漾、童趣无限！ Children's Day is approaching. The World Association of Overage Children sends you a congratulatory message. I wish you naive, unchanged childlike innocence, bright red face, happy childlike appearance, lively jumping, rejuvenating old age, full of childlike innocence and fun. 2、六一儿童节到了，吃饭要说饭饭，惭愧要说害羞，如厕要说嘘嘘。祝你生活如同童话，永远保留童心，时刻沉浸童趣。祝你儿童节快乐！ June 1 children's Day is coming, eating to talk about meals, ashamed to be shy, toilet to say shh. May your life be like a fairy tale. Keep your childlike innocence forever and immerse yourself in childlike fun all the time. Happy Children's Day to you! 3、六一快乐指南：永葆一颗童心，结交两个好友，绝不朝三暮四，心情五彩缤纷，好运六六大顺，健康七窍通畅，幸福八九不离十。
A healthy life 重点词汇 1、abuse n. & vt.滥用；虐待 alcohol/drug abuse酗酒/滥用毒品 abuse one's power滥用权力 abuse one's trust/confidence背信弃义 2、stress n.压力；重音vt. 加压力于；使紧张 under the stress of在......的压力下 lay/put/place stress on sth.强调/重视某事 3、ban vt.禁止；取缔n.禁令；谴责 ban sb. from doing sth.禁止某人做某事 a ban on...关于......的禁令 place/put...under a ban 禁止...... 辨析：forbid/ban/prohibit forbid：普通用词，指一般意义上的禁止 ban：指权威机关的正式禁止，含有严厉谴责之意 prohibit：指通过法律或政府法令禁止某事 4、due adj.欠款的；预定的；到期的
due to因为、由于 be due to到期；预期的；约定的 5、addicted adj.入了迷的；上了瘾的 be/become/get addicted to对......上瘾 addict oneself to...沉溺于 addiction n.上瘾 addictive adj. (使人)上瘾的 6、accustom vt.使习惯于 be/become/get accustomed to 习惯于...... accustom oneself/sb. to doing sth.使自己/某人习惯于 be accustomed to短语中的to是介词，其后面要跟名词、代词或动名词7、mental adj.精神的；智力的 go mental气疯了 mental age智力年龄；心理年龄 mental power智力 mental treatment精神病治疗 8、quit vt..停止（做某事）；离开 quit doing sth.停止做某事