09级英本二班

南昌工程学院外国语言文学系《英语文化周》实训策划书制作人：肖永贺负责老师：黄晓雄、肖永贺、彭端英、周幼雅、李红梅、张玉军、陈蕾2010.10.102010英语文化周策划书活动目的：为丰富校园文化生活，营造学英语、说英语、用英语的学习氛围，丰富校园文化生活，提高全校同学学习英语的兴趣，调动同学们的学习热情和积极性，增强学生人文素养，开阔英语学习视野，通过实践完善英语教学，我系将在2009级英语本科学生当中举办2010英语文化周活动。

活动宗旨：将英语快乐到底活动地点：南昌工程学院院内活动内容:（三）英文歌曲（一）英文报刊展（二）英文戏剧展活动安排：（一）组织领导讨论制定并下发本届英语周活动方案，成立英语周活动领导小组，负责英语周工作的统筹安排。

组长：黄晓雄副组长：肖永贺、李红梅组员：张玉军、彭端英、周幼雅、陈蕾工作分工;任务书：肖永贺过程记录：彭端英总结：周幼雅学生实训总结批改：李红梅报刊成绩评定：张玉军、周幼雅、彭端英各负责一个班级成绩汇总及录入：陈蕾、张玉军（具体由2人协调）（二）时间安排10月19日召开全体活动有关老师大会安排活动内容10月20日各项活动开始准备工作10月26日英文歌曲人人唱10月28日英文戏剧展10.月29日英文报刊展10月31日英语文化周总结（三）活动宣传：综合英语老师负责通知各班，并负责收集各班级材料（四）主办：外国语言文学系具体活动步骤：1．英文歌曲人人唱时间：10月26日地点：学生自主申请多媒体教室（学生申请教室后，请通知其所在班级同学及其综合英语老师，由综合英语老师通知其他几位老师）活动内容：组织学生通过学唱英文歌曲的比赛形式，提高学生学习英语的水平。

参赛学生可根据自己的爱好，有选择地选唱以纯正英式英语或美式英语为蓝本的英文歌曲，提过艺术地歌曲再现方式，体现学生的英文功底，促进英文学习的进一步提高。

此次活动按各班级学生学号先后顺序进行。

每人限一首3分钟左右的歌曲。

各班级排名靠前的负责老师请将学生个人成绩整理成平均分后，交给张玉军或陈蕾老师。

2009年考研英语二真题试卷(后附答案详解) Section I Use of EnglishRead the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are. 1 the fruit-fly experiments described in Carl Zimmer’s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the startingline because it depends on learning — a gradual 7 —instead of instinct. Plenty of other species are able to learn, and one of the things they’ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That’s the question behind this new research. I like it. Instead ofcasting a wistful glance 10 at all the species we’ve left in the dust I.Q.-wise, it implicitly asks what the real 11 of our own intelligence might be. This is 12 the mind of every animal I’ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better still Section II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. “Not choice, but habit rules the unreflecting herd,” William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word “habit” carries a negative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and evenentirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don’t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they’re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.“The first thing needed for innovation is a fascination with wonder,” says Dawna Markova, author of “The Open Mind” and an ex ecutive change consultant for Professional Thinking Partners. “But we are taught instead to‘decide,’ just as our president calls himself ‘the Decider.’ ” She adds, however, that “to decide is tokill off all possibilities but one. A good innovationalthin ker is always exploring the many other possibilities.”All of us work through problems in ways of which we’re unaware, she says. Researchers in the late 1960 coveredthat humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts downhalf of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. “This breaks the major rule in the American belief system —that anyone can do anything,” expla ins M. J. Ryan, author of the 2006 book “This Year I Will...” and Ms. Markova’s business partner. “That’s a lie that we have perpetuated, and it fosters commonness. Knowing whatyou’re good at and doing even more of it creates excellence.” This is where de veloping new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.” ruts”(in line one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova’s comments suggest that the practice of standard testing ?A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom – or at least confirm that he’s the kid’s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for afamily’s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, “There is a kind of false precision being hawked by people claiming they are doing ancestry testing,” says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father’s line or mitochondrial DNA, w hich a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don’t rely on data collected systematically but rather lump togetherinformation from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK’s___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one’s birth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely tobe__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It’s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, andremains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building i ndustry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workf orce to substantially improve productivityfor the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was “So much important attached to intellectual pursuits ” According to many books and articles, New England’s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans’ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers,let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read the magical words: “come out from among them, touch no unclean thing , and I will be your God and you sh all be my people.” One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many settles had slighter religious commitments than Dane’s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . “Our main end was to catch fish. ”36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that NewEnglanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations38. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in NewEngland__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitableone from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of allcultures, gave new direction to anthropology.43._____________ .Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist ?mile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society andculture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the “survival of the fittest,” in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies. [D] They also focused on important rituals that appeared to preserve a people’s social structure, such as initiation ceremonies that formally signify children’s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories ofkinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is itseffect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of associationitself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young uponthe same sort of association which keeps the adults loyal to their group.Section Ⅲ WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. “White pollution ”is still going on. Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly and2) make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)Section I Use of English答案解析：1. B.本题考查动词，后面的宾语是“the fruit-fly experiments described…”， suppose表示“假设”， observe表示“观察”，image表示“想象”，Consider“考虑”，代入文中表示“考虑已经被描述出来的实验”，符合语境。

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自然科学论文：全球变暖，地球在流泪外国语学院09商英本二班刘涛近年来，地球经济日益飞速发展。

很少有人会思考，在地球表面的繁荣背后又该蕴藏着怎样的危机呢？大量植被的利用与破坏，大量能源的开采与使用，创造了今天的起球。

可是，殊不知，这一切的背后，一系列的严重问题也接踵而至。

首先，最值得关注的就是“温室效应”。

“温室效应”又被称为“气候变暖”，是一种全球气候普遍升温的现象。

同时，它又是一种“地理问题现象”。

主要是由于人们在生产活动中燃烧能源产生的大量二氧化碳所导致。

二氧化碳是一种温室气体，它对来自太阳的可见光具有较高的透过性，而对地球反射而产生的长波辐射却具有高度的吸收性。

从而就造成了大气温度升高的现象，也就是我们所说的气候变暖现象。

全球变暖，作为一种普通的人为现象被科学家们摆到了研究的课桌上。

但是，假如这种人为现象不能得到很好地抑制或者说处理得不够恰当，有一天，它将会成为一种灾难，一种世界范围内的巨大灾难。

它的破坏力将会远远胜过任何一种自然灾害和认为战争，具有超强的破坏性。

有专家估算过，正常情况下一百年内地球的升温幅度大概为二度到四度。

咋一听来，可能有人会说“：一百年才升高二度到四度应该不会有什么大的影响吧。

”但是，请试想一下，如此下去，一千年以后地球温度就会升高二十度到四十度。

可能这还不够可怕，但是请再想一下，两千年后、三千年后、甚至一万年后呢？那个时候的地球又将是一番什么样的光景呢？很明显，结果将不可想像，那时候的地球将会是一片灰烬。

我们可能从来都没有想到过气候的变化还有可能会摧毁我们赖以生存的家园——地球。

但是，这是谁也不能否认的事实。

科学家指出，人类活动引起气候变化，而气候变化最终将影响地球内部的运行方式。

这是灾难扩大的关键所在。

系统地说，全球气候变暖造成的影响主要包括以下几点：一、冰川消融，海平面将升高，引起海岸滩涂湿地、红树林和珊瑚礁等生态群丧失，海岸侵蚀全球变暖的可怕后果，海水入侵沿海地下淡水层，沿海土地盐渍化等，从而造成海岸、河口、海湾自然生态环境失衡，给海岸带生态环境系统带来灾难。

The difference between western and eastern education09级英本二班吴桂云0950210050People tend to think that Westerners are more assertive and creative, while Easterners are more conservative and reserved. So what makes all these difference?I would suggest it is the result of the different education systems. Having studied under both foreign and local teachers, I discovered that their approaches to teaching are fundamentally different. In this essay, I would like to examine and evaluate these differences. This is vitally important as it influences our choices and responses in life beyond school. And will finally determine our values, the quality of our lives and the satisfaction we derive from life.I would say that the prime difference between the two education systems is that one uses teacher-centered classes, and the other uses student-centered classes. In the Eastern education system, the teacher is the only authority; his or her words are not to be questioned. Students are not expected to speak up in class or respond to the questions that the teacher asks. Therefore, most of the questions are rather rhetorical. Questions are brought up for the teachers to answer. Thus, there is no motivation for the students to be active. This leads to a very unusually phenomenon, the students sleeping in class.Students of the Western education system, on the contrary, participate more in class. They have class of group discussions and they are forced to express opinions, which are valued. In this way, students also listen to other’s ideas, which make them not only learn from the teachers, but also their peers.The way students learn individually also differs from East to West. For instance, Eastern education is mainly based on book learning and memorization. They focus on classics and exams. Teachers often have to rush through the textbooks to meet the deadline of every monthly examination. Hence, students learn from memorizing facts, which are often forgotten after a short period of time, rather than understanding. And the lack of understanding all the facts results in the need for cram schools. However, sometimes students put too much dependence on cram schools and often exhaust themselves, which can easily pull down the efficiency of learning. I noticed that recently teachers tried to train us in the ability to analyze and organize information we receive, but exams put pressure on students to ignore this, since memorizing information is the key to winning points. Somehow the community has formed a rather queer concept that certificates and scores are believed to represent ability. In the end, all we are best at doing is scoring high in exams or getting a diploma. Even our attitude and behavior is graded by numbers. The truth is, however, that most of us show lack of efficiency in solving problems we are confronted, and oftentimes we find difficulties when it comes to organizing activities or our daily routine. We are so competitive but we’re still not in step with the more advanced countries.If we take a look in the Western way, they have a comparatively relaxed pace of learning. This allows better and deeper understanding of the topic they areworking on. They spend more time on class and group discussion in order to know how to speak up logically and learn to accep t other people’s opinions. They are often given assignments in the format of a report or project and will have to do their own research and gradually develop their independence. Presentations are also expected to be given properly with a clear voice and information, good time-control and stable eye contact. The skill of taking notes directly from the teacher’s lecture replaces following lifeless textbooks. This is the education of training students to be provided with skills they will need in their further studies and future careers.The Eastern education system puts a great deal of emphasis on conformity. There are tons of school rules to follow and students are expected to line up like troops when attending assembly. Rules like: “sneakers and socks have to be white or black”, “shirts need to be tucked in”, and “no makeup or nail polish is allowed” are common. I personally don’t think these issues have anything to do with one’s attitude. All students are basically graded by scores they get in the exams. The disadvantage of this is that some students might study around the clock but still fail and this would terribly cut down the interest they have towards studies. The Eastern education system seems to be working on producing “perfect”, “zero-mistakes” students. Any action that’s out of the ordinary is regarded as some sort of rebellion and will be questioned or punished. Occupations like doctors and lawyers are regarded as decent jobs to do while being an artist or designer is not so respected by others since in our education system, only those who score low in exams attend vocational schools. This prevents those with special talents from developing into professionals.Unlike the Eastern system, in the Western education system, mistakes are considered positive. There is no doubt that humans at least once in a while make mistakes, and for Westerners, these are simply steps towards learning and are perfect chances to mature. In contrast to the Eastern grading system, they grade students by assessment of their performance. This way, students who put lots of effort to their studies can be satisfied with the grades they get and will maintain the motivation to keep up the good work and those who don’t work hard also learn that lack of effort is not sufficient to earn a good outcome. Originality and extracurricular activities are highlighted and encouraged, activities like a donation contest, visiting an orphanage or building houses for the poor. Consequently, they produce more artists and designers that dominate the fashion trends and create a more concerned community.Traditionally, the relationship between teachers and students has always been tense between students and teachers in Eastern culture. Teachers are meant to be respected and sometimes students even have to bear teachers’bad temper. No matter how familiar we are with a teacher, it is not easy for us to automatically talk to them about our concerns. Some don’t even speak freely with their peers.Students under Western education generally are more willing to speak about their problems to their counselors and are more flexible about other people’s advice. This is also due to the fact that Westerners consider emotional problems as something normal and always try to be optimistic about them. Through lots ofdiscussions and debates in class, teachers have the status of an assistant or guide instead of a director.It should be clear from the preceding discussion that there are some definite differences between the two education systems. Both have their advanta ges and disadvantages. Western education encourages people to pursue their true interests, producing a broad range of skills and areas of expertise. Eastern education, on the other hand, discourages the pursuit of learning that has no strictly practical purpose, such as visual and performing arts. Eastern education, however, is an efficient way of training people to perform tasks that require quick and precise thinking.。

华南理工大学20092010学年度本科生先进班集体及附件:华南理工大学2009—2010学年度本科生先进班集体及先进个人名单2009—2010学年度校园十佳班集体建筑学院2008级建筑学乙班土木与交通学院2008级船舶与海洋工程班软件学院2008级软件工程1班经济与贸易学院2007级国际经济与贸易2班理学院2007级信息管理与信息系统1班机械与汽车工程学院2009级机械类本硕连读班电力学院2008级电气工程及其自动化2班艺术学院2009级舞蹈学2班工商管理学院2008级人力资源班法学院2008级法学2班32009—2010学年度先进班集体机械与汽车工程学院2007级材料成型及控制工程班 2009级安全(安全管理信息系统)班 2008级材料成型及控制工程班 2009级车辆工程3班 2008级机械工程及自动化1班 2009级机械工程及自动化1班 2008级机械工程及自动化3班 2009级级热能与动力工程1班建筑学院2007级建筑学甲班 2009级建筑学2班 2009级城市规划1班土木与交通学院2007级船舶与海洋工程班 2008级土木工程3班 2007级土木工程(道路与桥梁工程)班 2009级水利水电班 2007级土木工程乙班电子与信息学院2007级微电子技术班 2008级信息工程4班 2007级信息工程3班 2009级物理电子技术班 2008级信息工程3班 2009级信息工程2班材料科学与工程学院2007级电子材料与元器件班 2008级无机非金属班 2007级高分子材料与工程丙班 2009级材料类本硕博连读班 2008级高分子材料与工程甲班化学与化工学院2007级化学工程与工艺1班 2008级能源工程及自动化班 2007级能源工程机自动化班 2009级化学类本硕博连读班 2007级应用化学2班轻工与食品学院2007级轻化工程1班 2009级轻化工程2班 2007级食品质量与安全班 2009级食品质量与安全班理学院2007级信息管理与信息系统2班 2008级信息管理与信息系统1班42008级光信息科学与技术2班 2009级数理类本硕连读班经济与贸易学院2007级物流工程2班 2008级物流工程2班 2007级旅游管理3班 2009级金融学1班 2008级国际经济与贸易2班 2009级物流工程2班 2008级会展经济与管理班自动化科学与工程学院2008级自动化3班 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2011年外国语学院春季学期学生会各部门活动学习部一、广西高职高专实用英语口语大赛钦州选拔（协助老师承办）时间：2011.4.24晚7:30地点：J232教室指导老师：杨益华、罗梅评委老师：杨益华、罗梅、翟子惠获奖名单：一等奖：李艳二等奖：陈慧李雁三等奖：黄妮黄秀聪陈冬梅优秀奖：王思琪钟璇冯双燕黄寿燕刘鲜覃星二、2011春季学期首届外国语学院英语商务推介大赛时间：2011.5.19晚7:30地点：J5102教室评委老师：杨益华、石明芳、韦朝晖、韦敏、王伟等获奖名单：（放在学生会小办公室不幸遗失）三、2011春季学期外国语学院首届教师技能大赛之说课大赛时间：2011.6.2晚7：30地点：J232教室指导老师：翟子惠评委老师：杨益华、司继涛、翟子惠获奖名单：一等奖庞鲜鲜二等奖廖玉珍莫燕君三等奖黄丽艳韦亚萍贾平优秀奖刘玉婷杨婷石冰张宁宁妍芬体育部1.活动名称：钦州学院外国语学院乒乓球比赛选拔赛时间地点：2011年5月5日到5月15日体育馆二楼兵乓球训练室参与人数：5名单打：林国雄张宗坤陈汶汶阮春凤梁秀娟2组双打：阮春凤和梁冰霞赵雪丽和陈汶汶获奖名单：赵雪丽、陈纹汶在女子双打比赛中获第三名2.活动名称：钦州学院“宇欣杯”院际男女混合篮球比赛时间地点：2011年5月31日到6月13日篮球场参与人数：22名：潘锡举罗法通贾平罗仕超李宁朱觉武李文军温东平李庚武曾祎韦克正翁斯柠何盛献莫子原袁冬梅莫朗月刘鲜梁冰霞阮春凤李敏华李环王华莎文娱部活动名称：2011年校园科技文化艺术节之“舞蹈大赛”地点：学校本部礼堂时间：2011年6月1日指导老师：无获奖名单：二等奖：叶燕梅梅莉蒋芳曹媛媛陈汶汶黄潇潇陆燕凤王思琪莫庆真康妮徐文梁艳叶丽媛宣传部一1.活动名称：2011年校园科技文化艺术节之三笔书法比赛2.地点：外国语学院教学楼3.经费预算：31元4.参赛名单：粉笔组：应越091班邓延应泰101班陈萍英本101班张宗坤英本101班蒋文萍英本101班陈静易英本101班吴丽娥英本081班莫燕君应英101班庞丽红硬笔组：应越091班邓延应泰101班韦思敏英本101班黄桂兰应英101班黎玲玲英本101班蒋文萍英本101班陈静易英本101班宁研芬软笔组：应越091班邓延应泰101班陈萍应英101班庞丽红英本101班黄桂兰5.决赛获奖名单：粉笔组：三等奖邓延硬笔组：一等奖邓延二等奖韦思敏软笔组：二等奖邓延优秀奖陈萍二.1.活动名称：2011年校园科技文化艺术节之艺术作品大赛（书法篆刻、绘画、摄影）2.时间，地点：㈠作品征集：2011年4月10日至5月20日㈡评选及作品整理：5月21日至5月25㈢获奖作品展出：5月26日——5月28日。

2009—2010学年度先进班集体和优秀学生奖学金获得者名单英文学院先进班集体：（5个）2007级20班、2008级1班、2008级9班、2009级3班、2009级16班三好学生标兵暨一等奖学金：（2人）陈宁阳、周子茜三好学生暨二等奖金：（98人）郑颖月、樊晨、邹斯琪、冯一涵、孙静静、李星全、郭亮、刘田、马运怡、段晓萌、韩敏、李一诺、江希希、黄惠、汤钦清、郭瑶、魏丽颖、王晓凤、侯希、赵雪君、张潇文、秦旭、李聚、乔晔、张伟平、王娇君、刘佩、王萌、胡蓉、骆晨、同敏、骆玉、闫玮婧、童瑶、李纯洁、韩硕、李汝佳、蔡忠华、赵婷、刘旭辉、刘竹君、王默嫣、陈墨、王毅娜、董佳语、杨蕊、贺蕊、吴泽慧、郭茜、宋婷婷、孙明慧、张晶晶、邢颖、吴梓莹、张佳、陈可轩、马盼盼、李玫玫、林敏、符李桃、李智超、谢蕊冰、张雨曦、冯琳、杨晓婧、尤梦霜、孙青、温璐、王小曼、钟灵子、雷蓓蓓、盛丽艳、李静、赵蒙蒙、王鑫、刘亚杰、郭茹、罗嘉文、朱伊娜、韩博云、尚改霞、苏乐、柴一恺、缪华娟、路冬雪、关佩、李雪杨、牛子嘉、陈琳、马瑾、王进、刘盼、崔丹丹、李月、王兆丽、王征、赵晨优秀学生干部暨二等奖学金：（38人）涂年松、蔡锐、任阿卉、李聪、林佳、许晶、陈琛、余丰、闻静、侯若冰、刘永丽、任彬、樊玮、朱璐琪、陈思涵、吴向海、张洋、马骁骁、张彬、张雪梅、董琳、张海珍、薛锦、江赴洋、于添、陈海伦、李依佳、康旭庆、闫锐锋、昊昱、邹丹、曹桉榛、田腾、袁新、武斌三等奖学金：（131人）苏美、崔翠花、姚婕、潘龙祝、张心怡、马晓琳、林艳、蔡冬冬、王艳、王婷竹、陈翠、聂燕、刘艳苗、李京、孟洁、薛杰、赵夏、张晓春、李如意、梅丽、杨叶、骆玉娇、周宁、易如、孙子昀、王丹丹、林丽璇、吴丹、苗媛媛、李倩南、高焜、陈志燕、陈旭、葛晓新、孙良晨、王玲珑、栾婷燕、黄沛、焦艳伟、崔莹、梁慧琴、李海皓、刘磊、黄龙汝、于林平、张贝贝、马琬铮、董璇、王洁、方垚、韩雪萍、卜瑞、刘翰文、李宇翔、屈婧、董丹、孙昕、杨姣、解甜雨、赵静静黄茜雯、王倩、刘楠、王焕、张娇、张媛媛、陈佳文、李雨朦、何虹蓉、刘玮、唐静、陈以琴、卢婷、赵德杰、王芊、祝娇英、曾茜、王丽芳、杨国平、王培祺、唐燕、李元娇、胡雅、张帅、张美子、刘媛、惠羽堃、李凡、王昕、曹鸣玉、张碧涵、张哲、马斯佳、李茜、袁子、马欣星、黄念、王芳、叶盈汝、胡伊美、林于靖、陈叔月、汪琛、杨紫絮、苏思如、景婧、王莹、李靖宇、柳霈、方悻、申雅霏、李雪、周静、郝盼、吴悠、刘怡、李婷、董亚华、熊猗萍、张晓雯章作瑜、张雨爽、熊娅茹、贺紫梦、刘若凡、王迎花文体优秀一等奖学金：（3人）唐燕、于林严、陈思涵文体优秀二等奖学金：（22人）王默嫣、张妍、曹甜甜、孟贝妮、李汝佳、江希希、王萌、王丹丹、张心怡、王婧漪、闫国晶、靳柳悦、陈志燕、马琬铮、熊沛沛、李启玮、彭芃、黄晨晨、罗正鹏、董丹、雒轩跃、马卓源文体优秀三等奖学金：（131人）陈柳沁、秦宇泰、黄婕、邢岛、王铎、巨乾、刘亚荣、阎浩然、陈萌、王婧漪、宋亚洁、刘婕、徐佳、谭晶、冯蕾、王妮、鹿源、孔丽莎、黄薇、郭海燕、龙珑、杨怡蓉、胡建春、石媛媛、魏铭晨、刘璐、房美楠、白花怡、叶红、樊迪霍婧琦、孟亮、薛煦、白妍、孙海燕、李阳阳、张笑甜、杨英宝、谢剑魁、张晓慧、宋婷、李欣雯、冯娟、张健唤、孟璐、王文全、鲁月、苟䶮、邓韵、辛楠、贺林静、杨叶、景晶、李启玮、薛岩、袁雯、王蓉、邱菊、倪丹、梁艺凡、王汾、杨夏琼、张斯琛、范嗣凤、沈婷、刘莹莹、陈丹、刘慧、雒轩跃、李姿、梁曼彤、李雅雯、田敏彦、石杨、刘洋、张雪梅、李玥、刘敏、蔡雨霏、张晓雪、孟贝妮、刘佩琰、黄以蔷、陶箬涵、姜瑞、刘师妤、王哲、荣丹、王卿、钟晶吴欣欣、曹阳、詹佳佳、雷莹、秦韦斯雨徐倩、宫冰倩、周文静、巨秦君、高静怡、穆兰、沙硕彦、高阳、史吉、刘泽漫、马欢、郭倩云、党田力、钟佩玲、岳慧艳、王茜、赵海峰、武蕊、朱颖、刘文华、别玉林、杨漓君、王阿宁、黄禹桥、哈晨媛、廖祖漪、张伟、陈渭、马宇亮商学院先进班集体：(6个)2007级工商管理2班、2007级经济学1班、2008级商务英语3班、2008级市场营销2班、2009级商务英语1班、2009级国际贸易1班三好学生标兵暨一等奖学金：（2人）李瑞静、李晴三好学生暨二等奖学金：(113人)马琼、邱维、孙亚娟、耿金珂、秦志丹、杜娟、姜文丽、孙玉菊、陈珊、王静、张倩、蒋苗、高雅、徐洋姊、舒畅、李坤杰、董珊薇、李颖、王存亮、蒲淑慧、丁巧兰、周倩、孙青、杨惠娟、焦芳、叶婵、王怡、张耀文、董洁、王艺诺、黄莹、边凯军、章滔、刘娇、徐梓睿、王莲莲、曾辰愉、赵玮、张琳萍、赵丽锋、杨洋、刘迎、马琳、郭钧、刘春凤、王玉玲、桂达、朱英楠、田儒基、于晓楠、姜慧青、王晓雯、宋晨、武阳、李琳海、苗晓晨、刘聪、孟庆辉、曹菲、金洁、王翠姣、李冰琪、吴晓芳、胡艺轩、尤美美、毛史梦、张雨薇、钱莉、白婵、成莹利、廉发杰、周韵、王婧茹、张末晗、王泽骐、孙倩茹、刘美月、刘阳、阮凌珏、张茜、周晓莉、朱雪颖、潘灵、张丽娟、王苗、王梦阳、董奎、魏菲、姜红、马晓伟、王梦瑶、白辞远、白灵洁、李宜霖、孙雨柔、刘晶波、刘宏兵、王颖芳、赵家悦、李莹、闫相臣、何晨玺、刘倩琳、徐宛露、李琳、张越、王雷、晋芳、周子瑶、周彤、陈琪、杨世君、杨文心卓优秀学生干部暨二等奖学金：（44人）强超、齐迹、周旭东、曲真、杜杨琨、高丽、陈明磊、姬昱乐、程香妹、李冰、张明华、赵霞、陈朝辉、赵娜、于春阳、李昌锋、杜娟、郝换英、魏秀娥、袁红、侯鑫源、魏玮、王冬娥、谭佳妮、张睿、毛翎、蔺碧斐、马辽原、李璐、胡媚、刘鹏飞、刘雪玲、张瑾、白雪漫、张镇、肖春翔、王翩、陈景、何铮、于婧、邹雨莲、董娇、张黎媛、杨薇三等奖学金：（150人）毛雯彦、翟李佳、薛朝娣、唐小童、徐烨、秦越、李冰、齐文、宋小珊、张海蓉、侯娅、刘美静、王泉睿、赵继云、李红娟、杨婕、朱含雪、王冰茹、郭文佼、张田、刘沛、朱振宇、冮雪婷、王欢、彭星元、胡云春、杜培、张媛、黎慧颖、贾瑛、李元、惠萌、蒋欢欢、刘启伟、马婷、尚婉珺、高歌、潘郁、李梅、朱丹、李琴男、张少荣、余菲雨、王佳雨、刘欢、王欢、管慧、刘洁琳、刘宜珊、杨思琦、何盈、李新颖、权利、尹丹、袁欣、李祎杰、李雪娇、张玉云、林洁雯、邱芳娟、李鹏媛、吴骁骊、郑乃夫、温哥华、叶璐、胡芳、李争、贾谊风、孟凡亚、谭亚亚、朱淑、赵光丽、王思璐、王伟鹏、王颖、刘从、赵亮、吴婷月、白乙雯、张星、杨玉婵、刘晓、孔文华、李若朋、冯思梦、崔玺玉、李鑫、吴思雨、吴李丹、昂秀措、李曼、张薇、徐丽婷、王叶佳、李南欣、陈艳新、严玲、强旭阳、王含玉、甘敏、刘智健、陈娜娜、高豆豆、彭珏郁、同馨、胡丹、董华、刘小卉、丁琳、梁碧君、周莹莹、张帆、李富强、张靖、王玮、赵亚利、何艳红、崔雪丽、连晨姿、李红娟、黄琳琳、何凤乐、刘会杰、朱琳、张默涵、黄娅婷、李敏、李珂、吴琼妮、郝迪、高颖、刘伟、吴爽、王嘉卉、张澜桥、马盼、时紫琰、宋慧敏、詹黎婷、宋雨萌、王慕华、魏凯雪、郑玉津、冯佳星、高珊婷、王倩、高雪、庞玉子、许馨月、陈岑文体优秀一等奖学金：（人）尚云飞文体优秀二等奖学金：（1人）王嘉卉文体优秀三等奖学金：（151人）杨安然、刘弈鹪、李倩、汪小麦、许思媛、邵楠、赵元、刘曼、杨一梅、常治、张名、白文杰、孙晓乐、李敏、顾澄洁、张丹晔、邓孟娜、田佳佳、王雨、张治翔、李昕、韩佳、万青梅、周文刚、司乾、乔方、沈瑞、张筱雪、席媛、王蕊、薛丽凭、刘晓铭、杨彩红、黄春娇、郑懿卓、赵倩颖、蔡晶玉、崔传家、王红梅、张舵、赵凯、李竹青、殷楠、桑溶、陈晓娜、党梦洁、王尧、刘志鹏、冯璐、阮媛、黄晓超、丰顺艳、王蕊洁、苏昶、王艳萍、王春芳、彭洪萍、杨硕、陈洁、徐玥、马梅、张彤、黄新迪、杨帆、潘敏、王洁、黄傅冬、杨阳、熊颖莹、杨蓉、田虹、刘攀、白利娜、徐萍、文瑜、王熙、杨柳、巴亚利、韩炳莲、聂肖、赵玲、卢媛媛、刘雅琼、张玉华、李倩、唐婷、马哲君、赵丽娜、龙婷、段杜丽、付红红、冯茜、白文娟、周珊、吴青、张晓、席欣燕、陈燕、董煊颖、张月尧、李沛阳、唐斯琪、杨雪竹、杨璐、耿丹丹、朱凡煜、郭丹妮、陈思盈、于理、李娜、谭月婷、晁彤、赵茜、郑泽沁、曹婷、王飞飞、龙艳、宋楠、王越、王哲、李彦静、郭林娜、张艳秋、王丹、李佩、刘燊焱、张晓锐、樊菲菲、朱梦露、宋怡歌、赵力楠、江超、王龙、曹媛敏、刘泽礼、王苗苗、孙媛萍、李佳俊、秦文婧、姚立文、贾晓文、李春平、盛利平、王梦楠、齐青叶、陈思洁、崔芳、杨荻、赵敏、孙雪淞、于晓贝妮旅游学院先进班集体：（3个）2007级旅游管理3班、2008级旅游英语4班、2008级资源环境与城乡规划1班三好学生标兵暨一等奖学金：（1人）李媛媛三好学生暨二等奖学金：(47人)吴钰佩、李晶晶、董菁玮、马羡敏、刘慧、苏哲、南海凤、谢菲、张世宏、雷亚芳、崔敏、董亚、张淮玉、张媛媛、魏秀月、赵海岚、邹芳芳、顾若琪、孟雅宁、刘妍萌、李岚、李艳、姜金凤、崔维、林旭霞、赵瑞彦、翁贤婷、黄宏亚、白元、胡梦梦、池庆龙、樊安琪、景蕾、庞璐、姜珊、梁艳萍、张晨、严曼、全雪娇、李绵、翁谦、王媛、郭钟玉、高斐、叶亚宁、徐文佩、符涵洋优秀学生干部暨二等奖学金：(19人)王新娜、于情、马丽佳、唐君、于浩、马珂、范云楠、王伊莎、杨华、李媛媛、程雨濛、朱渭莉、张若南、司博文、吴滢滢、陈皓、赵沛、谢新月、向竹馨三等奖学金：（64人）陈媛、刘佩、杨迪娜、李皎、贾生莲、潘敖、谢燕祯、葛天仪、陈静、李颜、袁莎、王云桃、李茜、柴三静、熊小利、白晨、林琪、张庆娆、唐阳、卢婉莹、孙美娜、穆云云、梁丽丽、孙宇轩、刘佩岩、蒋心蕾、迟征宇、覃丽蓉、王磊茜、薛云、窦海妮、郑雪梅、张莉莉、李彦、孙月、徐卉、田舒源、钟哲、王媛、张伟杰、李梦尧、潘振华、王维刚、陈宇微、王红月、藤茜、樊溪、杨晶晶、郑瑶、宋琪炜、王瑞雪、赵芬芬、张雪、王姣、王加俊、舒方、赵欢、畅古凤、张海丽、王佳莹、师源、王昭、孙妍（0706010513）、孙妍（0706010525）文体优秀一等奖学金：（1人）杨雯文体优秀二等奖学金：（1人）张金辉、董亚、雷亚芳、崔敏文体优秀三等奖学金：（64人）张衍、柴君、范婷婷、王芮、王腾腾、魏钊凌、王博、刘银、赵琳琳、田珊珊、杜杰、程丹亚、秦珊、赵晓婷、冯彤彤、冯思达、张凌梓、陈静、权蕊、赵丹、田璐、王嘉、李莹莹、李康妮、胡琳、王润青、熠岚、王敏、张郝冉、姚瑶、李颖、赵帅、敦雪敬、高蓉萍、曹肖、余晨晖、李妍、韩洁、王庆、侯博雅、陈莹萍、宁文兰、王莹、李彦彦、张阳、郭佩佩、柳慧、李倩、袁玉萍、李艳、许郑妃、张小婧、郑汝可、霍俊希、瞿皓月、马雅眉、黄点、卢鹏先、武津晶、黄永维、千妍、李姗姗、高雅、王莹高级翻译学院先进班集体：（1个）2008级2班三好学生标兵暨一等奖学金：（1人）王荣三好学生暨二等奖学金：(21人)王灿、郝丹丹、桑园、贾治秀、杨秦钰、闵晨希、刘隽影、王笑盈、寇莹瑾、袁妙珠、赵宇婷、苏珊、杨婧、陈璐、韦阳、李洋、任之梦、姜敏浩、江银光、张乔、丁兰舒优秀学生干部暨二等奖学金：(8人)吴笛、王青竹、王佳楠、徐岑、卢可、韩易菲、雷扬、李静波三等奖学金：(27人)王雪、王璠、岑忻巧、王悦忻、郭春君、孔颖、薛红、施梦茹、钟梦晨、马潇、黄梦婷、吕文萧、袁慧、徐阳、马传红、卢嫄玥、郭鑫、沈悦、宁创、贺毅、陈灏、杜梦、李云香、盛洁、周诗语、胡一丁、林诗绿文体优秀一等奖学金：（1人）金子琦文体优秀二等奖学金：（3人）卢乐、马静、孙娇文体优秀三等奖学金：（29人）王强、李晨凤、靳舒祺、李洁、王祎荣、何丽、唐虹、高臻、陈美华、杨知昕、俞璐、张舒天、魏娜、谢榭、蒋博、朱茜、张雯、乐意、彭瑜、韩慧、王洁、罗丹、刘静、熊庆、王静、张竟汝、张玥、董冰洁、卢杨夏梦英语教育学院先进班集体：（4个）2007级2班、2008级1班、2009级3班、专升本2009级5班三好学生标兵暨一等奖学金：（1人）王楷文三好学生暨二等奖学金：（87人）陈悦、杨静、潘静、刘倩、翟杰、郝午阳、姚静、李榆霞、刘明、郑思雅、王青檀、廖鲽尔、吕冉晶、申丽、孙立格、毛瑛、徐忠婷、李娜、王静、权伊瑶、刘昭、杜卫赟、魏婷婷、杨易庄、汤结、张飞虎、刘曼钰、陈晨、柴占飞、杨扬、焦玉华、刘芳、杨楠、陈珍、盛开、杨菁、李妙町、李莎、王苏敏、曹佩云、桑晓璐、范国英、赵桂龙、于冰、李娟、战余红、曹伟、邓丽君、赵柳、高敏、康佳丽、马晨、王娜、唐晓宁、李朵妮、孙敏、党晨瑜、赵宇、王丹、董雨珂、曹世飞、张胜超、李智榕、郭红梅、刘国荣、徐庆冉、彭媛媛、王璐、王佳、凌芸、何露茜、赵磊、卜婕、王蓓、王易婷、宣凤英、杨玥、任远永、王珂然、田欢、叶琼、宋广莲何淑红、苗地、甄文鑫、林牟珍珍、郑杨芳芷优秀学生干部暨二等奖学金：（34人）聂蕾、孟冬、王园、张新、郭旭、赵阳、夏知秋、孙嘉璐、李亚娇、温宇秾、谢丹、董小璐、商月、成勇军、张瑜、蒋丽丽、史艳艳、杨丽娜、许国煜、康美丽、步巍、胡烨华、张雅妮、党云、户婵、闫乐、王硕、王冰清、王妮娜、豆小强、孔祥杰、周敬棋、张月香、张迎新三等奖学金：（117人）黎梦荧、高迪、郑三、董如冰、胡颖若、王璐璐、蔡启萌、陈富琴、陆雁、马晶晶李梦洁、金岳伟、秦滢、刘艺、杨天丽、杨喆、黄梦倩、何天、王海燕、王玮嘉、何丹萍、燕青、陈思萌、任杨、徐春莉、李莹、赵静、蒋海燕、薛安静、齐欢、李玮、万婷婷、倪鑫敏、袁兆艳、韩蒙、刘珊、朱玮婷、陈东芳、秦静、朱成祥、雷垚婕、尹培梅、柏越姣、杨雪、余艳丽、张紫薇、张晓萌、王璇、田琴婉、王海娟、赵秋梅、魏志焕、王梦娇、杨萌、郭妮、冯金元、王婷婷、孙佳宜、穆蕊萌、成明、杨尚萱、王丹、钟立华、杨蓉、陈敏、辛雨、李健丽、郝婧、谢莎、张曼、戴红胜、黄晓燕、周延、林宏彬、占玉芬、方樱子、吕晓君、赵芬芬、滕慧琼、冯毅春、翁大伟、韩颖、王欣欣、谭晓梅、马青、丁丽萍、陈倩、郭永鹏、王金朵、张露曦、魏苗、张夏楠、李小龙、沈雪梅、田丽、孙蓓君、李宇龙、姚紫兰、彭娟、卢晶晶、林媛媛、王绍艳、白茹、侯卓史燕、王珍、李柯萱、章京莉、刘洋、陆雅琼、蒋春霞、黄猛、魏柯茹、刘翰学、唐婷、马川惠子、何洋奥星野文体优秀一等奖学金：（3人）唐晓宁、王楷文、廖鲽尔文体优秀二等奖学金：（5人）李娟、王瑞、袁兆艳、胡颖若、常成尧文体优秀三等奖学金：（117人）高瑞娟、张琳波、方心如、吴潇君、石宏文、张天一、郭学辉、王思蓉、鲁存、李方、王小月、李琼仙、杨玉洁、郝刘平、汤婷、盖之珉、李雪颖、王令哲、于安绮、高佩君、周丹、吴沛、魏倩怡、陈长露、陈倩、毋璠、谢婷、王萌、谭茜芳、王豆、赵润蓉、王璐、张怡然、李欣睿、马停岗、张荩涵、马拓、宋佳、刘蕾、王小娟、郝春燕、胡吉艳、徐乐、李妮、宁江兰、陈娟、王菁、周宁雅、李巧娟、张瑛、王艳、刘婷、韩晓旭、彭烛、魏晓琳、张莹、吴静、黄清风、王丹、王妍、王慧敏、吴晓妮、李娟、包乐婧、耿李琦、刘岁芳、于茜、冯姣、刘振宗、姚震雨、王哲、杜继刚、杨莎莎、师瑶、于丹、见小峰、赵凡、李康、苏静、赵玉、吕佳宁、陈忱、齐蒙、韩叶婧、张千、张君君、周忠尧、贾科、陶媛、胡潇月、惠利卫徐正威、肖旭东、秦聪、高娜娜、贺小青、王鸣宇、陈晶、李莹莹、聂丽萍、齐丹、黄宝燕葛猛、叶青、张亚芬、麻秀芝、杨丽、雷晓秋、王春玲、邓媛媛、文小慧、卢奕清、刘芳、张美丽、马青、欧阳思越、王治伸励东方语言文化学院先进班集体：（4个）2007级日语3班、2007级日语8班、2008级日语4班、2009级日语5班三好学生标兵暨一等奖学金：（2人）张欢、徐林坤三好学生暨二等奖学金：（63人）何纯、侯治中、孟焕、金若楠、刘子龙、许诗萌、李敏、杨怡璇、葸玢、张雅乐、樊蓉、张希、先菲菲、罗欢、何倩瑢、李伟平、陈吴艳、和少宁、黄超、李昕、薛雅慧、李元颖、吴萍、姚静雯、马玉凤、赵琰、樊梦雅、邹慰丹、曹倩、康蒙西、刘小霞、王卉、路遥、张娜、丁洁琼、杨雪、曲荣华、罗艳、唐子南、刘真、牟可楠、李梦琳、雷闪、曹秀阁、刘晨玥、曹惠、金韵清、郭胜杰、史静芝、陈菲、杜世鑫周梦瑶、罗森熙、肖鹏远、赵芳琳、顾晓玲、黄悦、袁吉光、吴雷雷、郭睿凝、部亚光、熊柳慧子、奥云白丽格优秀学生干部暨二等奖学金：（25人）雷茵、文昕钰、张亚新、张森、翁晓鹏、丁珊、陈艳楠、邵兰、焦悦、孙方圆、姚昌铃、赵之浩、王银雪、齐琦、王瑜、翟敏娟、刘跃、丁文栋、唐少莉、王江宁、刘天羽、连子君、张桉菂、蒲白露、曹海燕三等奖学金：（84人）雷锋、杨浩、高洁、唐娟、雷欣、黄建芬、薛文婷、薛晴、侯姣、王莎、钱怡嵘、姜亚琼、吉婷、姚智敏、段冰心、张媛、赵妮、苏丹、唐丽君、茆蓓蕾、戴侠、刘冰艳、邵山、李蓓蕾、魏君鸽、岳静馨、朱燕鸽、张妍、石芸、章昊、魏一佳、戴灵娇、王雅纯、朱凌晖、李梦溪、邢喆、莫潇薇、李依蔓、杜妃、周立春、邬佩琳、白雨、李璐莎、赵猛、韩媛、吴言、熊菲娜、贾凡、夏添、于滢源、郝芳芳、郭程梅、陈源、段丽娜、李墨彤、惠蕾、陈思芸、陈莹、李婷、孟佳茜、周娟、魏衡、张芮溪、胡隽亚、苏舒、徐鹏、高唯、赵瑞颖、张莹、吴何娜、张欢、刘夏、王格格、林文珺、朱泽亚、姚小翠、王丹、李洋甜、郑丽冰、费洁萍、陈孟真、韩亚萍、周珏杏、毛雨萌文体优秀一等奖学金：(1人)何纯文体优秀三等奖学金：（84人）刘汀鹤、朱赫、杨荣、陆艳霞、刘恒亮、杨倩敏、刘羽佳、朱文彦、郑晓婉、王玫、姚晓晴、王楠、王秋月、吕洋、李娟芝、张琰龙、邵冲、吴妍菲、高培、夏薇、段金凤、李豆、朱士萌、杜雪妮、顾阳、石岩、沈家方、张志梅、毛俊骁、顾丽霞、周越、张亚璇、郭睿麒、杨英武、张文琴、常兴、王舒婷、周琳、许少洁、吴如恋、任愔莹、俞炫、艾亚娟、李珺、王艳春、谢琴、侯青、李玮、于帆、马天骄、陈思、王丽莎、焦健、王园哲、吕秀峰、曹启琳、张浩博、王楠楠、王月阳、代思雨、郭骏、刘金申、堵时雨、游勇、安国峰、王云云、尹伯彦、刘静怡、王丹阳、杜文睿、胡丽萍、李让、刘娜、王旭、马欣源、程杰、陈佳祺、丁俏、詹海燕、王保丹、徐、力、欧阳志娟、张婷婷（07级）、张婷婷（09级）西方语言文化学院先进班集体：（3个）2008级法语1班、2008级法语3班、2009级法语1班三好学生标兵暨一等奖学金：（1人）姚轶苒三好学生暨二等奖学金：（46人）梁丹、詹杰、田雪、刘阳梦、王琰、李泽华、吴紫竺、李莎莎、焦洁、尤欢、田颖、李静、罗玉婷、何超、周喆灵、孙叶、李欣、徐静、宋夏雯、丁璐、王艺君、张晓霖、冯雨珊、李林熙、谢晓月、马梦婕、吴茜、仲霆、赵雅惠、李睿林、刘鸿旭、李玫、徐辉、袁牧、李洋、胡佛、赵喜存、李晓、张亚楠、吕宁、赵馨、周珀贤、张歌、朱洲、赵明宇、韩高鹏优秀学生干部暨二等奖学金：（22人）初晗、王磊、陈卓君、钟华、王楼、郑园、郝娟、石得志、宋强、范洁、陈佩、李蒙、万云路、师思、许婷、崔嵬、段旭恒、罗浩明、张晏、张文汐、李杰、舒蕾三等奖学金：（65人）闫佳丽、宋若兰、向海嘉、张恒睿、王琦、曾曦辉、龙潜、章思悦、黄欣桐、曾逸群、李小棠、金奇婷、何佳、钟卓娅韩翔、梁爽、杜乐、吴恬恬、陈玉婷、滕宇、刘悦玥、王涛威、宋德超、刘孟刚、林洺羽、左崇苇、杨钰田、汪洋、严欣、陈俊、陈宗义、陈婷、李沛玲、尹筱雨、刘婷、鲍金标、刘琬、侯丽莎、丁蓓、刘咏晨、郑龙飞、陈力、朱倩雯、田歌、刘双、井越、刘凤、朱雯、吕佳、张玲敏、肖妍、叶杨、李茜、李淼、郭伟、樊静、李年茜、方希、胡月、闫东旺、来月、孙亚萍、白乐、顾杨、章尹代子文体优秀二等奖学金：（2人）张雨青、宋夏雯文体优秀三等奖学金：（65人）杨兰、张蕊、陈睿真、朱常溪、安琪、金乐、高之雅、徐慧芳、史君宇、邓婧楠、张素雅、李祥、贺童婕、黄怡曼、谢锋、吴泽翰、贾之珩、樊越、李婷、刘宇哲、王冰晗、杜娟、蔺欢、寇可婷、张凡、张丽芳、强海舟、张世纯、周丽、白莹、徐宁、赵晨曦、王晓洋、李晨、黄訸洁、张敏、周游、张鑫、苏琴、刘云、王嘉程、吴依檬、王晶、胡允荟、王文泽、胡晚秋、李响、李麒、于悦洋、王赫男、赵成、段红蕊、赵珊珊、朱宝薇、寇若晨、焦梓翕、冯奕、雷爽、刘蓓蕾、闫冲、戴兴杰、郑君文、尹拓、毛可心、呼延碧薇汉学院先进班集体：（1个）2008级2班三好学生标兵暨一等奖学金：（2人）李恺、黄繁三好学生暨二等奖学金：（17人）王帅、楚文文、王思闻、袁蕊芳、卢西娅、黄梦倩、薛钰、贾丽华、程兰珺、杨云翔、张盼、卿雁南、雷蓓、苗瑜、李成棡、郑静宜、杨倩优秀学生干部暨二等奖学金：（7人）苏冬芸、王天玉、金伟、邵晨、陈星、石宇慧、郑楠三等奖学金：（23人）王婧仪、刘怿奕、雷蕾、姜行、牛梦楠、李佶玲、魏洋、王一涵、杨松涛、李烜钰、张倩、侯文婷、刘志航、刘梦璐、余音可、张志茹、郝亚雯、王永锋、李夏、陈滢、陈曦、陆梦朕张梅静文体优秀一等奖学金：（1人）李恺文体优秀二等奖学金：（1人）程兰珺文体优秀三等奖学金：（23人）陈晓燕、杨咪、黄冲华、王思媛、赵健伯、王晓婷、李晶、李亚妮、杨苗、胡佳玮、刘超、康蕾、梁娜、彭筱雅、李莹、王潇钺、马慧霞、许延娜、路斌、辛雪莹、楚美瑞、丁志新、郭娅楠新闻与传播学院先进班集体：(3个)2007级新闻1班、2008级广播电视新闻2班、2009级新闻1班三好学生标兵暨一等奖学金：（1人）胡甜甜三好学生暨二等奖学金：（49人）罗潇、赵满丰、孙力优、孔祥茹、徐金忠、樊斐、黄楚乔、揣霄宇、刘锦怡、解飞、陈纬薇、杨婷婷、凌逸驰、张欣、黄绰映、姜文然、李文霏、程晓璇、陈钰、王东勋、谢丽雯、房锦、黄凤桐、王舸宇、孔祥月、江婷、李沐春、黄昱勋、蔡云、牛丹彤、任姝玥、魏兰、常珈铭、朱茜茜、鹿楠楠、白灵、赵佳星、王宇欣、朱黎黎、王梓潇、毕英娟、秦星、李楠、王露、岑欣、唐华超、吴佳芙、赵姗姗、刘佳优秀学生干部暨二等奖学金：（19人）曹笑雪、祁逸雪、葛玮、范辰言、余馨、党思潮、杜雨涵、杨萌、朱莎、冯剑雄、许骏博、陈政伍、谭涛、唐晓萌、刘羿希、彭晓亮、席丹丹、刘若楠、同卫东三等奖学金：（66人）蔡磊磊、周伟、黄璠、姚敏、张静怡、黄超、丁婧、赵晨、曹馨予、宋璐璐、张芷瑜、赵欣、宋玮、张英梁、李梦莹、郇迎珠、刘铧阳、杨伦、卜秋炜、沈一天、石婷、邱莉华、张美施、张贺、刘凤敏、冯锐娜、马如梅、肖媛媛、严润雅、石永霄、夏小博、王美、李会霞、张吟雪、李倩、高袁千惠、张昕妍、左刘一、李杜豆、胡燕妮、杨丹莹、梁佳静、沈雯、孟姝言、和谦、张亦、杨蕾、宋启春、朱怡霖、闫婧、冯嫄、王瑞宁、吴飔雨、何诚、万伶、温馨、楮楚、马玉、高智艳、任思、刘媛媛、梁蕊、刘丹、王燕妮、李健洁、王潇文体优秀一等奖学金：（2人）刘甜、张潇文体优秀三等奖学金：（66人）尤畅、翟文音、李惟聃、张佩、王一敏、沈红、徐茜、田浩荣、陈力、逯遥、樊欣、安娜、樊斐、王茜、李梦菲、张晓、仇平、袁伟、杜晓婧、王博文、王珮、王海艳、樵婷、林康、王舒、吴静、王欣妍、曹诗洋、冯欣宇、赵彬凯、贺婉青、校艳娜、刘文婷、袁远、刘洋、李承曦、刘霄、王丹、遆姝辰、潘敏、史梦姗、张彤、雷培、郭美玲、黄越、詹元、柯苗、王松、王玉娇、沈婷、李璐、顾丽君、张帆、谢晓玲、张文妮、曹力、孔祥立、李明璐、朱玥伊、张晗、马博瀚、鲁婉清、宋甜甜、付敏峰、计云、许梦洁中国语言文学学院先进班集体：（2个）2008级汉语言文学2班、2009级汉语言文学2班三好学生标兵暨一等奖学金：（1人）王小姣三好学生暨二等奖学金：(29人)赵一茜、陈怡心、王一峰、蒋烨、郭垚、吴静、徐叶、孙眉青、高一晗、高晓瑞、陈茜、魏玉如、袁阿静、齐然、苗丹、常卓瑶、赵靓、鲁咪、仇伟宇、窦旭、王美春、马婷婷、赵佳丽、李雪、衡洋、马悦、张芳、王垒、邹宇坤优秀学生干部暨二等奖学金：（11人）李阳、朱嫣、高忠、赵润康、常雅凝、沈瑞恩、孙阿利、夏阳、刘杰、朱倩文、王璞三等奖学金：（39人）张泽、汪士廉、余蓓、宋雪娇、成媛媛、杨敏、张晓珊、王莹、王一焜、杨旭、陈芳、李妙、代薇、伦知香、芦婷、黄林、唐雅静、张晓静、张楠、申小平、龙娇、杨睿雅、陈曦燕、李君雅、缑珮、吉文娟、田园、石萌、刘晓亮、屈承玉、郑丹、刘梦源、李宜繁、朱桂荣、贾晶、郭婷、马静颖、张玮、王少帅文体优秀二等奖学金：（1人）王小姣文体优秀三等奖学金：（39人）陈祖鹏、林秀裳、段玮、靳希、刘颖、白金、何海莉、关瑞飞、王超、景菲、岳甍、阳亚蕾、邵璇、王堃、樊聪玲、王娟、辛文琦、高佳乐、苗壮、林帆、董焕维、白婷、向莹、周昱甫、张睿、李勤、刘利丽、张可可、周小婷、李晓君、李雨容、张群、辛月、石康琦、张薇薇、刘蜻、周雪怡、姚磊、刘钰譞国际关系学院先进班集体：（1个）2009级外交班三好学生标兵暨一等奖学金：（1人）李帅三好学生暨二等奖学金：(18人)杨悦珉、赵思洋、宋卓如、张思思、李雯、王佳妮、李帅、吴洁琼、汪也、刘畅、任乐、刘豆、王秋子、王雅婷、杨羽茜、李铎、范冲亚、李珊优秀学生干部暨二等奖学金：（7人）徐灏璐、王新岗、谢思思、刘星坊、王博颖、刘曙源、缪钰春华三等奖学金：（24人）陈露芸、李乐、王歆、南娟、夏然、马荣瑞、徐霞、许莉、潘思危、胡碧蓉、范佳宁、孙文英、侯润泽、霍蔓、杨子、孔子月、马林熙、詹倩倩、王冰茹、陈思、田瑞沣、侯静、邹珍妮、及萍文体优秀一等奖学金：（3人）杨悦珉、袁震、宋卓如文体优秀二等奖学金：（4人）。