英语思想方面的作文怎么写

『壹』 怎样学英语 800字作文

如果你要英语的
How do want to Learn English？

Some people think that if we want to learn English well we must learn English grammar well first of all. Others believe we can‘t learn English well unless we keep in mind as many English words and phrases as possible.

In my opinion， grammar rules， new words and phrases are very important， but they are not enough. Fox example， some of my classmates are quite good at grammar and have learned by heart a lot of English words and phrases， yet they can‘t express themselves in English when they meet foreign friends.

The best way to learn English well， I think， is to learn and use English all the time. Don‘t be afraid of being laughed at. We‘d better do a lot of listening， speaking， reading and writing. If you can form the habit of thinking and writing in English all day， you are sure to grasp the spirit of English and will be able to read works in English within a short period of time.

Only in this way that I suggest， can we learn English well. So I think this is the best way.
如果你要中文的

英语作文写作就是通过语言表达你自己的思想。这里面有两个要素：语言和思想。对于一个成功的英语作文写作行为来说，这两点缺一不可。在运用母语写作时，我们基本上不用花很多时间和精力去考虑语言，因而我们的重点是放在内容上。但是在英语作文写作时，语言和内容就都需要注意。如果处理不好这两者之间的关系，我们可能就永远也学不好英语作文。
一般说来，英语作文写作有三个步骤，虽然英语作文写作三个步骤是不能截然分开的。
第一， 学习英语的基本的词汇和语法。此时的学习者对英语的基本用法还未掌握，因此尚处于学习语言的基础阶段。这时英语作文写作训练一般没有，即使有也只是为练习词汇和语法服务。这种练习一般说来内容都非常简单，强调的是学习者所使用的词汇和语法必须正确。
第二， 语言和内容并举。此时的学习者已经掌握了英语的一些基本的词汇和语法，可以用英语表达自己的简单的思想。这时的英语作文练习可以达到两个目的：（1）继续增强对语言的掌握；（2）用英语表达一定的思想。在具体的英语作文学习实践中，这两者实际上是不可分的。有许多初三的学生开始用英语记日记，其实他们就正处于英语作文写作这一阶段。
第三， 主要强调内容。当学习者对英语的词汇和语法有了一定的掌握，可以用它来表达相对复杂的思想时，就基本进入了第三阶段。此时的语言已经不是最大的障碍，如何写出好的英语作文成了头等大事。这一阶段的学习者所注重的是如何选材、如何组织文章之类的问题。有人说只有这第三阶段的英语作文才是真正的写作。这一说法可能失之偏颇，但成功的英语作文是必须达到这第三阶段的。
如果你发觉写出完整的句子尚有困难，这说明你还处于英语作文写作第一阶段。此时你不要急于写出长篇大论，即使你有些想法可能非常深刻。这时你应该做的是注意语言的积累，留意常用词和句型的用法。另外，适当做一些翻译练习也可以帮助你提高运用语言的能力，从而为提高写作能力做好准备。除此之外，多做一些阅读，培养对语言的感觉也能为提高写作能力做一些准备。
因此，第二阶段英语作文写作可以从下面三方便入手：积累语言素材、多做翻译练习、多做阅读练习。随着你的语言能力的提高，你会逐步进入第二阶段，到那时你就不愁写不出句子了。
如何写好英语作文
英语作文写作就是通过语言表达你自己的思想。这里面有两个要素：语言和思想。对于一个成功的英语作文写作行为来说，这两点缺一不可。在运用母语写作时，我们基本上不用花很多时间和精力去考虑语言，因而我们的重点是放在内容上。但是在英语作文写作时，语言和内容就都需要注意。如果处理不好这两者之间的关系，我们可能就永远也学不好英语作文。

『贰』 写一篇关于生活方面思想方面学习方面感受方面和愿望的英语作文80字

Dear classmates,
It is very important for us to have a good habit. As a student, it is a good habit to listen to the teacher carefully in class. And we had better take notes when necessary. It is also a good habit to finish the schoolwork on time and help each other with our studies.
It’s necessary for us to do sports for about an hour every day. Then we should
do something to relax after we finish the homework at home. Before sleeping, we can read some books we like so that we can learn more about the world.
A good habit will really help us in our study and daily life.

『叁』 英语的作文到底应该怎么写的深入啊

对于英语四级而言，其实也比较简单，多背一些常用的句子，特别是历年四级真题上的作文，考前背书五篇，其实英语四级的作文突击是很有用的。英语四级你可以买星火版的，那上面讲解都比较详细，没必要做太多的题，关键是做会。另外在写作文时，也可以参考一下阅读中的好句子，前提是与话题相关。尽量避免不会写的单词和复杂句，那样写不好的话会弄巧成拙。自己试试啊，希望可以帮助你啊！Good Luck !

『肆』 写一篇从思想俢一养,学习生活,体育为上等方面阐述自己的观点 英语作文 初二

Taking exercise is good for our health.All work and no play makes Jack a ll boy.By taking exercise,we can relax our body and mind.At the same time,we can harden our muscle and have a good figure.If we don't take exercise for a long time,we may easily fall sick.
I enjoy several outdoor sports.Swimming in the sea is my favorite.Because there are too many people in a swimming pool and the water is always dirty,I prefer to swim in the sea.

『伍』 关于让思想波动方面的英语作文

The Cessation Of The Fluctuation Of The Mind

Yoga means something different to everyone, but sometimes when I start to forget why I practice I come back to something I’ve heard many teachers say: the ultimate definition of yoga is the cessation of the fluctuation of the mind.

A person can be consumed by their thoughts when they aren’t aware. And most of us aren’t. We live in our thoughts. We become addicted to our constant thinking. Have you ever tried not to think? It just makes you think more. It’s virtually impossible.
It seems almost unreal that something as simple as moving through a series of postures and breathing could help quiet the mind. Yoga, or “union,” is the act of bridging the mind and the body through the breath to ultimately find relaxation. How many times throughout the day do you hold your breath? Purse your lips, furrow your eyebrows, clench your jaw? You probably aren’t even aware you’re doing it, because it’s a habit, orsamskara (in Sanskrit, an ingrained behavior, which when repeated strengthens the tendency we have for that behavior). Thoughts are often controled by our egos and based in fear, anxiety and insecurity. We repeat these thoughts ceaselessly in our minds, trying to find answers and satisfy that part of us that is constantly saying “keep trying, that wasn’t good enough.” Stress affects us both mentally and physically, and if we can’t let go of the thoughts that cause stress, it takes a toll on our health. Through the practice of yoga we begin to increase awareness of these thoughts by drawing our attention outside of the egoic aspect of the mind and onto something as simplistic as the act of breathing.
Recently in a masterclass in Southern California, Power Yoga founder Bryan Kest said “Yoga is simple, but not easy,” or something to that effect. I think he’s right. In my opinion there are three steps to calming the mind:
1. Become aware of this moment
2. Let go of thoughts of the past and future
3. Breathe
Repeat as many times as necessary throughout the day. Then go to a yoga class and really listen to what the teacher is saying. How many times have you found yourself arriving somewhere and not remembering how you got there? It’s the end of your work day, but you only vaguely remember what you accomplished. You pull into your driveway, but you can’t recall the drive home. Someone has just told you about their day or given you directions, but you have no clue what they just said, because you were too busy thinking of what you were going to do next, or what happened to you earlier. Think of how much time you would save and how much more proctive you’d be if you just focused on what was happening right now. You’d also spend less time worrying, and more time living your life. Ultimately the real yoga happens outside of yoga class, off our mats, in everyday life. If you can stay calm, present, and breathe, you can begin to “practice” yoga in every moment of your life—and that’s definitely a reason why you should keep coming to class.

『陆』 英语作文 表达自己思想的重要性 120词左右

沉默并不总是金(Silence Is Not Always Gold)
"Silence is gold" is a popular saying in which many people have belief that these people speaking too much is not a merit.
“沉默是金”是一个流行的说法，许多人都相信话太多的人不是一个优点。
However, if you always keep silent, you will probably miss many golden opportunities instead of obtaining the gold of silence. Last week I read an article written by an office lady. The company where she worked had two kinds of offices: cubicle office and window office. As a new employee she worked in a cubicle office together with twenty colleagues. Two years later she still worked there but some colleagues who came later than her had moved into the window office. She felt confused. One day one colleague told her that window office wasn't obtained without request. But believing that she certainly gained one if she did a good job the woman had never asked for it.
但是，如果你总是保持沉默，你可能会错过许多黄金机遇而不是获得沉默的黄金。上周，我读了一本一个办公室女士写的文章。在她工作的公司有两种办公室：隔间办公室和窗户办公室。由于是新员工，她曾经在一个隔间和二十个同事一起工作。两年后她还是在那里工作但是有些比她后来的同事都搬到了窗户办公室。她感到很困惑。有一天一位同事告诉她窗户办公室是要申请的。但是，相信如果她工作很出色，不用要求都肯定能得到窗户办公室。
From the woman's experience we not always told, we know that in the modern society one needs to speak his mind and speak for his own interests.
从那个我们不经常被告知的女人的经验中，我们知道在现代社会中人要把他自己的想法和他感兴趣的事物要说出来。

『柒』 以"我是一个怎么样的思想家"为题写一篇英语作文

噢 顺便一提 目前我在学的ABC天卞口语的助教和我提到，就是想将英语学好是很容易的..坚持要有一个好的研习环境以及实习口语对象，外教水平很重要，发音纯正非常重要，不间断每日口语沟通 1对1家教式教学才能够有.好.的进步效率。完成课堂后还要回放复习课程录音音频，好巩固知识点~如果真的没人帮忙的环境 那么就上 VOA或大耳朵拿到课后材料研习 多用耳听、眼观、嘴动、脑想，不知不觉的语境就加强起来，学习成效是必定最佳的..Almost everyone has s own mother. It's lucky for me because I have a cute Mom.My mother has long black hair, a big nose, nice skin, and she's forty years old ts year. The most important tng is that she is good-looking. Mom is busy from morning till night. She gets up early and takes my brother to school everyday. My father owns a big factory. Mom drives a car all day long and delivers goods. She sometimes works until six or nine o'clock at night. After work, she has to do all the housework. Mom works so hard to make money so we kids can go to a nice university or college. Although ts year's Mother's Day is over, I'd still like to "I love you" to my mom.

『捌』 关于思想教育方面的英文文章(急)

找了两篇文章.供你参考.

1.Morality in Ecation

More than ever, opportunities should be afforded to families that wish to bring their children up with a moral ecation in accordance with their beliefs. A system of choice allows parents to choose schools that inject moral or religious themes into their children’s ecation.

Further Reading:

“Faith Part of the Problem or Part of the Solution?”
by Marvin Olasky
“Can Public Schools Teach Character?”
by Dr. Perry Glanzer
“Leading Children Beyond Good & Evil”
by Dr. James Davison Hunter
An Ecation for a Good Life
by Clark Durant

FEATURED ARTICLE:
“The Myth of a Value-Free Ecation”
by Dr. Ronald Nash

Americans love myths. By "myth," I do not mean the old-fashioned myths that my generation read in grade school. Many Americans would find reading at that fifth-grade level too difficult these days. What I mean by "myth" is what older generations used to call a fiction.

One of the more influential myths presently affecting the American family is the myth of a value-free ecation. A value-free ecation is described as one in which students are supposed to be free from any coerced exposure to the values of anyone.

One way the defenders of value-free ecation frame their argument is this: they argue that because America ceased to be a homogeneous society a long time ago, the watchword today must be pluralism. In the new setting of today, they insist, we can no longer stress the values and beliefs of some, while ignoring the values of all. And so, they say, we’ll avoid all the problems inherent in this situation by simply agreeing to ignore all values. This specious argument deceives Americans into thinking this is the only way to achieve fairness in our schools.

College students today are surrounded by an allegedly academic setting in which the things they find most obvious are confusion, conflicting claims and the absence of any fixed points of reference. America’s colleges have become centers of intellectual disorder. As David Gress explains, "Instead of being havens of independent thought, universities have become channels of indoctrination…confirming the prejudices of those who control the agenda of public discourse." Ralph Bennett is surely right when he warns that "behind its ivy-colored camouflage, American higher ecation is a fraud—untrue to its students, untrue to itself."

The inadequacies of contemporary ecation are not exclusively matters of the mind. Traditional religious and moral values are under assault at every level of public and higher ecation. Our ecational system is engaged in a systematic undermining of these values.

Our ecational crisis is to some extent a closing of the American mind, as Allan Bloom examined in his best selling book of that title. But it is also something more profound, a closing of the American heart. No real progress towards improving American ecation can occur until all of us realize that an ecation that ignores moral and religious beliefs cannot qualify as a quality ecation. Recently, no less a person than Mikhail Gorbachev admitted that the major reason his nation is in such trouble is because his people are ignorant of moral and spiritual values.

The development of the intellect and of moral character are intimately related. Just as there is an order in nature (the laws of science), in reason (the laws of logic), and in the realm of numbers, so too is there a moral order. One thing we need to do is recover the belief that there is a transcendent, unchanging moral order, and restore it once more to a central place in the ecational process.

Throughout history, important thinkers have contended that there is a higher order of permanent things (like moral norms), that human happiness is dependent on living our lives in accordance with this transcendent order, and that peace and order within human society require respect for this order. The most important task of ecation is to continually remind students of the existence and importance of this transcendent order as well as of its content.

If teachers are doing their job properly, they serve as an essential link in the chain of civilization. Without this link, the chain cannot hold. Teachers are the conservers of culture; they are also its transmitters. At least, that’s the role that teachers used to play.

Modern ecation in America has largely separated virtue and knowledge. The Sophists of our age have severed the link between reason and virtue, between the mind and the heart; there is objective truth out there, which it is our ty to pursue and discover. But there is also an objective moral order out there, as well as in here. An adequate ecation dare not ignore either the mind or the heart. Just as we dare not divorce ecation from matters of the heart, so too we must not separate ecation from religion. Like any important human activity, ecation has an inescapable religious component.

Religious faith is not just one isolated compartment of a person’s life—a compartment that we can take or leave as we wish. Religious faith is rather a dimension of life that colors, affects and influences everything we do and believe. Human beings are incurably religious, as John Calvin once said. Paul Tillich was right when he defined religion as a matter of "ultimate concern." Every person has something that concerns him ultimately and whatever that may be, the ultimate concern will have an enormous influence on everything else the person does or believes.

Since every human being has something about which he is ultimately concerned, it follows that every human being has a God. No human being can possibly be neutral when it comes to religion. When an indivial encounters people who claim that ecation should be free of any religious content, he should recognize that this is not a religiously neutral claim. Rather it is an assertion that reflects the religious commitments of the person making it. There is a sense in which ecation is an activity that is religious at its roots. Any effort to remove religion from ecation is merely the substitution of one set of ultimate religious commitments for another.

It is absurd then to think that a choice between the sacred and secular in ecation is possible. Whatever the state and the courts do regarding ecation will only establish one person’s set of ultimate (religious) concerns at the expense of someone else’s.

Nothing will remedy the problems of American ecation more quickly and more effectively than the introction of greater freedom and choice in ecation. We should seek a permanent end to the situation that allows the state to determine where children must attend school, if that child is to receive a free public ecation. American families should have complete freedom to send their children to any school they wish, without the added financial burden of paying private school tuition. One way to realize this objective is through ecational vouchers. Following the institution of a voucher system, public monies for ecation would not pass directly to schools. Rather, that money would be given first to the families of school-age children in the form of vouchers. Parents would then use those vouchers to pay for their children’s ecation at a school of their own choosing.

Perhaps the major reason why public schools are so bad is because they have no competition; they are immune to market-discipline. Consequently, public schools have no incentive to offer a better proct at a lower cost. A pro-choice movement in ecation would give public schools serious competition for the first time in more than a century. (Notice the implication here: many Americans are unaware of the fact that for generations, America’s public schools did not enjoy a monopoly with regard to public financial support.)

It is not enough that we simply increase choice among public schools. The governmental monopoly over publicly funded ecation is a large part of our problem. It is imperative that ecational choice be expanded to include the option of attending without financial penalty, without the burden of double taxation, any school that any family wishes, including church-operated private schools. The best and quickest way to improve the quality of ecation is to allow families to choose their school and let the competition of the market determine which schools prosper and which schools die. In the process, families will be able to select schools, not only on the basis of academic quality, but also with a view to the moral and spiritual values fostered by the school.

Dr. Ronald Nash is Professor of Theology and Philosophy at Reformed Theological Seminary

http://www.acton.org/ppolicy/ecation/morality/index.html

2Academic Exchange Quarterly Spring 2004 Volume 8, Issue 1

Moral Values for Public Ecation

Daniel C. Elliott, Ed.D. Azusa Pacific University

ABSTRACT

The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our time. Until recent years, public schools had long since deferred from their original roles in morality and character ecation, though many outside of the school systems continued political pressure to move schools either toward or away from a values-oriented curriculum. This author analyses this history and poses questions and ideas about the appropriate teaching of the difference between right and wrong in American schools.

The continuing degeneration of personal virtue among the world's societies seems to be emerging as the single-most urgent issue of our time. The 1970’s brought a revisitation of ‘values” but under a personalistic approach called “Values Clarification.” Values were to be presented in a neutral way to students who were to clarify and select their choices. There were no incorrect choices, except those for which the indivial failed to formulate a supporting rationale. The 1980’s and 90’s saw a rapidly intensifying pluralistic view of American society. When the question of values came up, people asked, “Whose values should we teach?” Many in North American society believe in a core set of virtues found most commonly in a Christian worldview or a Judeo-Christian philosophy, even many who would not characterize themselves as particularly “religious.” Yet the personalistic approach to identification of “virtue“ failed to bring about a more moral society but has, instead, resulted in moral decline. Public schools had long since deferred from their original roles in morality and character ecation and even many churches or religious organizations were not picking up the slack (Meade, 1990

A Major Study on the Morals and Ethics of Children

In March 1990, Robert Coles, a child psychiatrist and Harvard professor, one who called himself “a member of the liberal intellectual left”, was quoted as wistfully recalling “the good old days when religion was taught in the schools” (Meade, 1990). Coles sensed a void--something missing from American homes and schools-- missing for years. Coles directed a major research project. The missing element was, they concluded, a strong, unarguable notion of right and wrong, good and bad.

Coles’ findings revealed a nation of children who have a complicated belief system that usually runs counter to traditional values. “There was an unmistakable erosion of children’s faith in, and support for, traditional sources of authority.” More than parents, teachers or authoritative officials, children turned to peers for guidance on matters of right and wrong. Coles described conversations with many kids whose consciences he said were “not all that muscular.” (Meade, 1990)

The New Character Ecation

A new ground swell is observed forming in the 1990’s seeking to restore ethics, morality, and virtue to a central focus in public schooling. More than 30 ecational leaders from state school boards, teachers' unions, universities, ethics centers, youth organizations, and religious groups met in 1992 at the Josephson Institute of Ethics. They formulated eight principles for character ecation— The Aspen Declaration on Character Ecation. (Lickona, 1993). In March of 1993, a national coalition for character development formed with representatives from business, government, and ecation, as well as churches. They began to formulate an agenda for reinstituting morality in public school curriculum and instruction. (Haynes 1994)

Four Reasons for Character Ecation

Young people increasingly hurt themselves and others because they lack awareness of moral values. Effective character ecation improves student behavior, makes schools more civil communities, and leads to improved academic performance. Many students come to school with little moral teaching from their parents, communities or religious institutions. We know today that the inclusion of character development emphases within the curriculum of our schools will do the following.

1. Add Meaning to Ecation

Moral questions are among the great questions facing the indivial person and the human race. There is no such thing as a value-free ecation. Schools teach values every day by design or default.

2. Sustain and Strengthen our Culture

Transmitting moral values to the next generation has always been one of the more important functions of a civilization. Democracies have a special need for moral ecation, because democracy is government of and by the people themselves.

3. Model Civility

There is broad based and growing support for character ecation in the schools. Common ground exists on core moral values although there may be significant disagreement on the applicationof some of these values to certain controversial issues (Nyland and MacDonald, 1997). The Boyer Institute has been actively promoting research that reveals North American core values (or “common virtu,” also referred to as “common decency.” Honesty, responsibility, self-discipline, giving, compassion, perseverance, and loving are virtue terms most often cited. However, in application, “honesty” can be applied differently according to other elements of the actor’s worldview or philosophy. Compassion and/or responsibility might look different among the sub-groups citing these terms.

4. Build True Character

Thus, a person of true character, according to experts, is trustworthy, treats all people with respect, acts responsibly, maintains self-control, is fair and just, is caring, pursues excellence, and is an all around desirable citizen.

A State Ecation Code Basis for Teaching Fundamental Moral Values

Though often humorously critiqued as a state that is less than ‘virtuous’ in its social ethic, nevertheless, California, as a state, has raised the bar for public schools and virtue-based curriculum for several decades. Ever since the 1970s the California legislature has aggressively addressed the question of values and virtue in the curriculum, though this often went unnoticed or unheralded by the media or even the schools themselves. Currently, California Ed. Code 44806 tells us that it is the ty of teachers to “impress upon the minds of pupils the principles of morality, truth, justice, patriotism, and a true comprehension of rights, ties, and dignity of American citizenship...” The code further directs us to teach students to . . .

avoid idleness, profanity, and falsehood, and to instruct them in the manners and morals and the principles of a free government. Each teacher shall endeavor to impress upon the minds of the pupils the principles of morality, truth, justice, patriotism, a true comprehension of the rights, ties and dignity of American citizenship, including: kindness toward domestic pets and the humane treatment of living creatures.

In Moral and Civic Ecation and Teaching About Religion, the Board directs school personnel to teach students about: morality, including respect for differences and the significance of religion; truth; open discussion; justice; patriotism; self-esteem; integrity; empathy, including the “golden rule” (The Christian Bible, Matthew 7:12); exemplary conct; moral interaction and ethical reflection; and the capacity to recognize values, including respect for the family, property, reliability, and for law.

Morality
The California Board of Ecation says, “School personnel must foster in students an understanding of the moral values that form the foundation of American society.” California teachers must teach students that citizens in a free society respect the worth and dignity of others, as well as their freedom of conscience. Religion is to be presented and viewed as primary source for the presence of basic moral principals. While no indivial religious system may be prescribed, school faculty must help students recognize the sources of morality in history, law, and experience and must help students appreciate the significant contributions of religion, including the sacredness of human life and belief in freedom of worship. Morality is defined as “responsibility for personal decisions and conct and the obligation to demonstrate concern about the well-being of others, along with showing respect for living creatures and the physical environment.”

Truth
California teachers are required to help students understand truth and the necessity for truth in a free and democratic society. Telling and expecting to be told the truth is an essential element among free and democratic peoples. Imagine a word study on the concept of truth, drawn from the Bible and other texts, obtaining definitions of truth

Justice
Justice is defined as “fairness in dealing with others, and is considered a hallmark of American society.” The California Board of Ecation said that “one owes to oneself and to others the obligation to engage in a constant effort to see that justice is attained.”

Patriotism
Jesus, quoted in Matthew 22:21, (The Christian Bible) instructs people to give to the government that which it was e (give to Caesar that which is Caesar's...) and to reflect similar obedience in relationship to God. Loyalty to one’s government is taught throughout Judeo Christian thought and scriptures, being only excepted by loyalty to God. In the case of our nation, we pledge to it as “one nation under God”. Such a concept bears full discussion in our classrooms, though such discussions must be sensitive and appropriate for the age and maturation levels of the students involved.

Self-esteem
The California Board of Ecation says that “Self-esteem and esteem for others are based on the intrinsic worth and dignity of indivials, not on academic ability or physical prowess. Jesus said that we must love others as we love ourselves (Matthew 19:19 ff), that normal human beings do esteem themselves, love themselves, provide for their own basic needs by nature. It is with God’s permission that we do so. This discussion is authorized in California classrooms.

Integrity
The California Board of Ecation tells us “School personnel should encourage students to live and speak with integrity; that is, to be trustworthy. To foster integrity is to help build character, to assist students to be honest with themselves, to promote a wholeness unimpaired by self-deceit, and to encourage the development of reliability in relations with others.” In view of recent questions about the integrity among business and government leaders, may would suggest that there is a curriculum related rationale for teachers

『玖』 关于为什么我们要活用我们的思想的英语作文

The 正确的对待学习压力 Graallyintothehighthreelife,studypressureusmoreandmorebig,.逐渐步入高三生活，我们的学习压力越来越大，每个人都在尽最大的努力提高自己的分数。Somepeoplestayuplate, 有的人甚至熬夜，以消耗身体为代价抓紧时间学习Weallknowthisiswrong,我们都知道这样是不对的。源语言可能是:中文我们都知道这样是不对的， 源语言可能是:中文 我们都知道这样是不对的， ,， Firstofall,tolearnconfidence.,isthesecretofhappiness.Buttheconfidence,,。 Findthecorrectstudymethod。Lawoflearning。 Thisway,wecankeepagoodstateofmind.要接纳，拜托了，尽力了 Thisway,wecankeepagoodstateofmind.

『拾』 求帮忙写一篇英语作文，中国古代思想的

In recent years,there are more and more Confucius Institutes being built all around the world,which shows that our Chinese culture become much more popular than ever. As oneof the four ancient civilizations, China has long history and creates manysplendid cultures. The ancient culture once had great influence on the world,such as Japan, South Korea and other Asian and European countries.

近年，世界各地建立了越来越多的孔子学院，这表明我们的中国文化比过去更受欢迎了。作为四大文明古国之一，中国有着悠久的历史并且创造了许多辉煌的文化。古代文化曾经对世界产生了巨大影响，比如日本，韩国以及其他欧亚国家。

From the respectof school, Confucianism, Mohism, Taoism, and Legalism are the main schoolscreated in ancient China, and they also have great influence on the ModernChina and the world, especially the Confucianism. They deeply root intraditional Chinese culture and people’s daily lives.

就学校方面来看，儒家、墨家、道家以及法家是中国古代开创的主要流派。它们也对现代中国和世界产生了巨大影响，尤其是儒家思想。它们深深的根植于传统的中国文化和人们的日常生活中。

Specially, kungfu, traditional Chinese painting, poem, opera, cooking, clothing, architecture andmany other kinds of cultural forms make up the splendid Chinese culture. The kindslisted above are the typical ones which connect to each other at the same time.For example, painting, clothing and architecture has many things in common. Andeach kind of cultural form contains numerous intentions.

特别地，功夫、传统的中国绘画、诗歌、戏剧、烹饪、服饰、建筑以及很多其他种类的文化形式组成了辉煌的中国文化。以上列举的种类都是典型的，同时也是相互联系的。例如，绘画、服饰和建筑有很多的共同之处。每一种文化形式都包涵了大量的意向。

In short, Chinese cultureare the accumulation of Chinese history, which makes Chinese culture colorfuland prosperous. If one wants to know or study Chinese culture deeply, he or shemust spend much time in it, otherwise he or she can only get the tip of an iceberg.

简而言之，中国文化是中国历史的累积，历史使得中国文化丰富多彩和繁荣。如果一个人想要深入了解或者学习中国文化，他必须花大量的时间在上面，否则只能得到冰山一角。