2021個(gè)人德國(guó)碩士留學(xué)申請(qǐng)書(shū)格式
德國(guó)的教育資源非常豐富，也是主流留學(xué)國(guó)家之一，如果要申請(qǐng)德國(guó)碩士留學(xué)下面就是小編給大家?guī)?lái)的2021個(gè)人德國(guó)碩士留學(xué)申請(qǐng)書(shū)格式范本，希望能幫助到大家!
2021個(gè)人德國(guó)碩士留學(xué)申請(qǐng)書(shū)
Dear _,
It is my conviction that the meaning of life does not dwell in the length of time that one can live or the material abundance that one can acquire, but in the richness and the wonderfulness of life itself. With the increase of my age, many things in my life have changed. But one thing remains constant, that is, I will consistently insist on doing what I like to do and hope that my endeavors can be valuable to the life of others. I see this as the only way whereby I can realize the value of my life.
My undergraduate study focused on economics and I achieved remarkable scholastic performance in this field. My GPA is 3.44 (my GRE score is 2020 and TOEFL---- ). For four consecutive years of my undergraduate study, I received scholarships for my distinguished academic performance. Due to my equally prominent performance in extracurricular activities I was conferred on the Outstanding Student in Campus Activities. However, honestly speaking, my real interest lies not in economics, but in education. Ever since I was a primary school student, I had cherished a strong desire for a teaching career exemplified by my teachers. In the actual teaching career that I embarked on upon my graduating from university, I have become increasingly aware that the existing educational conditions in China are far from satisfactory. The backward teaching methodology and the prevailing pedagogical ideology have rendered Chinese education out of place with the modern international development in education. On the macro level, the current education theory and practice in China lag significantly behind advanced countries in the West. For instance, though education via the internet has achieved considerable development in past two years, in practical operation such education has more often than not deteriorated into an extended form of the conventional examination-oriented education instead of a really interactive process. In my personal experience, despite the fact that some of the problems that I have encountered in my teaching career can be solved by consulting relevant technical literature, I have found that the more serious flaws inherent in China's current educational system cannot be worked out easily. Under such circumstances, an advanced program in education becomes necessary.
In this age of information, traditional education, both in its ideology and methodology, has met unprecedented challenge like many other aspects of human existence. Meanwhile, the pursuit for higher levels of educational development and of the quality of life has largely transformed the educational value orientation of the general public. The educational model that is centered around the cognitive and intellectual instruction has been seriously questioned. Greater attention has been devoted to the cultivation of well-developed personality and to the ontological status of the individual in education. Such issues as the internal studies of education science, scientific decision-making in education, and meta-education have also been increasingly emphasized upon. There have also been innovations in educational research methodology. The tendency has been to combine modern technology with humanistic research categories and with naturalistic research categories, and to organically integrate qualitative descriptions with quantitative descriptions. It is also important to carry out educational experimentations in which educational predictions are complemented by educational feedbacks. Both the complexity of education and the complexity of human individuals have made the comprehensive application of diverse educational approaches necessary. Those new horizons are what fascinate me.
In view of the following qualifications that I have acquired, I believe that I will acquit myself satisfactorily in the prospective Ph.D. program in education that I am currently endeavoring to apply for. First and foremost, as is often claimed, one's interest is one's best director. I believe that I will do well what I am really interested in doing. Secondly, though I majored in economics as an undergraduate, my trainings during that stage helped develop effective modes of thinking and research approaches. In addition, I conscientiously self-studied many works related to education, including A Developmental History of Educational Science in the West, which enabled me to construct a solid groundwork for more advanced studies in this field. Next, it can be safely asserted that education and economics are not entirely separated. For example, it is necessary to apply many statistical methods in educational psychology and my academic record indicates that statistics is the subject that I am most good at. Last but not the least, my current teaching career and my teaching experience will play a positive role in facilitating my target degree program.
The reason why I apply for the University of ------------ is that it is the first state university with a time-honored history. The School of Education in this university is quite prominent among its counterparts in the field. I am particularly attracted by the School's powerful pedagogical resource, vibrant intellectual atmosphere and a comprehensive curriculum. I plan to apply for a degree program in Instructional Technology or Educational Psychology, both of which enjoy unparalleled academic reputation in the world. My application for Instructional Technology is motivated by my strong interest in the application of modern science and technology, especially the information technology represented by the Internet, in the field of education and in the nature of a series of revolutionary changes resulting thereof. Instructional Technology is a new discipline that has emerged as a result of the rapid development of modern communication technology since the late 20th century. It has tremendous potential for development and commercial application. As for my motive in selecting Educational Psychology as another possible area of specialization in my degree program, it is my long-cherished interest that primarily counts. On the other hand, all the accomplished educators since the 1960's have been well-versed in psychology. Almost every important new educational theory is derived psychological findings in one way or another so that educational psychology has subsequently developed into a fundamental subject for the science of education. The tendency in the 21st century is to emphasize on the micro research of educational activities and against this backdrop educational psychology will be attached greater importance. In Instructional Technology, I would like to focus on the following studies: how to improve educational efficiency by applying research results from natural sciences and engineering technology; how to explore the combination and coordination of pedagogical contents and to improve teaching methodology by exploiting the theoretical findings from psychology and educational science concerning the process of teaching and learning. In Educational Psychology, I will concentrate on applied cognition and development, gifted and creative education, genetics and children development, personality structure and individual differences and other related subjects.
For me, to shift from economics to education and to pursue an advanced degree in the United States is not so much a challenge as an opportunity. At present, major reforms are being introduced into virtually every important aspect of Chinese society. The field of education especially calls for comprehensive reforms. The United States occupies an absolutely leading position in the present-day world in education. It is my conviction that, in the United States, advanced educational theories, technologies and information will facilitate me immensely in the achievement of remarkable academic progress, fulfilling my aspiration to become an accomplished professional in the field of education. This will not only bring my patriotic fervor into reality but also make my life more meaningful and rewarding.
Yours sincerely,
xuexila.com/shenqing/
德國(guó)留學(xué)碩士申請(qǐng)指南
德國(guó)的碩士學(xué)位一般都是二年制，而且是授課制的碩士學(xué)位，不像國(guó)內(nèi)是研究型的碩士學(xué)位。碩士期間主要任務(wù)是上課，修學(xué)分，最后有半年左右的時(shí)間去做畢業(yè)設(shè)計(jì)。由于很多德國(guó)高校要求比較嚴(yán)格，因此很多同學(xué)需要兩年到三年才能畢業(yè)，甚至有四年的情況。
碩士學(xué)位分英語(yǔ)授課和德語(yǔ)授課。畢竟德國(guó)是德語(yǔ)國(guó)家，相對(duì)來(lái)說(shuō)德語(yǔ)授課的項(xiàng)目比較多，尤其是在東德和南德地區(qū)。在開(kāi)放程度比較高的西德地區(qū)，英語(yǔ)和德語(yǔ)已經(jīng)可以做到一半一半了。
碩士申請(qǐng)條件和材料：
不同學(xué)校，不同專業(yè)和項(xiàng)目對(duì)材料要求都不太一樣，但是大同小異，下面列出一些必須的材料
1.學(xué)歷學(xué)位證明(也就是你的畢業(yè)證學(xué)位證，如果在讀的話需要提供在讀證明，拿到學(xué)歷學(xué)位證之后再提交)
2.成績(jī)單(成績(jī)單對(duì)于碩士申請(qǐng)是非常必要的，申請(qǐng)熱門(mén)學(xué)校熱門(mén)專業(yè)需要有一個(gè)好的學(xué)分績(jī)點(diǎn))
3.語(yǔ)言證明(英語(yǔ)授課的項(xiàng)目一般需要雅思，有的學(xué)校也會(huì)要求托福，德語(yǔ)授課項(xiàng)目需要德福或者DSH成績(jī))
4.個(gè)人簡(jiǎn)歷動(dòng)機(jī)信(這也是體現(xiàn)個(gè)人實(shí)力的重要文件)
5.APS審核(APS審核越早通過(guò)越好)
APS審核是專門(mén)針對(duì)中國(guó)等少數(shù)幾個(gè)國(guó)家的，以前是沒(méi)有的，但是德國(guó)高校發(fā)現(xiàn)太多的學(xué)生學(xué)歷造假，就有了APS審核這么一步。APS審核的主要目的是驗(yàn)證你學(xué)歷的真假，同時(shí)會(huì)考你一些專業(yè)相關(guān)的基礎(chǔ)知識(shí)。只要你是真真正正的大學(xué)畢業(yè)，而且專業(yè)學(xué)的不至于太差，好好準(zhǔn)備下德語(yǔ)或者英語(yǔ)專門(mén)名詞，APS審核都是可以通過(guò)的。
語(yǔ)言問(wèn)題
你如果申請(qǐng)英語(yǔ)項(xiàng)目的話，你需要提供英語(yǔ)語(yǔ)言成績(jī)，或者通過(guò)招生面試。如果是德語(yǔ)授課，個(gè)人推薦在國(guó)內(nèi)考過(guò)了德福再來(lái)。如果你是在德國(guó)上語(yǔ)言班，大多數(shù)學(xué)生會(huì)選擇考各個(gè)大學(xué)的DSH。也就是說(shuō)要么過(guò)了德福，要么過(guò)DSH。
申請(qǐng)時(shí)間
德國(guó)學(xué)校分為春季學(xué)期和冬季學(xué)期，春季學(xué)期申請(qǐng)截止一般是上一年的10月到11月份左右，冬季學(xué)期申請(qǐng)的截止日期一般是本年的5月份左右，具體時(shí)間以學(xué)校為準(zhǔn)。
德國(guó)留學(xué)新興專業(yè)解讀
一、災(zāi)害預(yù)防和災(zāi)害管理：波恩大學(xué)的碩士專業(yè)
波恩大學(xué)災(zāi)害預(yù)防和災(zāi)害管理(KaVoMa)碩士專業(yè)旨在培養(yǎng)負(fù)責(zé)保護(hù)民眾和重要基礎(chǔ)設(shè)施的管理人員。
在讀學(xué)生和畢業(yè)生有的在政府機(jī)關(guān)工作，也有些在醫(yī)療衛(wèi)生行業(yè)或私營(yíng)企業(yè)工作。KaVoMa畢業(yè)生、供職于德國(guó)電信的危機(jī)管理專家談到了新冠疫情的應(yīng)對(duì)：“我學(xué)到的關(guān)于結(jié)構(gòu)性危機(jī)管理、反應(yīng)級(jí)別和人事管理方法的知識(shí)都特別有幫助?！?/p>
二、"結(jié)構(gòu)工程中的災(zāi)害與風(fēng)險(xiǎn)"：魏瑪包豪斯碩士專業(yè)
如果被自然災(zāi)害摧毀，再好的基礎(chǔ)設(shè)施也毫無(wú)用處。魏瑪包豪斯大學(xué)的“結(jié)構(gòu)工程中的自然災(zāi)害和風(fēng)險(xiǎn)”碩士專業(yè)培養(yǎng)能夠防止這種情況發(fā)生的國(guó)際專業(yè)人才。工程師們使用最先進(jìn)的設(shè)備進(jìn)行風(fēng)險(xiǎn)評(píng)估，并為地震、風(fēng)暴和洪水等災(zāi)害尋求解決途徑。
三、、“國(guó)際組織和危機(jī)管理”：耶拿大學(xué)碩士專業(yè)
耶拿大學(xué)為此新開(kāi)設(shè)了一個(gè)碩士專業(yè)國(guó)際組織與危機(jī)管理。
從歐元危機(jī)到難民危機(jī)，再到新冠大流行，從2020/21年冬季學(xué)期起，新設(shè)置的碩士專業(yè)“國(guó)際組織與危機(jī)管理”將探討這些極為不同的領(lǐng)域?！拔C(jī)之后，便是危機(jī)之前”，耶拿大學(xué)的Rafael Biermann教授說(shuō)。
“問(wèn)題在于，危機(jī)有哪些共同點(diǎn)，以及我們?nèi)绾蝸?lái)應(yīng)對(duì)它們?！睘榇耍@位政治學(xué)家和他的同事希望與學(xué)生們一起專門(mén)研究國(guó)際上政府組織和非政府組織的工作，重點(diǎn)聚焦聯(lián)合國(guó)難民署、世界衛(wèi)生組織、國(guó)際紅十字會(huì)和無(wú)國(guó)界醫(yī)生等機(jī)構(gòu)。
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2021個(gè)人德國(guó)碩士留學(xué)申請(qǐng)書(shū)格式
