第一篇：陈嘉庚办学说课稿
诊断学说课稿(体格检查)
正常心脏检查说课稿
尊敬的各位评委老师上午好，我是临床学院诊断教研室的**，我今天的说课题目是《正常心脏检查》(转身写板书)，下面我将从教材分析、教学目标、教法学法、教学过程、教学反思五个方面来对本课进行说明。
一、教材分析：
本节课理论教材采用第8版人民卫生出版社的《诊断学》，主编：万学红;实训教材采用我校自行编写的《诊断学实验指导》。诊断学是论述诊断疾病的基础理论、基本技能和基本方法的一门学科。在此之前学生已学习了诊断学体格检查的相关理论知识，为本节课的学习奠定基础。本节课的内容在全身体格检查中占据重要地位，为今后的临床见习、实习打下基础。正常心脏检查是临床医生必备的操作技能，同时也是执业医师资格考试的重要内容。
二、教学目标：
本节课为本学期第五次实验课的内容，授课对象是临床专业大三学生，根据本节课的内容，结合学生的理解和掌握程度，制定了以下教学目标。
1、知识目标：通过本节课的学习掌握心脏检查的顺序、内容及方法;准确叩出心脏相对浊音界(重点+难点);心脏听诊能分辨第一心音与第二心音(重点);掌握心脏检查结果的正确描述方法。
2、能力目标：通过本节课学习首先掌握心脏检查的正确手法;其次通过模拟临床实景分组互相练习，锻炼学生动手操作能力，培养学生沟通交流、解决问题的能力;最后使学生逐渐树立一种医生的责任感。
3、情感目标：通过本节课的学习使学生了解临床工作中需要的态度。不断激发 并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以 使他们树立自信心，增强克服困难的意志。(认真、细致、谦虚、谨慎)。
三、教法学法：
1、板书讲授(5min)：采用黑板板书方式讲解实验课安排。根据每个班级学生的知识掌握程度来适时的调整讲课时间快慢。
2、教学视频播放(10min)：采用多媒体播放全身体格检查中正常心脏检查教学录像。(录像形象、生动;可重复播放重点;调动学生的注意力及兴趣)。
3、教师演示(30min)：教师示教更直观，更清晰，重点手法可重复演示。学生更集中注意力，教师更易观察学生学习的反应反馈，便于及时的调整教课内容、速度。
4、学生练习(90min)：模拟临床实景学生两人一组交替练习，教师巡回，指出错误。
四、教学过程：(160min) i. 导入新课5min
因为本节课重点在于心脏的叩诊，而我们采用的是间接叩诊法，因此我会先带领学生一起回忆并练习一下之前学过的间接叩诊的手法，注意事项并及时纠正同学们的错误。便于接下来本节课的学习。 2.讲授新课15min
首先，我会采用黑板板书形式书写本节课目的要求、实验内容概要，并用符号强调其中的重点、难点。然后采用播放视频的方式，化抽象为具体，使学生更清楚本节课所要学习的内容，心中有一个大致的概念、轮廓。并带着针对视频中不清楚的问题开始接下来的教师演示示教。 3.教师演示示教30min
看过视频后学生会对本节课的学习产生兴趣，跃跃欲试，此时，我会请一个学生作被检查者由我进行正常心脏检查的示教，示范时重点强调检查的顺序，叩诊的顺序(先左后右，由外向内，自下而上，并进行标记，测量);听诊的顺序(五个区)。重点内容强调手法。与此同时，我也会观察学生们的反应，来调整我的示教速度。并且我将适时提出一些小问题来集中学生的注意力。
4.分组练习90min
学生两人一组交替练习，中间我会巡回指导，一组一组的查看，保证每个人的手法操作我都看过一遍，及时纠正学生练习过程中的错误手法，并回答学生练习中提出的问题。 5.学生演示15min
在本次实验课结束之前选1~2名同学做1~2项正常心脏检查项目，操作演示，其他人一起在旁观看，纠错，及时发现问题，最后指出同学最常见的共性错误。
6.留置作业 5min
本节课快结束时我会布置一下作业，便于督促学生回去后加强对本节课知识的回顾复习。自己先根据自身的表现，总结自己的优点、缺点;并通过学生的反馈和评价作出相应的调整和改进，从而更好地提高自己的教学水平、方法。
五、教学反思：
通过实际的教学后，进行反思。 对教学目标的反思
1、对知识、能力、情感三维教学目标是否全面落实。
2、对重点、难点是否把握准确。
3、对学生的知识、心理状态是否了解。
对教学技能的反思
1、讲授的知识是否正确，语言是否规范简练。
2、板书设计是否合理，书写是否工整。
3、教具的使用是否得当，实验操作是否熟练、规范。
对教学方法和手段的反思
1、是否面向全体学生，兼顾两头。
2、是否注重了学生的参与意识。
3、教学方式、手段是否多样化。
总之，对课堂的设计，我始终在努力贯彻以教师为主导，以学生为主体，以问题为基础，以能力、方法为主线，有计划培养学生的自学能力、观察和实践能力、思维能力、应用知识解决实际问题的能力和创造能力为指导思想。并且能从各种实际出发，充分利用各种教学手段来激发学生的学习兴趣，体现了对学生创新意识的培养. 以上就是我的说课内容，谢谢各位老师的聆听!望提出改进意见!谢谢!
第二篇：高中英语教学说课稿
在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。以下是小编整理的高中英语教学说课稿，欢迎阅读。
高中英语教学说课稿1
Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you.
I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.
Part 1 Teaching Material
The content of my lesson is New Senior English for China Book___ Unit____________________. This unit is about____________________ (topics). By studying of this unit, we’ll enable students to know_________________________ and develop the interest in___________________. At the same time, let the students learn how to____________________ (functional items). From this lesson, it starts___________________________(structures). (As we all know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing.) Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.
Part 2 Teaching Aims
According to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:
1.Knowledge objects (语言目标：语音，词汇，语法，功能，话题)
(1)The Ss can master the usage of the important words and expressions.
(2)The Ss can use the __________________ (grammar) in the proper situation.
(3)The Ss can understand the content of the lesson, talk about _______________________ (information) and get their own idea about _______________________________.
2.Ability objects (技能目标：听，说，读，写)
(1) To develop the Ss’ abilities of listening, speaking, reading and writing
(2) To guide Ss to set up effective studying strategies.
(3) To improve the student’s reading ability, especially their skimming and scanning ability.
(4) To train the Ss’ abilities of studying by themselves and cooperating .
3.Emotion or moral objects (情感目标：兴趣，自信，合作，爱国，国际视野)
(1)By completing the task, the Ss increase their interest in ____________________and set up self-confidence in _____________________.
(2)Teach the Ss_________________________, put the moral education in the language study.
Part 3 the Important and Difficult Points
Based on the requirement of the syllabus.
The important points are__________________________ such as ______________.
The difficult points are_________________________ for example_____________.
Part 4 Teaching Methods
As is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .
1. Communicative Approach(交际教学法)
2. Whole Language Teaching(整体语言教学法)
3. Task-based Language Teaching (任务教学法)
4. Total Situational Action (情景教学) a “scene — activity” teaching method , it establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.
Part 5 Teaching Procedure
Step 1. Lead-in. (_____min)
___________________________________________________________________
Purpose of my design: (1) to catch Ss’ attention about the class/topic/passage.
(2) To set up suspense/develop interest in _______________.
Step 2. Pre-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Let Ss _____________________________________________________________
Task 2. (Individual work, pair work, group work, class work; _____min)
___________________________________________________________________
Now, let’s see what happened to the_______________/ let’s check whether it is right or not.
Purpose of my design: (1) to get to know something about the _________________.
(2) To have a better understanding about the importance of ___________________.
Step 3. While-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
Skimming: Ss should read the material fast to find out the main idea/topic sentence for each paragraph.
Para 1 ___________________
Para 2 ___________________
Para 3 ___________________
…
Task 2. (Individual work, pair work, group work, class work; _____min)
Scanning: Listen to the tape part by part to finish ___________________________.
Task 3. (Individual work, pair work, group work, class work; _____min)
Scanning: Guide Ss to read the material carefully and take some important notes, then answer the following questions.
Task 4. (Individual work, pair work, group work, class work; _____min)
Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the following chart.
Purpose of my design: Enable students to understand the given material better by using different reading skills. And proper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.
Step 4. Post-reading
Task 1. (Individual work, pair work, group work, class work; _____min)
(接task3)Ask Ss to close books and finish the summary according their notes.
(接task4)Retell the story /Sum up the passage in Ss’ own words according to the chart.
Task 2. (Individual work, pair work, group work, class work; _____min)
Discuss _______________________________________________with other group members and then choose a reporter to share their opinions about ____________________________________ with the whole class.
Purpose of my design: I think If the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.
Step 5. Homework
1. __________________________________________________
2. __________________________________________________
Purpose of my design: Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.
高中英语教学说课稿2
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.
In the reading process, I will focus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently. My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.
Section 1 Analysis of the teaching material
The selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.
Section 2 Identifying the teaching aims
Based on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:
The 1st aim: Students learn the skills and strategies to read a prolonged text.
The 2nd aim: Students get a better understanding of what a gap year is.
The 3rd aim: Students are encouraged to figure out the implied meaning.
The 4th aim: Students are familiar with various expressions or approaches to express the same idea.
Section 3 Teaching procedures
In order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approaches. With the teaching methods, I can guide students to use effective reading strategies to browse the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main facts, reading between the lines and responding the text.
Part 1 Getting ready
Reading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students ‘concentration, arouse their curiosities, fire their imagination and give them a purpose for reading.
The part consists of two tasks:
Task 1: A time machine I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing. After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university. Yes, at this time next year, most of you will be studying in a university .(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading)
Task 2: Brainstorming After the summary, I go on to show some more pictures of British fresh students from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Paragraph1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university (With the task, I excite students’ desire to know more about what their British equivalents will do before going to a college. With the question in mind, students will definitely be eager to listen to the tape to find the answer )
Part 2 Focusing on main facts
During the part, I will ask the students to answer the question—what does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text.
The part includes six tasks:
Task 1:Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table (With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article)
Task 2: Matching After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading: Whom do the results belong to? Carol________ Daniel________ Martin_______
A felt being part of another culture B be more independent
C found it challenging and rewarding D felt that it was a special experience
E ready to face challenges in the future F learnt how to deal with difficult situation
G felt like she really made a difference H learnt a lot about getting on with local people (With the task, students learn to use a table to gather the main facts about the three British students They’ll know that a table is of great help in their future reading)
Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year (With the task, students are expected to grasp the theme of the article. The task serves as a bridge, which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs)
Task 4:Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or be a charity volunteer (The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year)
Task 5: History of the gap year I play a second VCR and get students to answer the question: When did the gap year start in the UK? (The task enables students to have a good knowledge of the history of the gap year)
Task 6: Comments The second, third, seventh, eighth paragraphs deal with theme of the government, universities, employers and the public on students taking a gap year before going to college. I get students to read the four paragraphs to gather theme and complete the table (The task helps students get a further understanding of the role. A table plays in helping gathering main facts or opinions).
Part 3 Read between the lines: In third part, I will encourage the students to answer the question—what does the author mean? As we know, information in a reading passage is not always stated directly. Sometimes students have to infer, or make guesses according the information which is available in the reading. So in this part, the students are asked to infer the implied meaning, distinguish the main ideas from the supporting details. The part consists of three tasks.
第三篇：陈嘉庚先生与嘉庚精神
内容摘要：文章从陈嘉庚先生个人与嘉庚精神两方面，对嘉庚先生生平事迹 、所做的的贡献及其所体现的精神，以结合实例、历史文献的形式进行阐释和论述，着重阐述嘉庚精神重要的组成部分——“诚毅”校训 。又结合具事例赞颂先生勤俭质朴、无私奉献的精神。他个人及其精神对后人产生了深远影响，激励着一代又一代人对国家、社会做出贡献。
关键词：集美
爱国 诚信 果断 勤俭质朴
闽海之滨有我集美乡，山明兮水秀，胜地冠南疆。我作为一个出生在河南的孩子，虽然对集美感到陌生，但还是听闻过陈嘉庚这位伟大的人物。小学时，学习思想品德课程时，他作为爱国主义精神阐释的典型出现在我们的学习生活中，他的爱国主义精神激励着一代又一代人。很荣幸地，多年后的今天，我步入了嘉庚精神的发源边缘地，进入了厦门海洋职业技术学院就读。在这里，我有了更多的时间和机会了解校主陈嘉庚、更深入认识嘉庚精神。 入学后不久，我们进行学前教育，课堂上老一辈学院工作者对校史及嘉庚先生进行了介绍，让我了解了学院从1920年走到今天的艰难历程，也让我对嘉庚精神产生了浓厚的兴趣。从老师对陈嘉庚事迹的介绍，到网络的搜索，再到书籍文献的阅读，我逐渐被校主高尚的品质和道德情操所折服，被他崇高的爱国主义精神所震撼。从嘉庚精神的学习中，我更加具体的了解了校主的生平事迹。嘉庚先生不仅是中国近代史上一位杰出的实业家也是一个有骨气的爱国主义者。、有人这样评价他，“他的一生爱国爱的异常真挚，爱乡爱的格外深沉。”嘉庚早年离开故乡集美，远赴南洋经商，后创办南洋实业，成为东南亚工商巨子，一代“橡胶大王”在他长达几十年的奋斗生涯中他把毕生的经历贡献给了民族的独立解放和祖国的统一富强,同时他倾尽所有兴办教育成为中国乃至世界倾资兴学的第一人。他认为：“教育不振则实业不兴,国民之生日细”,把兴办教育和实业发扬民族文化同振兴中华联系起来，来实现他报效祖国的抱负。于是他秉着博大的胸怀和献身精神将自己在海外的一切的成果献给祖国献给家乡献给培养下一代的教育事业。
在全国抗战暴发后陈嘉庚更是领导”南侨总会”团结华侨奔走呼号支援祖国抗战,拥护实行持久抗战和全民抗战,成为抗日民族统一战线的一面旗帜.新中国成立后,陈嘉先生回国,致力于的社会主义建设，鼓励华侨支持家乡建设，积极推进华侨爱国大团结，努力促进祖国的和平统一大业。他的爱国主义思想更得以充实，升华，光彩夺日。
在“嘉庚精神”的探求中，校训“诚毅”是我印象最深的，这是陈嘉庚先生的独创，亦是嘉庚精神的重要组成部分。“诚”诚，信也，诚者，自成也。“诚”自古以来就是中华民族的美德。陈嘉庚以身作则。严于律己，不仅是这种美德的倡导者，而且是其实践的模范。1904年，陈嘉庚父亲所经营企业破产，欠债20多万元巨款。按照新加坡的法律“父债子免还”况且陈父当年因破产而抑郁成疾不幸去世，但以信誉为重的陈嘉庚虽然经济拮据，却宣布白手创业的陈嘉庚艰苦奋斗了4年，终于有些盈利，他便不顾亲友反对，花了许多精力找到债主，连本带利还清了父亲所欠的债务。当时曾有人说他“傻”。他说：中国人取信于世界，决不能把脸丢在外国人面前!我们中国人一向言必信，行必果。”陈嘉庚“一诺千金”的信誉迅速传遍了东南亚。他在1969年《南侨回忆录牟言》中写到：对于轻金钱，重义务，诚信果毅，嫉恶好善，爱乡爱国诸点，尤所服膺向往，而自愧未能达其一，深愿与国人共勉之也。“同年尼赫鲁访问新加坡。陈嘉庚在欢迎会上致辞，题为《领袖与诚信》，指出无论商界政界，诚信都是无价之宝，是成功的保证，他也曾在公司的章程中灌输这样的警语，“日日
思无过，不如日日能改过”，“与同业竞争，要用优美精神与诚恳之态度”，体现了嘉庚精神在诚实诚意方面的规定，“毅”便是果敢坚毅，《论语·秦伯》解释，“毅强而能断也”，士不可不弘毅，任重而道远，陈嘉庚的“毅”是非凡的，尤其表现在他持续办学，攻揭奸贼，坚信胜利，著书演讲，经营实业等各个方面，他毕生的艰辛历程正是这种毅力的真实写照。早年就在新加坡讲过，“世界无难事，唯在毅力与责任耳”，1937年，在经费极其困难的情况下，他仍然坚定的说：“宁可变卖大厦，也要支持厦大”，“敌人一边炸，我们一边建;今天被炸毁了，明天在建造起来!”这些，深刻的证明了他为了创办和维护厦大，已尽了最大的努力，做了最大的牺牲，这也激励了许许多多后来人。李光前、陈文确等无数的海外华侨受嘉庚精神影响，回到祖国斥资兴学，为集美乃至全国的教育事业做出了巨大的贡献。 我们常常会感叹集美学村的宏伟壮观，但过去嘉庚故居的人都知道，尽管他是一位名冠南洋的富商，但他一生勤俭质朴，他为集美和厦大创造了许多高楼大厦，自己却住在一所简朴的二层楼房，嘉庚先生一生节衣缩食，穿戴随便，居家摆设也极其简陋，他的床铺、沙发、写字台是“老”字号的，蚊帐衣服鞋袜是“补”字号的，居室简陋，陈设简单，他的生前好友黄奕欢，在陈嘉庚追悼会上曾说：“只要你看到他平日起居饮食的自俸勤俭，简直叫你不敢相信，谁会相信衣服上多补缀的人尽是慨献千万元兴学的人呢?谁会相信时不时叫一角钱汤面充饥的人。竟是闻名天下的陈嘉庚呢?”陈嘉庚信奉，“勤能补拙，俭可养谦”的古训，对勤俭的认识极其深刻，并且实践长久，展示了中华民族勤劳简朴的传统本色，也成为了陈嘉庚精神在国内普遍适应性而盛扬的源泉之一。他身体力行，一生奉行的信条是：“该用的钱，千万百万也不要吝惜;不该用的钱一分也不要浪费。”他用钱的最重要原则是处处为国家为社会着想，而不是为个人和子孙打算。先生倾尽一生所有兴办教育，留下了许多佳话。 对嘉庚精神的学习与探求中，我深深的被感染着。嘉庚精神“诚”与“毅”，这正是我们21世纪年轻一代所需要具备的，特别是作为海院的一名学子，“近水楼台先得月”，没有人比我们更有条件沐浴在他的光辉，感受他的光辉，耳濡目染他的拳拳赤子之心。诚毅校训是我们学校的精神和灵魂，我们要把“诚毅”二字中心藏，诚以待人，毅以处事，不辜负校主当年的殷切期望，我们要大力弘扬嘉庚精神，做到爱国爱乡，自强不息;做到诚信果毅，勤俭节约;做到崇尚科学，开拓创新。
参考文献：陈嘉庚《南侨回忆录》香港草原出版社1979
《论语·秦伯》山东人民出版社2007
第四篇：陈嘉庚阅读答案
陈嘉庚是福建省同安县集美人，青年时期到南洋经商，成为富翁。他热心于祖国的文化教育事业，从1913年起，他陆续创办和赞助了许多学校，著名的厦门大学就是他出资兴1951年，陈嘉庚定居集美后，就立即主持了厦门大学和集美学校的规划、扩建工作。一天，陈毅到厦门视察(陈毅当时任华东军区司令员兼上海市市长)，特意到集美拜望陈嘉庚。
一阵汽车喇叭声后，一辆黑色轿车在一幢年久失修的两层小楼前停住。陈毅从车里出来，双手反剪在背后，侧着头看着这幢小楼，它和集美座座高楼形成了鲜明的对比。
陈嘉庚把陈毅请进屋里。屋里陈设极其简单。办公室同时也是卧室，床上挂的蚊帐已经发黄，打了好些补丁，那是抗战时买的，已经用了好些年了。办公桌上放着一个倒扣的破瓷碗。上面立着半根蜡烛，那分明是自制的烛台。屋里还有两张沙发，不成对了，一张看来已经无法翻修;另一张蒙上了皮面，显然是新修过的。陈嘉庚请陈毅坐皮面沙发，自己坐破的。
陈毅看了陈嘉庚的住房和屋内陈设，心中颇有感触，脸上浮现出很复杂的表情。他随手从茶几上的瓷盘里拿起一块糖，一边剥着包装纸，一边说道：“嘉老，您让我又想起了延安!”陈嘉庚说：“比延安好多了。毛主席当年用的桌子比这还破旧。我这些东西是旧了些，但都能用。”陈毅站起来，踱到窗前，看看窗外幢幢高楼，不由地赞叹道：“嘉老，您真是先天下之忧而忧，后天下之乐而乐呀!”“惭愧!不敢当!不敢当!”陈嘉庚说，“我多存一分钱，也就为国家多存一分钱，积少成多，用来兴办学校，多出人才，振兴祖国。这是我一生的心愿啊!”
听了这话以后，陈毅紧紧地握住陈嘉庚的双手，激动地说：“我们的后代会永远记住您的。”
今天，当你走进厦门大学时，可以看见一座塑像，那就是陈嘉庚。
(1)“嘉老，您让我想起了延安!”联系上下文，写出你对这句话的理解。
(2)用“‖”给短文分段。
(3)用两三句话写出短文的主要内容。
(4)读一读短文中画线句子，想一想，此时陈毅心里会想些什么?根据短文的有关内容，想像一下当时陈毅的心里活动，用几句连贯的话写下来。
(5)读了短文后, 你觉得陈老先生哪些方面值得你学习? 你有哪些想法? 用一两句简要的话写出来。
参考答案：
1)这句话说的是陈老的生活非常俭朴，就像红军战士当年在延安一样。
(2)第一段(第1自然段)第二段(第2—6自然段)第三段(最后一段)
(3)从陈毅拜访陈老先生的所见所闻，表现了陈老为了祖国，甘于清苦的高尚思想。
(4)答：陈老啊，您太清苦了。您是一位爱国的富翁，怎么能这样生活和工作下去。我们一定要关心您，我们的后代一定会永远记住您的。
(5)答：陈嘉庚先生生活简朴、兴办学校、振兴祖国的高尚品德是永远值得学习的。我希望
将来能考上厦门大学,为陈老先生争光,为中华民族伟大复兴作出新的贡献。
建的。但他一生却过着极其筒朴的生活。
第五篇：陈嘉庚精神论文
毅搏人生
陈嘉庚光辉的一生孕育了了伟大的陈嘉庚精神，我想他爱国奉献的精神是值得令人敬佩的，诚实守信的品格是美德的典范，艰苦朴素的习惯是生活的榜样，与时俱进的思想是我们时代的创新，但是我认为陈嘉庚最基础在于他刚健过毅，坚忍不拔的自强精神，这是伟人最明显的标志，也是我们青少年最缺乏的。
正如陈嘉庚的语录：世上无难事，唯毅力与责任耳
陈嘉庚刚健过毅，坚忍不拔的自强精神使他自己在生活的磨练中孕育了自己的伟大精神，他以自己坚毅的情操完善了自己的人格，使得在人生的道路上永不屈服. 我们现阶段将面临社会，首先就是需要坚毅的精神才能在社会上立足。无论在什么样的环境下都应该要百折不挠，方才有机会创出自己的人生。
孟子说：天将降大任于斯人，必先苦其心志，劳其筋骨，饿其体肤这句话不正是说明了欲将成大事，要有坚毅的精神，陈嘉庚自己也说过：“畏惧失败才是可耻的”，“ 世上无难事，唯有毅力与责任耳”。他乐于在实践中磨练自己的意志和品格。他一生屡受挫折而绝不屈服，身处逆境而奋起抗争，几经波折而处变不惊，为“毅以处事“做了最好的诠释。
陈嘉庚在1890年秋接到了父亲的来信，催他前往新加坡佐理商业。他远渡重洋，开始了她随父亲学商的经历。13年奔波，他父亲的事业倒闭，他开始自己创建公司，并替父还债。这不仅是诚心与孝道的表现，同时不也是他坚韧的表现吗？没有一颗坚毅的心，怎么能担起重任，怎么能在逆境中再度发展。
陈嘉庚以倾咨兴学闻名海内外，但很多人他办学的艰辛，他虽然好沉拥有千万资产，其实由于特承担了沉重的校费，经济长期不佳，从1913年创办集美小学的一年后，就有感于“银根无时宽舒，常侵欠银行多少款项”。 1918年创办师范、中学后，就开始在银行挂债30余万远。在创办厦门大学和 集美水产、商科、女师的1919年至1922年，经营收入与支出相抵，这期间的总支出410万元。到了企业鼎盛时期的1925年，虽总资产1500万元，当银行的债务已增至3000万元，但实际izich仅1200万元。这个阶段是陈嘉庚经济较好的夹断，但是，1926年开始，就出现困难，而且经济每况愈下。
1 这一起一伏，陈嘉庚百折不挠的精神支撑的他，在经济困难的时期，“世上无难事，唯毅力与责任耳”这句语录便一直是特赖以支撑兴学的精神支柱，也是现在立于诚毅长廊鼓舞大家的志语。1926年至1928年，胶价暴跌。没担由约18元下降到约80元，他所经营的各业：均无利可收“，而支出达490余万元，其中厦集两校校费220余完员，银行利息130余万元，无奈量词出售校园11000英亩以冲抵。这是陈嘉庚始料未及的，两校的建设受到了很大的影响。厦大已动工的校舍竣工后，不在续建，集美学校的建设工程也暂时停工了，原拟在国内建3座图书馆的筹备工作也停止了。陈嘉庚说：“此为我一生最抱憾、最失意之时间。”在这之前，他“凡有盈余，尽数可加入教育费„„迨至今日方悟公益事业非艰难辛苦不为功”，但振兴祖国不外事业与教育，“经营地方之利，仍还地方之益，一息尚存，此志不减”。
1929年至1931年8月，陈嘉庚的企业受到世界资本主义经济大危机的袭击，持续多年，胶价一跌再跌，没担由约80元，猛降至七八元。这期间的收入“只供义捐及家费”，而支出仍达28余万元，其中厦集两校经费90余万元，银行利息120余万元，致加欠银行100万元，积累欠债400万元。当时，有人曾劝说陈嘉庚减少逐月会给集美、厦大的经费，陈嘉庚回答：“我吃稀粥，佐以花生仁，就能过日，何必为此担心。”不久之后，有一同安乡也好意劝他停止校费以济营业之急，他坚决不肯，说：“余不忍放弃义务”，表达了“毅力维持”集厦两校的决心。
在1937年7月7日，日本帝国之一发动了侵话战争开始，厦门集美大学都没临着诸多困难，处于苦撑之中。陈嘉庚艰苦支撑着，弦歌不辍，甚至于卖掉了大厦，维持教学。直到有了民国政府的帮助才使得校园慢慢恢复，而后在校友和学子们的努力下开始复兴。新中国成立后，陈嘉庚收到鼓舞，开始扩建学校。
所谓九十九个困难，只要有一个坚强的意志就不困难。
现今厦大、集大都已学子万千，传承着陈嘉庚精神。陈嘉庚以自身的毅力铸就了一座历史的丰碑，给予学子们深远的教育。他百折不挠的精神鼓舞着了无数学子，要永不放弃。
伟大人物的最明显标志，就是他坚强的意志，不管环境变换到何种地步，他的初衷与希望仍不会有丝毫的改变，而终于克服障碍，以达到期望的目的。陈嘉庚先生呕心沥血地创建两校，不畏任何困难，当之无愧为一代伟人。
2 古往今来，成就一番事业的无不有陈嘉庚这种百折不挠的精神
春秋时期有越王勾践被吴王夫差打败后，力图雪耻，激励自己，在屋内悬一苦胆出人、坐卧都要尝尝，使不忘受辱之苦。睡觉时不用床铺和被褥，睡在木柴上面，使不忘亡国之痛。经过这样多年的磨砺，终于使越国强盛起来，打败了吴国。 这不正是个有大毅力的人，.才能忍辱负重成就大事
《钢铁是怎样炼成的》这本闻名于世界的书籍阐述了铁一般的毅力，他的作者尼古拉.奥斯特洛夫斯基就同书中的保尔.柯察金一道，成了世界上千万千万有志青年的楷模。
1904年，奥斯特洛夫斯基出生在乌克兰一个工人家庭，父亲是一家酿酒厂的季节工，母亲在大户人家当厨娘，家境十分贫寒。因此，他只念了三年的书，十岁左右就开始干活谋生。。13岁的时候，他就开始积极参加革命活动1919年7月，奥斯特洛夫斯基的家乡成立了共青团，他成了第一代共青团，并参加红军奔赴前线同白匪军作战。第二年在一次激战中，他的头部、腹部多处受伤，右眼因伤而丧失了80%的视力。严重的伤痛使奥斯特洛夫不得不离开队伍。然而，伤势刚刚有所好转，他就以高度的革命自觉性转入劳动建设，先是到一家铁路工厂当助理电机师，后又自愿报名参加突击队，投入修筑铁路的艰苦劳动。在工地上，他染上了伤寒并患了风湿病，常处于昏迷状态。这场大病还未痊愈，他又积极参加在第伯聂河上抢捞木柴的紧张劳动。因为长时间泡在齐腰深的冰水中，致使风湿病更加严重，又很快迸发了多发性关节炎，肺炎。从此失去了最起码的健康，并日趋恶化，到1929年，他全身瘫痪，双目失明，完全失去了活动能力，但他丝毫也不悲观消沉，“只要心脏还没有停止跳动，就要使自己成为一个对党有用的人。”学习文学创作，是躺在病床上的奥斯特洛夫斯基找到的“进入生活的入场券”。 1927年底，奥斯特洛夫斯基在与病魔做斗争的同时，创作了一篇关于科托夫骑兵旅成长壮大以及英勇征战的中篇小说。两个月后小说写完了，他把小说封好让妻子寄给敖德萨科托夫骑兵旅的战友们，征求他们的意见，战友们热情地评价了这部小说，可万万没想到，手稿在回寄途中被邮局弄丢了。这意外的打击对他来说，实在是太残酷了，但这并没有挫败他的坚强意志，在参加斯维尔德洛夫共产主义函授大学学习的同时，他开始构思规模更大的小说——《钢铁是怎样炼成的》。1934年小说出版，获得了巨大的成功，他也被吸收为苏联作家协会 3 会员。随后，奥斯特洛夫斯基开始创作另一组三步曲长篇小说《暴风雨中诞生》，以表彰他在文学方面的创造性劳动和卓越贡献。1936年12月，由于重病复发，奥斯特洛夫斯基在莫斯科逝世。一个一生遭遇艰难的却以坚持不懈的毅力奋斗着，也是和陈嘉庚精神一般，坚忍不拔的奋斗着。
毛泽东也曾说过：百丈之台，其始则一石耳，由是而二石焉，由是而三石，四石以至于千万石焉。学习亦然。今日记一事，明日悟一理，积久而成学。陈嘉庚精神语录中也有这么一句话：“欲成大事，先行小事”。每一个人都是要以大毅力，从生活中的点点滴滴做起，即便是在艰苦的环境下，也能锲而不舍的为目标努力奋斗，才能做出一番大事业。
历史的道路不是涅瓦大街上的人行道，它完全是在田野中前进的，有时穿过尘埃，有时穿过泥泞，有时横渡沼泽，有时行经丛林。陈嘉庚先生便是以他的坚毅，在历史的道路上奋勇闯出。
陈嘉庚精神是我们最宝贵的精神财富，我们每一位学子都应要深刻的去理解陈嘉庚的精神，学习他的“立身人格”，坚毅的在人生的道路上奋勇前进。