1992 SAVE PROCEEDINGS
THE TEAM LEADER AS TEACHER
Roger B Sperling, CVS
VE Site Coordinator, Plant Engineering
LAWRENCE LIVERMORE NATIONAL LABORATORY
Livermore, California
Roger B Sperling, CYS, is VE Site Coordinator and Associate Division Leader
for Plant Engineering at Lawrence Livermore National Laboratory. He has a BS
in Engineering from UCLA. Mr. Sperling is responsible for coordination of all
Laboratory VE activities. He conducts in-house VE studies and monitors studies
made by VE consultants.
He was Chief Mechanical Engineer at Fredriksen Engineering for 7 VEars and
for 13 VEars designed air pollution control systems and developed remote
sensing methodologies. He has published papers on air pollution measurements
and value methods. Mr. Sperling is President of the San Francisco Bay Area
Chapter of SAVE.
ABSTRACT
The VE Team Leader must always be prepared to assume the role of Teacher to improve the training and enrich the experience of construction value team members. The VE team is an ideal setting not only for creative thinking but also for group learning. Each phase of the VE Job Plan provides opportunities to teach, coach and guide team members to maximize their personal contributions and enhance team performance.
_____________________
Not many of you should become teachers, my brothers and sisters, for you know that we who teach will be judged with greater strictness. -
James 3:1 NRSV
_____________________
INTRODUCTION
There are many demands on the VE Team Leader, many roles to be filled. The most prominent is that of facilitator for the VE team. But another vital role is that of Teacher, which is different from facilitator and essential in achieving optimum team performance. Because value team members are not equal in training and experience, teaching skills must be applied to help them reach their potential performance.
This discussion is directed to non-CVS Team Leaders who must lead value teams without the experience of having taught a 40-hour VE workshop. It is presented in four parts: "Who to Teach" and "Who Teaches" outline conditions Team Leaders face which necessitate them becoming teachers and styles for teaching teams; "When to Teach" and "What to Teach" suggest teaching opportunities in all phases of the VE Job Plan and specific teaching aids for the Function and Creative Phases.
WHO TO TEACH
Because all the gathered value team members may not be fully trained and experienced in the techniques and processes of VE, the Team Leader must be prepared not only to facilitate the study, but also to teach VE.
VE Team Deficiencies
Typically, the VE backgrounds of team members vary considerably; they learned VE from different workshops, applied VE under different team leaders and some may be new to VE. To ensure that the VE proposals (VEP) produced by the team are uniform in quality, the Team Leader must work individually with team members to provide the guidance needed for them to fill the gaps in their knowledge and experience. It is important that the Team Leader recognize these differences and coach the persons who need help. Otherwise, the VE study may suffer and results could be less than optimum.
Based on observations of construction value
teams, composed of plant engineering staff members and those assembled by VE consultants, there are two potential deficiencies in team members:
1.Training is variable - Some members have had no
40-hour VE Workshop training.
2.Experience is variable - Some members may be in
their first VE study, others in their tenth or twentieth.
These deficiencies may not have a major impact on the overall result of the value study. However, strong team members who have full VE training and experience tend to produce more of the most effective VEPs, while the weak team members usually produce fewer and less complete VEPs. Therefore, if the Team Leader takes on the role of Teacher and addresses the deficiencies which team members bring into the study, the results of the study will be enhanced and the VE skills that certain individuals take away from the study will be improved. If the Team Leader ignores the deficiencies, the study will suffer and the opportunity to enrich the study experience of team members will be lost, hurting the individuals and the cause of VE.
Brown' differentiates between training and education. "Training must be more highly organized than education, because the result of disorganized knowledge is confusion. Confused people will not take action, so a training program that does not clarify defeats itself." A highly educated engineer participating in a VE study who has not received VE training can indeed be confused, unable to perform. The Team Leader can help such a person. Brown recommends a training formula: uncover, discover, recover. The Team Leader must uncover needs in the minds of team members; then help them discover by teaching them useful information which elicits an "Aha!" response; and guide them as they recover by applying their knowledge by praising progress. There is "no place for ridicule, sarcasm, or negative critique". Good training utilizes "good-finding as opposed to fault-finding", Brown concludes. Following this advice requires a Team Leader to take an active teaching role when required.
By recognizing team deficiencies and working to reduce them the Team Leader can produce a stronger team effort. The world of vocal music gives us an analogy for the results of real teamwork. A choral group exemplifies the action of synergism, where the whole may be greater than the sum of the parts. If each singer matches the sound of the others, a new sound, or blend, emerges, that is better than any of the members can produce individually. Thus, if all VE team members are "tuned in" to the VE process, their collective results will exceed the mere sum of the parts. That is why all members need to be brought up to the highest level of harmonious performance; that is why the VE Team Leader must be a Teacher.
WHO TEACHES
To become an effective Teacher the Team Leader needs to understand his/her leadership style, as well as how teams can learn and grow into effective work units.
Team Leader
Team Leaders are primarily facilitators. At times they must also be managers, editors, sales persons and teachers. Few are equally skilled in all roles, especially that of Teacher. Larry Miles2 recognized that not every value analyst can be expected to be a good teacher. He wrote: " . . . skilled value analysts may entirely fail at the task of teaching and training". Team Leaders, therefore, should recognize their multiple roles and work toward being good Teachers as well as facilitators.
A dictionary definition of facilitate is "to make easy", which implies that a person already knows what to do (such as experienced team members responding to instruction). Whereas, teach means "to show how to do something" which implies that a person doesn't now know what to do (such as untrained team members needing instruction before proceeding). The Team Leader, therefore, must be prepared to be a Teacher when team members come to VE studies needing further instruction.
LEADERSHIP STYLES
The Team Leader needs a personal awareness of his/her leadership style to be fully effective. Schein3 points out that one's assumptions about people influence his style of leadership:
ASSUMPTIONS ABOUT PEOPLE
1.Rational-Economic: Work for money
2.Social: Need good relationships
3.Self-actualizing: a hierarchy of needs
https://www.doczj.com/doc/a45057841.html,plex man: different knowledge skills
LEADERSHIP STYLE
1.Motivate, organize and control; responsible
for performance.
2.Care for them; set up congenial working
conditions.
3.Provide adequate challenge; no need to
control.
4.Understand and satisfy each person's needs.
The Team Leader might try to avoid the first style which requires excessive control, or the fourth style which necessitates too much individual attention; both could be disruptive to the VE process. Rather, the second and third styles might be used; that is, operating on the assumptions that team members are social, self-actualizing persons requiring a congenial work environment and adequate challenge to perform well; both could be supportive of the VE process.
There are a variety of models used to describe leadership styles. Luft4 describes five different leadership models: Shaman, Mystic, Naturalist, Priest and Magician. While no person is exclusively any one of these, the one model which stands out as an ideal for VE Team Leader is the Mystic: a sensitive, perceptive, visionary, altruistic person who can work to better the group without demanding personal rewards. This is perhaps too idealistic; however, it is wise to try to avoid the tendencies of the other models: calling attention to self (Shaman), cold and impersonal (Naturalist), authoritarian style (Priest) and secretive (Magician), as they detract from the group-centered focus of value studies.
In another model Kolbe3 describes a facilitator as one with an "innate talent for understanding all sides without having to take one." They "can work with varying 'MOs' without conflict. They can also be the glue that keeps others working together---they keep energies targeted." This description of the facilitator encompasses the desirable characteristics of a good VE Team Leader and Teacher.
VE Team Learning
Value team experiences are learning experiences. Fraser6 clarifies different types of learning that can occur during value activities, with "knowing in the strong sense" being the highest form. The role of the Team Leader is to help achieve this learning. Acting only as a facilitator or a trainer/coordinator the Team Leader will fall short of this goal. But as a Teacher, the Team Leader might aspire to the highest order objective that team members will not only learn VE principles "as knowledge in the strong sense, but that such principles become internalized and appreciated such that they are part of the participant's normal ways of thinking"7. Fraser concludes: "In the range of workshop leadership conceptions, facilitating can induce the appropriate problem-solving behaviors; training can provide development of appropriate beliefs and knowledge in the weak sense; and effective teaching leads to knowledge in the strong sense"8. Thus, the Team Leader has great potential power to influence an understanding of VE if he/she accepts the role of Teacher.
Bradford9 says that "most education takes place in group situations. The teaching-learning transaction includes teacher, learner, and learning group. The group is not merely an economical way of teaching; it should be at the heart of the learning process." Thus, the Team Leader becomes a Teacher if for no other reason than a learning group (value team) exists, and can take advantage of this ideal teaching environment. So the group dynamics need to be appreciated for the Team Leader to do effective teaching. Further, Bradford says, "the relationships among learners and between teacher and learners have a great deal to do with the ultimate learning"10. Nurturing these relationships should be always on the Team Leader's agenda.
WHEN TO TEACH
There are three opportunities for teaching construction value team members: before, during and after the VE study.
Before the Study
Every team member should come to the first day of the value study ready to begin the Information Phase. Sometimes plans and cost estimates have been distributed ahead of time so that the team has already reviewed them. However, often this is not the case and the project documents are placed in team member's hands that first day. Whatever the case, basic VE principles should be known by every team member, because the process will be inhibited otherwise. Thus, some team training may be needed before the Information Phase begins.
Assembling the team at the consultant's office or near the site of the forthcoming study allows the Team Leader to accomplish two important goals: teach the fundamentals of VE and begin to build the individuals into a team. This effort should focus on those who need it most to correct the critical deficiency of missing VE training.
During the Study
Most often the extra training needed to correct deficiencies in team experience occurs during the study. The risk is that too much time is taken away from the study proper by switching periodically to a workshop mode. Also, the needs of individual team members will probably vary widely, and having group training sessions will reduce production time for the well-trained persons. Thus, the Team Leader may need to take on the teaching role on an individual, one-on-one basis. This requires observation of every team member's progress and sensitivity to their needs for coaching to accomplish a particular task.
At a minimum, each phase of the VE Job Plan needs an introduction in the form of a mini-refresher course. As the phase progresses, individuals may need specific instruction. In some instances, the VE process may need to be interrupted briefly to clarify a point or make certain everyone is producing consistent work. This is particularly true of the Development and Presentation Phase, but special help may be needed during the Creative and Analytical Phases as well.
After the Study
Even though the Team Leader assumes the teaching role before or during the study, some additional learning still may take place after the study is over. This is facilitated by an evaluation session following the Presentation Phase. An individual's presentation may have lacked a complete discussion of the advantages and disadvantages of VE proposals; this can be pointed out and ways to improve presentation skills can be discussed. While it may be too late to correct the damage of a weak presentation, it is better to address weaknesses so that improvement can be anticipated the next time. As Blanchard and Johnson11say, letting someone know quickly and fairly that they made a mistake is a productive way to correct performance.
The purpose here is to focus on the teaching opportunities that exist during most studies. Before-study teaching resembles VE Workshops in a condensed form; after-study teaching takes on the scope of recovery plans to correct problems. By looking at what to teach and how to teach during a study, the Team Leader can improve results even when no opportunities for before-study training exist, and perhaps avoid the need for after-study training.
WHAT TO TEACH
Assuming the VE team is assembled and ready to begin work, what are some of the key items that need to be taught by the Team Leader during the study? There are elements of all phases of the VE Job Plan that can benefit from supplementary training for all team members and elementary training for some few. Some of the most crucial which could affect construction VE team performance are contained in the Function Phase and Creative Phase, as described below:
Function Phase
Function Analysis. The creative difference between value and cost studies is function analysis. But function analysis requires a learning process frequently found difficult by technically-oriented people. The verb-noun descriptions seem artificial, arbitrary and even silly. But as Larry Miles12said, "the language of function is the language of the heart of the problem." An example exercise is a quick way to teach Function Analysis. Pick up a pencil or paper clip and have the team define the Primary and Secondary Functions using verbs and nouns. It is fast and easy and even fun.
Skipping over function analysis can be a serious omission. Again quoting Miles13, to realize the full potential of the VE process, "it is necessary to establish the language of function and stay within this language." Explain to the team that turning away from item names to their functions liberates them to find new creative function-satisfying solutions. Further, a basic tenet of VE requires the use of the verb-noun language, and learning to work instinctively with Primary and Secondary Functions. Caution team members that preparing VEPs without working through functions lets the work slide toward simple cost reduction because the goal of maintaining the primary function can be too easily ignored.
FAST Diagrams. Sometimes FAST (Function Analysis System Technique) diagrams are intentionally omitted from construction VE studies. Routine studies of construction projects, it is argued, do not require this specialized technique. But VE is not a routine process practiced by everyone. It is a unique process which has to be learned. Untrained team members should be schooled in the FAST diagram by way of a simple example (the pencil or paperclip) to demonstrate the thinking process, the "how's" and "whys" of VE. To simplify the process point out, as Snodgrass and Kasi14 say, that the "how" questions are much easier because they force solutions from the abstract to the specific; do them
first before asking the "why" questions. A stimulating example is to ask the team to determine the primary function of a "marriage" or a "relationship". Even if this exercise is conducted in a separate room for those new to VE, it will serve to bring them into a fuller understanding of function thinking and allow them to participate as equals rather than apprentices. If the project functions can be clarified by a FAST diagram, it should be used. Also, a secondary benefit of team building is achieved, which is sure to enrich the member's experience after they have worked to reach a consensus on an arrangement of primary and secondary functions.
Creative Phase
Brainstorming. No VE study can be complete without a brainstorming session and no brainstorming session can be complete without the full participation of all team members. The objective should be, as Zimmerman and Hart say, to develop "an atmosphere that pulsates with free discussion and exchange of ideas. . .to arrive at alternate solutions to the original design." The Team Leader can encourage reluctant team members by asking for their ideas; but the process itself may be the best motivator. As Fraser16 points out, "when a member observes another free-wheeling, flexibly, 'playing' with ideas without judging them, then manifesting that same behavior himself becomes less difficult."
To paraphrase Tom Peters17, the "essence of success" in value studies "is drawing others out, getting them to share their knowledge...The provision of an incomplete or provocative target" (e.g. a brainstorming list) is the forcing device which brings VE "groups to life when orchestrated by a skilled" Team Leader. Just as a seemingly silly idea can lead to a viable one, the suggestion by the Team Leader that an apparently unlikely set of ideas be developed can prod a team member to make a creative leap to a new solution. A lot can be accomplished by asking provocative questions.
Following brainstorming the leader should encourage combining ideas and developing of proposals. This, too, is a teaching function. Teaching sometimes requires listening rather than talking. As Dickenson18 says, "an effective group leader uses active listening combined with 'I' messages. He listens to what is being said, challenges members, and offers feedback." By just being in the room and available to answer questions the Team Leader can influence the team's performance in a positive way.
The active Team Leader who shares his/her experience can be a major influence on the teaching/learning process within VE teams. Taking time to teach, some may fear, will have a negative impact on the VE study schedule. The payoff, however, is that motivated, "educated" members will become better teams that produce better results. SUMMARY
The VE Team Leader must not divorce the facilitator's role from the teaching role if a value study is to have maximum success. Opportunities for teaching VE methodology present themselves whenever a team is composed of people of variable training and experience. Team deficiencies should be dealt with, and this requires teaching. The team environment provides an ideal teaching situation with learning reinforced by other members of the group. Teaching takes time but can be nurtured by the Team Leader who understands his/her leadership role.
While VE training normally is done before a study, and may be done after a study to correct inadequate performance, it is the teaching that can be done during the study that deserves an emphasis. Newcomers thrust into the VE process need extra help to optimize their participation.
Each phase of the VE Job Plan presents teaching opportunities. VE texts, workshop memories and VE study experiences can all help the Team Leader become a Teacher for a short time to move individuals and the whole team toward the successful completion of their VE study.
References
1.Brown, W.S., 13 Fatal Errors Managers Make
and How You Can Avoid Them, Berkley Books, 1985, pp 138.
https://www.doczj.com/doc/a45057841.html,es, L.D., Techniques of Value Analysis and
Engineering, McGraw-Hill, 1972, p 295.
3.Schein, E.H., Process Consultation: Its Role in
Organization Development, Addison-Wesley, 1969, pp 64, 65.
4.Luft, J., Of Human Interaction, National Press,
1969, pp 99-111.
5.Kolbe, K., The Conative Connection, Addison-
Wesley, 1990, p 39.
6.Fraser, R.A., "Value Management Workshop
Leaders:Teachers, Trainees, Facilitator or
All/None of the Above", 1989 SAVE
Conference Proceedings, pp 210 ff
7.Fraser, R.A., op.cit., pp 214 ff
8.Fraser, R.A., op. cit., p 215.
9.Bradford, L.P.,Human Forces in Teaching and
Learning University Associates, La Jolla CA., p 9.
10.Bradford, L.P., op.cit., p 5.
11.Blanchard, K. and Johnson, S. The One-Minute
Manager, Berkley Books, pp 50ff.
https://www.doczj.com/doc/a45057841.html,es, L., op.cit., p 25.
https://www.doczj.com/doc/a45057841.html,es, L. op.cit., p. 29.
14.Snodgrass, T.J. and Kasi, M., Function
Analysis:The Stepping Stones to Good Value,University of Wisconsin, 1986, p 23. 15.Zimmerman, L.W. and Hart, G.D., Value Engin
eering: A Practical Approach for Owners, Designers and Contractors, Van Nostrand Reinhold, p 134.
16. Fraser, R., "Creativity: Method or Magic?"
1990 SAVE Conference Proceedings, p 13.
17.Peters, T., "Great Teachers Steer Groups to
Productive Goals", Contra Costa Times, Feb. 19, 1990.
18.Dickerson, J., "Effective Groups Through
Effective Communication", 1983 SAVE Conference Proceedings, p 150.
ACKNOWLEDGEMENT
This work was done under the auspices of the U.S. Dept. of Energy by Lawrence Livermore National Laboratory under contract No. W-7405-Eng-48.
以微笑面对生活优秀演讲稿 生活中就算充满了艰辛和苦难也不要忘记微笑，OK为大家了关于微笑面对生活的演讲稿3篇，欢迎大家阅读。 在人生的路途中，我们难免会遇到各种各样的挫折，痛苦与坎坷;成功与失败;幸福与伤心……在遭遇挫折之后，最好的办法就是——微笑着面对生活。 《傅雷家书》中说：“人一辈子都在高潮，低潮中浮沉。唯有庸碌的人，生活才如死水一般平静。”我们只要在高潮不过分颓废就好了。每一个人都有自己的人生路，这条路并不是平坦，充满阳光，常常会遇上狂风暴雨的时侯。但是不管如何，只要我们微笑面对，将嘴角轻轻上扬，就能让人从中获取无限的力量。 笑对人生，人，本该如此。心胸如海，意志如钢，失败了，总结教训。让自己心中的希望永远闪动。从头再来。要知道，人生本来就是一场胜负占半的游戏，而游戏的筹码，就是一颗“笑着的在失败面前永不放弃的心。” 俗话说的好啊!“百日阴雨总有一朝晴。”生命就想一面镜子，你对它笑，它就对你笑。古人云：“不以物喜，不以己悲。”所以，
我们应该时常把微笑挂在嘴边。让我们用微笑去描绘一个多彩的世界…… 所以，我们无论身处何种境地，都要用微笑面对生活中的挫折、困难。在快乐中领悟青春的真谛;向往轰轰烈烈，即使失败也要常常微笑，无怨无悔…… 老师们，同学们，大家好! 今天，我演讲的题目是：没有一种冰不被微笑融化。 一说到微笑，我们总会对它拥有许多不同的见解。在诗人的眼中，微笑是美丽的。一句“回眸一笑百媚生”就勾勒出了一幅赏心悦目的画面，这微笑让人心生向往。在画家的眼中，微笑是灿烂的。达芬奇笔下雍容华贵的蒙娜丽莎让每一个驻足欣赏的人都叹为观止，这微笑让人感到无限美好。不同的人对微笑有着不同的诠释，但微笑并不只是停留在表面上的，而是拥有许多内涵的。 微笑，是遭遇挫折之后对自己的鼓励。就拿我们的成长过程来说，从我们呱呱坠地，到学习拼音，再到进入初三，可以说我们生命历程的每一段都在经历无数次跌跌撞撞、起起落落。我们以后会遇到的挫折和挑战可能会更加艰巨，当你陷入低谷而萎靡不振之时，该怎样去面对生活呢?最好的办法是：给自己一个微笑。微笑就
Unit 13 We’re trying to save the earth! 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：We’re trying to save the earth! The river used to be so clean. The air is badly polluted. No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3. 情感目标:有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。 （2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 三、教学步骤: Section A 1 (1a-2d) I. Presentation Show the picture of the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke. (2) Factories put waste into the river.
3分钟积极向上的演讲稿 亲爱的老师，同学们： 大家好！ 不同的两人看到同一朵花，一个人看到的是花开正浓，喜爱不已，看到了生命的希望与力量。而另一个人虽然看到盛开的花朵，却心想它开盛开越鲜艳就会越快凋零，为什么同样一件事物会在不同的人眼中会产生截然不同的想法呢？原因就在于有的人能用积极的心态看待每一件事务，而有的人却用消极的的心态对待人生，其实最值得珍惜的并不是已经失去的和还未得到的，而是你现在拥有的。 遇到任何困难，都要想到事物有两面性，而你就要用好的一面去对待事务。你不能事事顺利，但你可以事事尽心；你不能延续生命的长度，但你可以决定生命的宽度；你不能左右天气，但你可以改变心情；你不能选择容颜，但你可以展现笑容；只要你能做到这些，用积极的眼光看待事物，用微笑面对生活，那么一定会成为一位成功的人。 想做一个成功的人，必须要用微笑面对生活，用乐观的心态看待每一件事。 也许你做到了这些，可在有些方面上还是没有取得成功，但只要你做到了这些你就已经是一个成功的人了。应为你至少战胜了自己，只要用微笑面对困难，就可以打败困难。只有你想不到
的事，但一定没有你做不到的事，只要自己不怕苦、不怕累，成功就一定志在必得。 举世闻名的科学巨匠——霍金，是一位在轮椅生活了20多年高位截肢的残疾人，他只能用简单的几根手指头活动，可他却或得了如此巨大的成就。这就是因为他能用微笑面对生活、用积极的眼光看待事务。如此巨大的伤害都能被他看得云淡风清，难道我们就不行吗？伟大的霍金是和我们一样平凡的普通人，他的条件比我我们任何人都要差，但是他并没有放弃希望，放弃生活。别人努力，我就比别人更努力十倍。只要积极的面对生活我们也能获得像霍金一样的成就。 拥有积极地态度会发现头上那片天很蓝，脚下的水很清，身边的一切都会变得美好！ 我的演讲完毕。 谢谢大家！
励志演讲稿：积极面对生活 从前有一个国家，地不大，人不多，但是人民过着悠闲快乐的生活，因为他们有一位不喜欢做事的国王和一位不喜欢做官的智慧大臣。 这个智慧大臣最大的特点就是积极——不论遇上什么事，他总是愿意去看事物好的那一面，而拒绝消极观点。由于智慧大臣凡事都抱着积极的态度，的确为国王妥善地处理了许多麻烦事，因而备受国王的敬重，凡事皆要咨询他的意见。 国王没有什么不良嗜好，除了打猎以外，最喜欢与智慧大臣微服私访民隐。智慧大臣除了处理政务外，就是陪着国王下乡巡视，如果是他一个人的话，他最喜欢研究宇宙人生的真理，他最常挂在嘴边的一句话就是“一切都是最好的安排”。 有一次，国王兴高采烈地到大草原打猎，随从们带着数十条猎犬，声势浩荡。国王的身体保养得非常好，筋骨结实，而且肌肤泛光，看起来就有一国之君的气度，随从看见国王骑在马上，威风凛凛地追逐一头花豹，都不禁赞叹国王勇武过人!花豹奋力逃命，国王紧迫不舍，一直追到花豹的速度减慢时，国王才从容不迫弯弓搭箭，瞄准花豹，嗖的一声，利箭像闪电似的，一眨眼就飞过草原，不偏不倚钻入花豹的
颈子，花豹惨嘶一声，仆倒在地。 国王很开心，他眼看花豹躺在地上许久都毫无动静，一时失去戒心，居然在随从尚未赶上时，就下马检视花豹。谁想到，花豹就是在等待这一瞬间，使出最后的力气，突然跳起来向国王扑过来。国王一愣，看见花豹张开血盆大口咬来，他下意识地闪了一下，心想：“完了!” 还好，随从及时赶上，立刻发箭射入花豹的咽喉，国王觉得小指一凉，花豹就闷不吭声跌在地上，这次真的死了。 随从忐忑不安走上来询问国王是否无恙，国王看看手，小指头被花豹咬掉小半截，血流不止，随行的御医立刻上前包扎。虽然伤势不算严重，但国王的兴致破坏光了，本来国王还想找人来责骂一番，可是想想这次只怪自己冒失，还能怪谁?所以闷不吭声，大伙儿就黯然回宫去了。 回宫以后，国王越想越不痛快，就找了智慧大臣来饮酒解愁。智慧大臣知道了这事后，一边举酒敬国王，一边微笑说：“大王啊!少了一小块肉总比少了一条命来得好吧!想开一点，一切都是最好的安排!” 国王一听，闷了半天的不快终于找到宣泄的机会。他凝视智慧大臣说：“你真是胆大包天，我的手指都没了，你还认为这是最好的安排!” 智慧大臣发觉国王十分愤怒，却毫不在意说：“大王，真的，如果我们能够超越自我一时的得失成败，确确实实，
Unit 13 We are trying to save the earth! 一．教材知识详解 Section A 1.The air has become really polluted around here. (1)现在完成时（复习） (2)become 2.Well, cut down air pollution, we should take the bus or subway instead of driving. (1)cut down (2)instead of 与instead 3.There are other advantages of bike riding. It’s good for health and it doesn’t cost anything! 考点：advantage 4.And remember to throw rubbish in the bins and keep public places clean and beautiful for everyone. (1)remember to do remember doing (2)系动词keep (3)everyone与every one 5.Many have heard of shark fin soup.
hear of 听说 hear短语归纳： 6.When people catch sharks, they cut off their fins and throw the shark back into the ocean. cut off 连接名词或代词时，名词或代词应放在_________________________ cut短语归纳： off短语归纳： 7.This method is not only cruel, but also harmful to the environment. (1)cruel (2)not only...but also (3)be harmful to 8.So far, no scientific studies have shown that shark fins are good for health, so why eat them 考点：so far 9.Many believe that sharks can never be endangered because they are the strongest in their food chain. (1)the strongest (2)Endanger 10.afford /spend/take/cost/pay Section B 1.Do you often throw away things you don’t need anymore 考点：throw away 2.Have you ever thought about how these things can actually be put to good use (1)think about
坚强的面对生活演讲稿 对于任何一个在成功之路上艰难跋涉的人来说，都不可避免地要遇到失败和挫折。就像一个人要生存就必须经历白天和夜晚一样，逆境就等于是晚上。要学会做事，就必须先学会正确对待挫折打击。 日本著名指挥家小泽征尔的故事也许会给你一些启迪。 1935年9月1日，小泽征尔出生在中国的沈阳，6岁时随全家返回日本。少年时代的小泽征尔就显露出了音乐天赋，他喜爱听音乐，尤其喜爱听交响乐。一次，他跟随父母去听日本广播协会交响乐团的演奏会，俄-国著名指挥家列昂尼德·克鲁采尔担任乐队指挥。听着优美动听的音乐旋律，看着乐队指挥那挥洒自如、热情洋溢的指挥风姿，小泽征尔深深地被吸引住了。他暗暗想：我一定要成为列昂尼德·克鲁采尔那样的指挥家。 1951年4月，小泽征尔正式考入了桐明学园的短期大学指挥系。在那里，他系统地学习了音乐理论和技术，并且开始担任学校管弦乐队的指挥。这为他以后做乐队指挥打下了坚实的基矗高中毕业后，他到欧洲去深造。从马赛到巴黎，他感受到了艺术之乡的巨大魅力。小泽征尔的艺术之路是一帆风顺的。他在贝桑松国际指挥比赛中获奖，并且连续两次赢得了伯克郡音乐节和卡拉扬主持的指挥比赛奖。卡拉扬很欣赏小泽征尔，并亲自指点过他。卡拉扬是世界著名指挥家，
被人们称为“音乐魔术大师”。所以，能够得到卡拉扬的欣赏和点化，实在是太幸运了。 在巴黎的两年里，小泽征尔进步很快，他已经成为一个相当引人注目的年轻音乐指挥家，并受聘于纽约爱乐乐团和美国最大的演出公司——哥伦比亚艺术公司，成了一名乐队指挥。 小泽征尔的成功之路走得很顺利吧?可是，他和无数成功者一样经受过失败的考验。 1962年发生的“小泽事件”对一直走在坦途上的小泽征尔来说，的确是一个很大的打击。当时，小泽征尔刚刚从巴黎返回日本，并受聘担任了日本广播公司交响乐团的常任指挥。可是，乐团中的一些成员对年轻的他很不服气，相比较而言，他们更崇拜德国著名指挥家富尔特文格勒的指挥风格。因此，他们拒绝参加演出，在空荡荡的剧场里，只有小泽征尔一个人站在指挥台上。公开被“晾”在台上，这给年轻气盛的小泽征尔带来了多么大的打击啊!他没有想到，在国外历尽千辛万苦学来的本事，回到自己的祖国却遭到如此的冷遇，这简直是一个奇耻大辱。 愤怒之余，小泽征尔毅然离开了祖国，开始了他的流-亡生活，并且发誓永远不再回来。他不相信自己会是个失败者，他决心做出卓越的成绩来，给那些瞧不起他的人看看。 他来到了美国。除了潜心学习之外，他还担任了芝加哥
第三节语法填空 阅读下面短文，写出括号内单词的正确形式或填入适当的内容(不多于3个单词)，将答案写在短文后的答题处。 A My uncle lives in New York City.His hobby is 1 ．Every summer he 2 (go)fishing in the Adirondack Mountains. One day this summer，he took me to one of the beautiful 3 (lake)there.My uncle caught some big fish， 4 I didn't catch any.He said，“When I was a child，I used to 5 (catch)a lot of fish here.But now there aren't a lot of fish.In some of the la kes there aren't fish at all.” Then one day I read an article 6 acid rain(酸雨)in a magazine.I learned many things.Gases from factories and cars go into the air，and the wind carries 7 (they)a long way. 8 (late)they are mixed with the water in clouds，and this causes acid rain. Fish eggs and young fish 9 (kill)by even a little acid in the water.Today there are no fish in about 200 lakes in the Adirondacks. I really think all of us should work together 10 (stop)acid rain. 1．__________ 2.__________ 3.__________ 4.__________ 5.__________ 6．__________ 7.__________ 8.__________ 9.__________ 10.__________ B There are many ways to save the environment if you would like.In this passage，you can find some ways. Plant more trees.Choose a right ground near your house or workplace.Unless there's any rule stopping you 1 (grow)trees in that area，go ahead and grow trees.Plant a tree every month and encourage your friends and classmates 2 (join)you.Have more and more trees 3 (plant)and there will come a day when you have green land thanks to your hard work. Walk more and drive 4 (little)．Choose to walk rather 5 drive your car.Walk or ride a bicycle to work if it's not very far.Not only cycling but 6 (walk)is good exercise.And each time you avoid using your car，you're doing something 7 (help)to cut down air pollution.You are saving fuel，saving money and keeping fit as well. Save water.Water is very important for living things.It's we who use and pollute it.The simplest way 8 (save)water is turning off water taps after we use them.When you visit a beach，make sure that you don't throw waste around.Do not pollute rivers 9 dropping garbage or other waste.Water is so precious， 10 we can't waste or pollute it. 1．__________ 2.__________ 3.__________ 4.__________ 5.__________ 6．__________ 7.__________ 8.__________ 9.__________ 10.__________ 参考答案 A 1．fishing 解析：由下文“Every summer he. . . fishing in the Adirondack Mountains. ”可推断，“钓鱼”是他的爱好，故填fishing。 2．goes 解析：根据时间状语every summer可知用一般现在时即goes。 3．lakes 解析：“one of the＋名词复数”是固定搭配，意为“……之一”。故此处填lakes。 4．but 解析：前后两个分句为转折关系，故用连词but。
乐观生活态度演讲稿精选 篇一 尊敬的老师，亲爱的同学们： 大家好！ 有人曾经说过：“乐观本身就是一种成功。”没错，人生在世，总有许多大大小小、多多少少的烦心事，但是否能过了这道坎儿，便要看你的心态。倘若你乐观面对风雨，最终便一定能看到那背后的彩虹，倘若你是一个悲观者，那么，你将永远被困在自己给自己设的笼子里，永远也走不出这片黑暗。 古今中外，那些大有成就的人面对困难，都能表现出一种超凡气质与心态——乐观。在1914年的美国，大发明家爱迪生的工厂失火，经一夜的奋力抢救，终于熄灭大火，但损失极为惨重，近百万美元的设备和大部分研究工作的记录毁于一旦。第二天清晨，67岁的爱迪生赶到现场时，出乎意料的平静，他说：“灾难也有好处，它能把我们所有的错误都烧光，现在可以重新开始。”在说作家冯骥
才，一天家中失窃，除了丢了一些现金外，字画之类的贵重物品却安然无恙，他笑那贼“并非行家”，当人问他有无损失，他笑着说：“在家里我就是最重要的生产力，我没丢，就算不上什么大损失了。”身处逆境，却能从事物的另一侧看到光明，运用幽默、嬉笑等方式保持自己良好的心态，如此还不够豁达潇洒？ 不说远处，就看看身边的一切。有的同学对了几块钱，开始怨天尤人，直呼自个儿倒霉！而有的同学则是庆幸今天早上把那十几块钱花了，不然丢的就是十几元了，反而还在谢天谢地。同样的事情，却产生了不同的情绪。“冬天已经过去，春天还会远吗？”这是美国流传最广的一句话，所有人在困难面前都会笑着对自己说这句富含哲理的话，或许有的人会认为这是一种自我安慰，但是我告诉你，如果一句安慰语句可以使你笑对人生，勇对挫折，那么，它便是一句最时尚的名言。 智者在处事中，总能以各种不同的情绪面对生活中的一切，他们能从祸中看到希望，在阴天背后看到看到笑脸的太阳，正是因为他们拥有了人生的态度——乐观，才使得他们成为智者，成为在复杂环境中仍能谈笑风生，恪守平静的人。 你可愿在生活中一展自己智者的风采？
Period 1 Section A 1(1a-2d) I. Presentation Show the picture of the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke. (2) Factories put waste into the river. (3) People should throw away litter in the bin. (4)There are more cars on the road. II. Learning Here are some words related to different kinds of pollution. Write them in the box below. Then add more words. loud music cars rubbish planes littering ships factories smoking building houses mobile phones noise pollution air pollution water pollution ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ Keys : noise pollution loud music planes mobile phones building houses air pollution factories smoking cars building houses water pollution ships rubbish littering factories III. Listening 1. 1b Listen and complete the sentences. What was the problem? The river was _____________. Even the bottom (底部) of the river was full of ________. There were no more ______ for fishermen (渔民) to catch. What caused the problem? People are throwing _______ into the river. Factories are putting ______ into the river. How should the problem be solved? We should write to the ____________ and ask them to ___________ the factories. Everyone should help to __________ the river. Keys: really dirty rubbish fish litter waste government
以积极的心态走人生之路 青年朋友们：大家下午好！ 今天在这里我和大家谈谈心，探讨对人生的感悟。 我们共同讨论的话题是如何“以积极的心态走人生之路”。人生之路既坎坎坷坷、又曲曲折折。当你在人生道路上走了一程才会发现人生的差别会是那么大。有的人超前了，有的人继续与你并肩同行、还有的人掉队了，甚至有的人止步不前了，怎么会的呢？关键是一个人以什么态度去面对人生，去应对在人生路上遇到的种种压力与困难。是用积极的心态，还是以消极的情绪？心理学家认为正是这一点导致了我们每个人不同的人生结局。（例：江苏卫视著名主持人孟非的人生之路，孟非，从一个打工者成为一名著名的主持人，他的成功的事例给我们的人生启示：一个成功者成功的关键在于他与别人一样共处逆境时，别人失去理智，他却积极面对，下定决心实现自己的目标。） 我们每一个人都希望成功，有一个满意的人生。那么什么是成功的人生呢呢？我认为没有统一的定论，各有各的标准。所谓成功就是达到自己所设定的目标。如：上学、就业、财富、地位、家庭、健康、名誉等。成功其实是一种积极的感觉，一种实现目标后的满足感和自信状态。我认为成功，是因人而异的，简单地说就是自己“今天比昨天好”。同学们你们已经跨入了大学的校门，从昨天的一名中学生成为今天的一名大学生。这就是成功。实现了你们人生道路上又一个新目标，跨出了新的一步。但是，成功的获得并不像我们说说那么容易，是要付出代价的，对高考的艰辛你们都深有体会。阿里巴巴的创始人，中国雅虎董事局主席马云有一句名言：今天很残酷、明天很残酷、后天很美好。意思是说人生的道路是不平坦的，成功是要拼搏的，这是一个艰巨的过程，它需要有坚定的信念、积极的态度和坚持不懈的行动（信念+态度+行动）。没有付出，哪来美好。 今天，我们的社会正在快速发展，无论是国家、学校还是家庭都对你们年轻人，尤其是你们这些正在成长成熟中的大学生抱有越来越高的期望，在这大发展、高要求的环境下，你们每一个人都会感到负担加重、竞争加剧、责任加大。在这压力和挑战面前，该如何把握又如何应对？对你们来说确实是一次人生考验。 网络作家南航在《每个人都是一本书》中写道：每个人都是一本书，让我们 用心写好它，因为我们的印数只有一册，因此，每个人都是绝无仅有的孤本珍籍。人生是一本书，这本书是靠自己写的，对每个人来说只有一本，因为生命只给你一次机会。时间只会流逝，人生不会重来，所以这本书非常珍贵，有人说人生只有三天，昨天、今天和明天。昨天已经过去，永不复返，今天现在和你在一起，但很快也要过去，明天就要到来，也会消逝。所以你们要珍惜它，走好人生的每一步。这里我想谈四个问题， 一、压力与动力二、理想与目标。 三、规划与行动四、积累与成功。 一、压力与动力。压力是动力的源泉。 如果我问你们有没有压力，肯定都会说“有”。刚进校的大学生会有不少困惑和压力，譬如学习的压力、生活的压力、环境的压力、交往的压力、还有就业的压力等等，压力那里都有，只是大小而已，每一个人都无法回避。我认为有压力不是坏事，感到压力是一个人正常的心理反应。我们需要压力，这是我们不断进步的动力源。关键是要把压力变成动力，不能成为负担。如果负担变成包袱就麻烦了，就会产生焦虑、出现心理问题。（20世纪80年代，电视连续剧《红楼梦》热播大江南北，剧中扮演林黛玉的青年演员陈晓旭也因此家喻户晓，被誉为林妹妹的化身。但是演员陈晓旭本身性格内向，尤其是扮演林黛玉这一角色后，深受的影响，难以解脱，再加上平时生活与工作的压力导致长期孤独郁闷，又没能积极地进行心理调节，正确面对，结果抑郁成疾，并多次产生了厌世轻生的念头。2007年2月23日，她决然剃发为尼，皈依佛门，以求解脱。最后终因乳腺癌玉陨香消，享年42岁。心理学家认为
学会微笑面对生活的演讲稿 学会微笑面对生活的演讲稿篇一同学们，大家好!今天你笑了吗?是开心的笑还是皮笑肉不笑呢?有人说，生活就像被xx，既然不能反抗，那就享受吧;也有人说开心与不开心日子照样要过，那为什么不让自己开心的过呢?还有人说，不管一切如何，都应该笑着面对! 有三个工人在砌一堵墙，有人过来问：你们在干什么?第一个人没好气的说：没看见吗?砌墙。第二个人抬头看了看他说：我们在盖一座高楼。第三个人边干边哼着歌，他的笑容很灿烂：我们正在建设一座新城市。不同的人不同的态度，以微笑面对生活需要我们享受生活的快乐，生活就像一面镜子，你哭，他就哭，你笑，他也笑。生活因你的快乐而美好，因你的平庸而无味，同学们，你们愿意做智者，还是愚人呢? 我有两个朋友，一个朋友是一个健康人，但是我却发现她似乎永远都活在抱怨中，每天因为一点点小事就抱怨个不停，一点点挫折就能让她愁眉苦脸，有时候觉得她的世界好像没有快乐，有时候我会想，这样的生活她不觉得累吗?另一个朋友是一个下肢残疾的男生，他每天只能用手按在脚掌上，靠着手拖着脚掌挪动，但是，他每天都把微笑挂在嘴角上，乐观积极的看待着人生，在他身上，有一股强大的正能量影响着周围的人。不同的人让我们看到不同的世界。乐观，是一轮太阳，它可以使我们摒弃胸中所有的痛苦与绝望，并
使我们的人生充满勇气和光明。人生在世，痛苦和挫折在所难免，我们要始终保持一种乐观向上的心态，用积极的态度面对人生，管他一切如何，都要以微笑面对生活。 曾经有人问我，你为什么永远都是笑着的呢?我笑笑的说：因为我觉得我很幸福，所以我要微笑面对生活。也许你们会说，你有什么好幸福的，是的，我既不富裕，又没有漂亮的容貌，但是活着，本身就是一种幸福。范仲淹说：不以物喜，不以己悲。上帝为你关上一扇门，一定会为你开一扇窗。人生在世，每个人都拥有幸福，但并不是每个人都能享受幸福。以微笑面对生活，需要我们知足常乐，需要我们懂得品味人生的幸福。 让我们微笑面对生活，每天对着自己微笑，你会觉得心情开朗，海阔天空;每天对着他人微笑，你会看到阳光灿烂，天高云淡。 学会微笑面对生活的演讲稿篇二宋代大词人苏东坡的一首《水调歌头》曾让无数人潸然泪下，情不能己!人有悲欢离合，月有阴晴圆缺。既然，世事永远不可能完美，正如再明亮的天空也有乌云密布的可能，再风平浪静的大海，也有波涛汹涌的时候。那么，人生也没有坦途，人生不可能永远是两点一线的一帆风顺，失败，挫折常常会在不经意间从天而降，阻挡你前进的步伐。 不必为了一点小小的挫折而痛苦流涕，不必为了一点小小的失败紧锁心扉，不必为了一点小小的困难而丧失信心。 失败、挫折、困难是人生中最平常的风景，是成长道路
演讲稿微笑面对生活范文6分钟 生活就像一面镜子，当你微笑时，它会还你一个微笑;当你哭泣时，他也可会以同样的方式对你。走向成功的路是一道荆棘，当走到终点时，即使遍体鳞伤，也要笑着面对!一起和来看看演讲稿微笑面对生活内容800字，欢迎查阅! 演讲稿微笑面对生活1 大家好! 微笑，它是甜美的歌声，能唱出生活的快乐，它是温暖的阳光能驱散心头的阴影，它是无边的春风，能蓬勃事业的生机。 生活像一个圈，而我们就漫步其中，虽然时常会有风雨袭来，但，那又怎样，只要以自己最灿烂的笑容来面对它，它总有一天会消散。 记得一位名人说过：“把脸一直面向阳光，这样就不会见到阴影。”是啊!这好比人生中的苦难，一直紧跟着你，你却不敢面对，试试用微笑去面对它，就像把脸面向阳光，待那灿烂的阳光照耀在你的脸上，阴影自然会褪去。 微笑是和煦的阳光。每当挫折把你击倒，阳光洒在你的脸庞的时候，有的人继续躺在原地品味绝望，有的人却睁开自己明亮的双眸，坚毅的爬起来，让微笑继续在脸上绽放，拍拍身上的灰，向前走去。 微笑是赞许的鼓励。每个人都有不如意的时候，有的人会给予一个冷眼，而有的人会给他一个微笑，让他原本颓废的心得到慰籍，从而充满信心，勇敢地去挑战未来，尽管下一次也许还是失败，可他学会了微笑，学会了一种智慧的生活态度。 微笑是冬日的暖阳。在逆境中，得到一个帮助，无疑是的幸福。我们不断的祈祷着，盼望有谁能来救我们，可是，却忘了自己才是生活的主角，我们不能总是依赖别人，试着以微笑来面对生活吧! 微笑还是…… 我们走在人生路上，随着我们的成长，忧郁渐渐萦绕于心头，可每当阳光照在脸上，就扫去了心中的阴霾。 微笑是和煦的阳光，使我们充满信心;微笑是赞许的鼓励，是我们的心灵得到慰藉;微笑是冬日的暖阳，扫去我们心中的阴霾!
Unit 13We’re trying to save the earth! 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：We’re trying to save the earth! The river used to be so clean. The air is badly polluted. No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3. 情感目标:有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。 （2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 三、教学步骤: Section A 1 (1a-2d) Learning objectives: 1. To listen for specific information. 2. To talk about pollution and environmental protection. 3. To learn to use the sentence patterns. used to...but nowshould do sth.
微笑面对生活演讲稿范文 世界上有一种不会凋谢的花朵，那就是微笑;它不分四季，不分南北，只要有人群的地方就会开放。越是纯洁的心灵，越是为其之美。 近期央视“艺术人生”和“新闻调查”栏目相继向全国电视观众介绍了一个人，这个人叫丛飞。丛飞是谁?他是深圳一个普通的歌手，一个没有固定工作没有单位的30出头的男人，但就是这个脸上始终带笑的歌手，在2020年的时间里，他参加了400多场义演，捐出了自己辛辛苦苦挣来的300万元，资助了178名贫困学生。如今他是一个病人------一个被诊断为“胃癌晚期”却连医疗费也付不起的病人，但是他始终用微笑面对生活。当然，丛飞还有另外的一些很光荣的头衔：爱心大使、五星级义工、中国百名优秀志愿者。而丛飞在接受采访时则笑着说：“有人说我有3个头衔：傻子、疯子、神经病。” 一个被诊断为“胃癌晚期”却连医疗费也付不起的病人也能用微笑面对生活，为什么我们不能呢?有人说：“活着就是幸福，就是胜利，就是一切。”可我却不这么认为。如果人在生活中，连起码的微笑也没有，那他会幸福吗?如果我们用微笑面对生活，生活也会用微笑面对你。 微笑像阳光，给大地带来温暖;微笑像雨露，滋润着大地。微笑拥有和爱心一样的魔力，可以使饥寒交迫的人感到人间的温暖;
可以使走入绝境的人重新看到生活的希望;可以使孤苦无依的人获得心灵的慰藉;还可以使心灵枯萎的人感到情感的滋润。俗话说的好，笑一笑，十年少。永远微笑的人是快乐的，永远微笑的面孔是年轻的!微笑犹如阳光挥洒大地的盎然;清风抚摸树林的温暖;夕阳燃烧天空的炽热;浪花冲刷礁石的激情…… 幸福的诠释是微笑;快乐的意义是微笑;温暖的真谛是微笑;挫折的鼓励是微笑;坚强的象征仍然是微笑。阳光雨露，鸟语花香，对于每个人都公平给予; 欢乐喜悦，烦恼忧伤，却属于每一个人私有。生命总是美丽的，不是苦恼太多，只是我们不懂生活; 不是幸福太少，只是我们不懂把握。面对生活，不论是失意，还是挫折; 不论是阴云密布，还是困难重重，我要选择微笑。生活演讲稿之微笑面对生活微笑面对生活演讲稿500字微笑面对生活中学生演讲稿微笑面对生活演讲稿：笑对人生以微笑面对生活演讲稿微笑面对生活演讲稿范文生活演讲稿范文：微笑面对生活2020最新有关微笑面对生活演讲稿范文参考15年微笑面对生活演讲稿生活演讲稿：微笑面对生活微笑面对生活演讲稿
人生态度演讲稿乐观的人生态度演讲稿范文精选 有的人，一生的态度是消极悲观，那么他们的一生也是乌云密布，不会有阳光灿烂;有的人，一生的态度是乐观自信，那么他们的一生将会阳光明媚，灿烂辉煌。小编为大家整理了人生态度演讲稿，欢迎大家阅读。 人生态度演讲稿篇一 尊敬的老师，亲爱的同学们： 大家好! 常听到有人这样叹息：“唉，为什么人家那么富有而又过得那么幸福呢?而我的生活却过得那么拘谨而又枯燥无味呢?”其实不然，关键是他们自身的态度问题。他们认为他们总是在忙碌，可自己却无所收获，他们总是抱怨这个社会，抱怨他们周围的一些人和事，而没有想到那些富有的人的背后所付出的艰辛。曾在一本书中看到，一个妹妹高度近视，却凭着想与听觉描述着四季：春天花草香，夏天阳光亮，秋天落叶黄，冬天雪儿霜。那份乐观的态度让我深受感动，在她心中，有一个多么明亮的世界。 价值观念的不同，成败也不同。就像分桔子，有的人拿到甜的桔子又抱怨它是小的，拿到大的桔子又会抱怨它是酸的。而有的人拿到小的桔子会庆幸它是甜的，拿到酸的桔子又会庆幸它是大的。在人生和社会中，为人处事的态度不同，成败也不同。有的事物是一样的，关键在你们如何看待它，态度很重要。 没有绝对的“得”与“失”。“塞翁失马，焉知祸福。”塞翁虽然失去了马，但是他并不看重这些身外之物。又得了几匹马，他也不喜形于色。后来他的儿子骑马摔伤了腿，他仍是认为有福就有祸，有祸就有福，祸福相依，后来，战乱纷繁，国家征兵，塞翁的儿子因腿部残疾而免于此祸。塞翁用良好的态度面对这一切，也告诉我们，困难总会不期而遇，但美好也会相随，只看你是否愿意快乐的拥抱和包容一切。 当今社会也有很多这样的例子，比如说业务员，其实他们工资也不高，跑业务时，风里吹雨里淋的。有的人觉得太辛苦了，收入又不高，工作就没有信心，没有热情了，用消极的态度结束这份工作。而有的坚持下来了，虽然条件困难，但他们用积极的态度面对困难，敢于挑战自我，超越自我，最终获得了成功。所
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