英语老师说不能在C了| （聚焦三中全会）怀进鹏：三中全会《决定》强调统筹强化关键核心技术攻关
Introduction:
In the world of English language education, it is not uncommon for English teachers to caution their students against using the word "can't." This word, often associated with negativity and limitations, can inadvertently hinder language development. In this essay, we will explore the reasons behind English teachers discouraging the use of "can't" in class, taking into consideration the importance of mindset, learning opportunities, and individual growth.
I. The Power of Positive Mindset: Choosing Words Wisely
In the realm of language learning, positive reinforcement and encouragement go a long way. By telling students they "can't" do something, they are conditioned to believe that they truly cannot achieve it. Consequently, an atmosphere of self-doubt and limited potential is created. English teachers strive to foster a positive mindset that encourages students to face challenges confidently and view language learning as a journey of possibility. Encouraging students to say "I'm working on it" or "I'm not there yet" instead of resorting to "can't" instills persistence, perseverance, and resilience – qualities essential to language acquisition and personal growth.
II. Embracing Learning Opportunities: Expanding Horizons
Every challenge encountered in language learning presents an opportunity to enhance skills and knowledge. When students respond to a task with "I can't," they close themselves off from the chance to learn and grow. By eliminating this limiting language from the classroom, English teachers motivate students to recognize their capacity for growth, adaptability, and progress. Students can then begin to approach difficulties with a problem-solving mindset, seeking strategies and techniques to overcome linguistic obstacles. Without the presence of "can't," the focus shifts from what cannot be done to what can be achieved through effort, practice, and perseverance.
III. Cultivating Personal Development: Building Confidence and Independence
Language learning is not just about acquiring vocabulary and grammar; it also encompasses building self-confidence and developing communication skills. The consistent use of "can't" can discourage students by implying that they are incapable, leading to a lack of confidence in their language abilities. Conversely, by creating an atmosphere that promotes frequent trials, errors, and successes, English teachers impart students with the ability to persevere in the face of challenges. By encouraging students to reframe their language, teachers empower them to become more independent learners who actively seek solutions and overcome language barriers.
Conclusion:
In conclusion, English teachers discourage the use of "can't" in class for valid reasons. By shaping a positive mindset and instilling a growth-oriented attitude, educators enable students to embrace challenges and expand their horizons. Through eliminating the word "can't," a learning environment is established that fosters personal development, confidence, and independence. As English learners progress beyond the classroom, these valuable skills and mindsets will accompany them in their lifelong journey of language acquisition and personal growth. So next time you're tempted to say "can't," remember the power of suggesting "I'm working on it" instead - the impact could be transformational.
英语老师说不能在C了
中新社北京7月19日电 (记者 张素 王恩博)中共中央7月19日在北京举行新闻发布会，介绍和解读中共二十届三中全会精神。教育部党组书记、部长怀进鹏表示，《中共中央关于进一步全面深化改革、推进中国式现代化的决定》(简称《决定》)强调要优化重大科技创新组织机制，加强国家战略科技力量建设，统筹强化关键核心技术攻关。
怀进鹏说，世界百年变局加速演进，新一轮科技革命和产业变革深入发展，围绕高素质人才和科技制高点的国际竞争空前激烈。
“这就迫切要求我们走好人才自主培养之路，实现高水平科技自立自强。”怀进鹏说，为此，全会《决定》对深化教育科技人才体制机制一体改革作出了重要部署。
他介绍，一是深化教育综合改革。从教育大国到教育强国是一个系统性跃升和质变，《决定》强调加快建设高质量教育体系，统筹推进育人方式、办学模式、管理体制、保障机制改革。紧扣培养担当民族复兴大任的时代新人，完善立德树人机制，推进大中小学思政课一体化改革创新，健全德智体美劳全面培养体系。着眼拔尖创新人才培养，分类推进高校改革，建立科技发展、国家战略需求牵引的学科调整机制和人才培养模式。坚持强教必先强师，提升教师教书育人能力，健全师德师风建设长效机制。有效利用世界一流教育资源和创新要素，推进高水平教育开放。
二是深化科技体制改革。坚持“四个面向”的战略导向，着力激发科技创新创造活力，《决定》强调要优化重大科技创新组织机制，加强国家战略科技力量建设，统筹强化关键核心技术攻关。改进科技计划管理，强化基础研究领域、交叉前沿领域、重点领域前瞻性、引领性布局。着眼于科技创新和产业创新深度融合，强化企业主体地位，加强企业主导的产学研深度融合。深化科技成果转化机制改革，构建同科技创新相适应的科技金融体制。
三是深化人才发展体制机制改革。着眼加快形成人才培养、使用、评价、服务、支持、激励的有效机制，《决定》强调实施更加积极、更加开放、更加有效的人才政策，完善人才自主培养机制。加快建设国家战略人才力量，着力培养造就战略科学家、一流科技领军人才和创新团队，着力培养造就卓越工程师、大国工匠、高技能人才，提高各类人才素质。强化人才激励机制，坚持向用人主体授权、为人才松绑，建立以创新能力、质量、实效、贡献为导向的人才评价体系，为人才成长营造良好的环境。
“总之，要通过进一步深化改革，加快建设教育强国、科技强国、人才强国，形成推动高质量发展的倍增效应，支撑引领中国式现代化。”怀进鹏说。(完)
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