1、 日本高中留學(xué)申請(qǐng)書(shū)通用版 日本高中留學(xué)申請(qǐng)書(shū) Dear _, In Das Vorleser by Bernard Schlink, the main character asserts that decisions can have no influence on our behaviour. In many ways I think this is true. There are times when we can consciously make a decision, justify it, yet we cant go through with it. I am curious a

2、s to why this is, as I have always been fascinated by behaviour. A-Level Psychology has provided me with some answers, yet I am eager to learn more. Cognitive Psychology is one of my main interests because I believe that the best way to understand peoples behaviour is to try to understand the proces

3、ses that take place in decision making, in remembering and also at times when we dont even realise them, such as during the perception of our surrounding environment. I also like it because of its links to neurosciences, which I have found intriguing because of the links between brain and behaviour.

4、 Recently, I have been reading articles on mirror neurons in Scientific American Mind, which I found compelling because it would appear to explain many of the processes engaged in learning. I found Kandels work with sea slugs fascinating as well because it would seem to explain memory at a biologica

5、l level, but I feel that there is still much to discover, as I think that all behaviour could be explained in biological terms. I think this should be investigated using the experimental method, with the challenge in doing so making it all the more exciting. I am also very interested in mental disor

6、ders. What compel me are the relationships between various biological and environmental factors which can induce them. Richard P. Bentalls Madness Explained gave me an insight into these relationships, but I also found this book interesting because of the implications for clinical psychology. His th

7、eory for treating psychological symptoms rather than whole disorders could be more beneficial for patients due to the lack of reliability in the traditional method of diagnosis and treatment. Despite this, I am sceptical whether this approach would actually eliminate the problem, however he would as

8、sert that it does. I consider myself an excellent candidate to study Psychology as I have a strong work ethic, I am motivated to extend my learning beyond the classroom with reading around the subject and attend lectures organised by the Royal Institute in London when I can (the most recent of which

9、 discussing infidelity from a psychological viewpoint) and I am very capable of keeping to deadlines in spite of my many extra curricular activities. I am also a responsible and reliable person as these are some of the qualities required for being a Prefect. One of these extra curricular activities

10、is Student Researchers. Currently, I am the Head of Qualitative Research and we have to design qualitative questionnaires, distribute them and analyse them. At times this can be quite challenging, especially our first project, which was undertaken during our AS exams. So far we have completed two pr

11、ojects, one exploring the students views on learning and another investigating the students views on grades and feedback. I gained excellent experience with researching, analysing and evaluating evidence, drawing conclusions and exploring the implications of these conclusions, which I feel will part

12、icularly help me in studying Psychology. Outside of school, I referee for youth and senior football. This is challenging because of the unpredictability and aggressiveness of some players, whom I must keep control of, often under intense pressure, yet I also find it rejuvenating as it is a break fro

13、m studying. Since March, I have been in the refereeing promotion scheme, which pushes my ability as a referee and also enhances my organisational skills. I also enjoy playing bass guitar or socialising with friends. I am eager to study Psychology and the prospect excites me greatly. I strongly belie

14、ve I am an excellent candidate and I hope that I will be offered a place at your university. Yours sincerely, 日本留學(xué)讀高中的申請(qǐng)流程 一、先要定好去不去 這個(gè)不是說(shuō)家長(zhǎng)定好，還是要看學(xué)生自己想不想去該國(guó)學(xué)習(xí)，畢竟是這個(gè)時(shí)期的孩子了，都是有著自己的想法和態(tài)度的，所以在這上面先要和孩子定好去不去，也要和她說(shuō)清楚，去到該國(guó)學(xué)習(xí)的話(huà)，會(huì)面臨的問(wèn)題有什么，讓她自己想去不去，因?yàn)檫@樣，不光是去到以后能好好地學(xué)習(xí)，也能在去以后，在碰上一些難的事情的時(shí)候，不會(huì)輕易的就要回來(lái)，雖說(shuō)這些在該國(guó)學(xué)習(xí)基本是

15、沒(méi)有的事情，但是還是要做好這些的前奏。 二、要滿(mǎn)足留考的要求 去該國(guó)的高中學(xué)習(xí)也是要參加學(xué)校的考試的，但是基本的要求不會(huì)很高。雖說(shuō)該國(guó)在學(xué)習(xí)和教育上和國(guó)內(nèi)基本是沒(méi)有差別的，但是細(xì)小的差別還是有的，所以在去定好要去該國(guó)學(xué)習(xí)以后就要去看，該國(guó)的學(xué)?？嫉氖鞘裁?，和國(guó)內(nèi)的有什么差別，是專(zhuān)門(mén)報(bào)個(gè)這樣的班去學(xué)習(xí)，能在過(guò)內(nèi)滿(mǎn)足這些要求就不要等到去該國(guó)去學(xué)。 不光是留考，N2也是如此，若是能在國(guó)內(nèi)有時(shí)間去學(xué)的話(huà)，就在國(guó)內(nèi)學(xué)完，這樣的話(huà)是比去該國(guó)學(xué)要省去不少的錢(qián)的，也是能直接申日本的高中，在時(shí)間上也是能省去很多的。 三、選好學(xué)校后去考試 在有能去考該學(xué)校的能力以后，就能申該學(xué)校了，然后收到去考的信息，只要前兩步

16、做好了的話(huà)，這步就很簡(jiǎn)單的，去考就行了。 四、辦去該國(guó)的VISA 在選的時(shí)候肯定不只選一所學(xué)校去考，所以，在拿到offer的時(shí)候，其實(shí)也不是只會(huì)拿到一份。那么在這個(gè)時(shí)候其實(shí)還是要再選的。選好以后就去注冊(cè)，然后就申請(qǐng)去該學(xué)校學(xué)習(xí)的VISA就行了。但是在申VISA的時(shí)候，要交的存款的證明是在定好去該國(guó)學(xué)習(xí)以后就立即去存的，這樣就會(huì)省去很多的事情的。 日本留學(xué)讀高中的優(yōu)勢(shì)與條件 一、去日本讀高中優(yōu)勢(shì) 1、節(jié)約時(shí)間 國(guó)內(nèi)初中畢業(yè)后到日本讀高中，很多是可以無(wú)縫對(duì)接的。 目前在中國(guó)招生的高中，一般是每年10月，4月兩次招生，那么國(guó)內(nèi)初中6月畢業(yè)后，最快同年10月就可以到日本讀高中。 在日本經(jīng)過(guò)三年的學(xué)習(xí)，

17、以后就可以直接報(bào)考大學(xué)，這樣幾乎和國(guó)內(nèi)的同齡人同時(shí)間升入大學(xué)。如果是在國(guó)內(nèi)讀完高中后再到日本留學(xué)，那么先要到日本的語(yǔ)言學(xué)校過(guò)渡后才能考大學(xué)，這樣比直接到日本讀高中的學(xué)生要多花費(fèi)至少一年，有的甚至要多讀2年。 此外，有的日本高中還接收高二、高三的插班，這樣時(shí)間上的靈活性就更大。 2、可以更順利的考取日本大學(xué) 這個(gè)是指留學(xué)生在日本高中畢業(yè)后，可以跟日本高三畢業(yè)生一樣，參加大學(xué)入學(xué)共通(大學(xué)入學(xué)共通測(cè)試)，這個(gè)考試相當(dāng)于日本的“高考”。 另外，因?yàn)楝F(xiàn)在的日本因?yàn)榇髮W(xué)多，學(xué)生少，所以都會(huì)給高中各種各樣的推薦名額，所以基本都能有一些保底大學(xué)。重點(diǎn)是日本大學(xué)給日本高中畢業(yè)生的名額遠(yuǎn)遠(yuǎn)比語(yǔ)言學(xué)校畢業(yè)后參加留

18、考的留學(xué)生名額要多很多倍，所以有的時(shí)候反而競(jìng)爭(zhēng)沒(méi)有那么激烈。 另外有些比如醫(yī)科大學(xué)等等，不設(shè)留學(xué)生非常招生考試。所以反而只有參加日本大學(xué)入學(xué)共通測(cè)試才能順利考取。 3、日語(yǔ)進(jìn)步飛速 根據(jù)我們以往成功辦理日本留學(xué)的同學(xué)們反饋回來(lái)的消息，很多直接報(bào)考日本大學(xué)的同學(xué)們，在最初上課的時(shí)候會(huì)跟不上老師的授課進(jìn)度。 我們都知道學(xué)習(xí)語(yǔ)言需要環(huán)境，而在國(guó)內(nèi)學(xué)習(xí)日語(yǔ)的孩子們，聽(tīng)力和口語(yǔ)一直都是弱項(xiàng)。而高中就留學(xué)日本，周邊的老師和同學(xué)都是日本人，所以說(shuō)在日本讀高中的孩子有三年的時(shí)間可以“磨耳朵”練口語(yǔ)， 4、培養(yǎng)孩子們的成長(zhǎng)能力 高中時(shí)期是人生的重要階段之一，是一個(gè)人從孩子到成人的轉(zhuǎn)變過(guò)程。眾所周知，日本和中國(guó)的

19、教育體制并不相同，日本高中不僅開(kāi)設(shè)各類(lèi)文化課，文化課外的業(yè)余生活更是豐富，各類(lèi)社團(tuán)多種多樣。 喜歡運(yùn)動(dòng)的孩子們有棒球部、足球部、籃球部等;針對(duì)喜歡藝術(shù)的孩子們有吹奏部，漫畫(huà)部，輕音部;還有可以讓孩子們學(xué)會(huì)一門(mén)技能的花道部、茶道部;更有一些學(xué)校會(huì)根據(jù)地方特色，保障地方傳統(tǒng)設(shè)置社團(tuán)。 日本高中的教育方式正是保障孩子的“天然性”，挖掘每個(gè)孩子的潛力。而日本社會(huì)的誠(chéng)信意識(shí)、公民意識(shí)、環(huán)保意識(shí)、做事的認(rèn)真不敷衍，為人的謙恭禮讓?zhuān)谏鐣?huì)行為中的高度自律，這些都是孩子們需要耳濡目染養(yǎng)成的習(xí)慣。 5、生活環(huán)境優(yōu)美和發(fā)展前景好 干凈、整潔一直是日本這個(gè)國(guó)家的代名詞，清新的空氣、安全的直飲水、一塵不染的馬路在20

20、22年全球宜居城市排行榜中，位列第一的就是日本東京所以說(shuō)日本留學(xué)可以給孩子提供一個(gè)良好的生活學(xué)習(xí)環(huán)境。 此外，日本是被譽(yù)為全球社會(huì)治安的國(guó)家之一，家長(zhǎng)們也可以放心孩子留學(xué)期間的安全問(wèn)題。 從將來(lái)的就業(yè)形勢(shì)來(lái)看，日本較國(guó)內(nèi)還是有優(yōu)勢(shì)的，日本老齡化和少子化越來(lái)越嚴(yán)重，導(dǎo)致目前各行各業(yè)都處于缺人的境地。此外隨著全球一體化進(jìn)程的加深和加快，面臨著國(guó)際競(jìng)爭(zhēng)越來(lái)越激烈的現(xiàn)狀，日本政府正在積極吸引外國(guó)高級(jí)人才留日，為達(dá)成這一目標(biāo)，與之相配套的各種留學(xué)生就業(yè)利好政策紛紛出爐。 越來(lái)越多的家長(zhǎng)讓孩子高中赴日留學(xué)，可能是不希望孩子面對(duì)高考的重壓，也有的家長(zhǎng)考慮的比較長(zhǎng)遠(yuǎn)，比如希望之后孩子在日本長(zhǎng)期發(fā)展，入籍或者拿到永住