加拿大留学个人陈述PS写作要求

　　准备加拿大留学申请的材料，所有的学生都不要忘记了准备文书才来哦，这是影响大家申请的重要软件材料。跟着的我看一看加拿大留学个人陈述PS写作要求。

　　写作要点

　　1、突出重点，主线明确，清楚有力地表达求学动机和学习学术能力。

　　在国内有一种错误的观点，要“煽情”才能有效果。有的留学申请人就通过描述不相干活动展示“独特”的性格，或是学术上感觉没有什么可写的，就写自己考试时克服了重重困难，如何考取了好成绩。这是根本不着边际的写法，会让录取者发掘不到你的特点。要知道你是要在很短的时间内，清楚地用几百字告诉招生教授你是入学（奖学金）非常合格的人选，盲目“煽情”完全不需要。

　　2、结构简单，衔接紧密，留学文书其实是你个人的广告！要重点突出，形象鲜明。

　　仔细想想，留下深刻印象的广告哪个不是简明而富有创意的？许多申请人往往想把自己的全部优点都写出来告诉教授，觉得这样才能全面的展现自己。但是招生官们要阅读数量可观的留学申请资料，只有那种简单有力的文章才能让人印象深刻。我们的理念是简明而富有创意的。

　　3、符合西方思维习惯，文化的差异导致东西方在什么是美德和优缺点的看法上不尽相同。

　　我们在以往的经历中发现，有些留学申请人表达出来的“优点”实际上在西方看来是缺点，反映申请人对学术问题毫无主见；而有些申请人认为不好的东西恰恰是西方人所欣赏的，认为这些能表现出申请人布满个性。所以申请人要了解如何以西方的思维方式取舍你的申请素材，把有益的亮点有选择性地挑选出来，在适当地篇幅里展示出来。

　　PS结构

　　一段：

　　通常为简短的个人简介，比如在哪个大学哪个专业。最后一句话一定要强调，你想申请的专业。（10%篇幅，下同）

　　二段：

　　说明自己的研究兴趣。研究兴趣和个人兴趣务必要与申请的专业契合，避免说“正确的废话”。（25%）

　　三段：

　　说明为什么你想申请某大学的某专业。这一段要尽量写出此学校和此专业的与众不同。简单的说就是为什么这个学校吸引你，为什么这个专业吸引你。比如该专业就业前景好，或者研究水平高，该学校的地理位置好，学校的师资力量强，专业排名好等等。并且最好结合学生将来的职业规划，让导师了解该学生是一个有着长远打算的学生，有思想。（25%）

　　四段：

　　要表明你为什么是个合格的申请者。这一段你要强调你个人的与众不同之处。但是首先要表明你超越了学校规定的基本入学指标。以后结合自己的优点来表明你是一个合格的申请者。比如你有快速的学习能力，扎实的专业知识，对该研究领域无与伦比的热爱等。（30%）

　　结尾段：

　　再次表明自己的决心，对研究方向的热情等。如果被录取一定能快速投入学习和研究中去等等。（10%）

　　PS范文

　　Itismyconvictionthatthemeaningoflifedoesnotdwellinthelengthoftimethatonecanliveorthematerialabundancethatonecanacquire，butintherichnessandthewonderfulnessoflifeitself.Withtheincreaseofmyage，manythingsinmylifehavechanged.Butonethingremainsconstant，thatis，IwillconsistentlyinsistondoingwhatIliketodoandhopethatmyendeavorscanbevaluabletothelifeofothers.IseethisastheonlywaywherebyIcanrealizethevalueofmylife.

　　MyundergraduatestudyfocusedoneconomicsandIachievedremarkablescholasticperformanceinthisfield.MyGPAis3.44（myGREscoreis2020andTOEFL----）.Forfourconsecutiveyearsofmyundergraduatestudy，Ireceivedscholarshipsformydistinguishedacademicperformance.DuetomyequallyprominentperformanceinextracurricularactivitiesIwasconferredontheOutstandingStudentinCampusActivities.However，honestlyspeaking，myrealinterestliesnotineconomics，butineducation.EversinceIwasaprimaryschoolstudent，Ihadcherishedastrongdesireforateachingcareerexemplifiedbymyteachers.IntheactualteachingcareerthatIembarkedonuponmygraduatingfromuniversity，IhavebecomeincreasinglyawarethattheexistingeducationalconditionsinChinaarefarfromsatisfactory.ThebackwardteachingmethodologyandtheprevailingpedagogicalideologyhaverenderedChineseeducationoutofplacewiththemoderninternationaldevelopmentineducation.Onthemacrolevel，thecurrenteducationtheoryandpracticeinChinalagsignificantlybehindadvancedcountriesintheWest.Forinstance，thougheducationviatheinternethasachievedconsiderabledevelopmentinpasttwoyears，inpracticaloperationsucheducationhasmoreoftenthannotdeterioratedintoanextendedformoftheconventionalexamination-orientededucationinsteadofareallyinteractiveprocess.Inmypersonalexperience，despitethefactthatsomeoftheproblemsthatIhaveencounteredinmyteachingcareercanbesolvedbyconsultingrelevanttechnicalliterature，IhavefoundthatthemoreseriousflawsinherentinChina＇scurrenteducationalsystemcannotbeworkedouteasily.Undersuchcircumstances，anadvancedprogramineducationbecomesnecessary.

　　Inthisageofinformation，traditionaleducation，bothinitsideologyandmethodology，hasmetunprecedentedchallengelikemanyotheraspectsofhumanexistence.Meanwhile，thepursuitforhigherlevelsofeducationaldevelopmentandofthequalityoflifehaslargelytransformedtheeducationalvalueorientationofthegeneralpublic.Theeducationalmodelthatiscenteredaroundthecognitiveandintellectualinstructionhasbeenseriouslyquestioned.Greaterattentionhasbeendevotedtothecultivationofwell-developedpersonalityandtotheontologicalstatusoftheindividualineducation.Suchissuesastheinternalstudiesofeducationscience，scientificdecision-makingineducation，andmeta-educationhavealsobeenincreasinglyemphasizedupon.Therehavealsobeeninnovationsineducationalresearchmethodology.Thetendencyhasbeentocombinemoderntechnologywithhumanisticresearchcategoriesandwithnaturalisticresearchcategories，andtoorganicallyintegratequalitativedescriptionswithquantitativedescriptions.Itisalsoimportanttocarryouteducationalexperimentationsinwhicheducationalpredictionsarecomplementedbyeducationalfeedbacks.Boththecomplexityofeducationandthecomplexityofhumanindividualshavemadethecomprehensiveapplicationofdiverseeducationalapproachesnecessary.Thosenewhorizonsarewhatfascinateme.

　　InviewofthefollowingqualificationsthatIhaveacquired，IbelievethatIwillacquitmyselfsatisfactorilyintheprospectivePh.D.programineducationthatIamcurrentlyendeavoringtoapplyfor.Firstandforemost，asisoftenclaimed，one＇sinterestisone＇sbestdirector.IbelievethatIwilldowellwhatIamreallyinterestedindoing.Secondly，thoughImajoredineconomicsasanundergraduate，mytrainingsduringthatstagehelpeddevelopeffectivemodesofthinkingandresearchapproaches.Inaddition，Iconscientiouslyself-studiedmanyworksrelatedtoeducation，includingADevelopmentalHistoryofEducationalScienceintheWest，whichenabledmetoconstructasolidgroundworkformoreadvancedstudiesinthisfield.Next，itcanbesafelyassertedthateducationandeconomicsarenotentirelyseparated.Forexample，itisnecessarytoapplymanystatisticalmethodsineducationalpsychologyandmyacademicrecordindicatesthatstatisticsisthesubjectthatIammostgoodat.Lastbutnottheleast，mycurrentteachingcareerandmyteachingexperiencewillplayapositiveroleinfacilitatingmytargetdegreeprogram.

　　ThereasonwhyIapplyfortheUniversityof------------isthatitisthefirststateuniversitywithatime-honoredhistory.TheSchoolofEducationinthisuniversityisquiteprominentamongitscounterpartsinthefield.IamparticularlyattractedbytheSchool＇spowerfulpedagogicalresource，vibrantintellectualatmosphereandacomprehensivecurriculum.IplantoapplyforadegreeprograminInstructionalTechnologyorEducationalPsychology，bothofwhichenjoyunparalleledacademicreputationintheworld.MyapplicationforInstructionalTechnologyismotivatedbymystronginterestintheapplicationofmodernscienceandtechnology，especiallytheinformationtechnologyrepresentedbytheInternet，inthefieldofeducationandinthenatureofaseriesofrevolutionarychangesresultingthereof.InstructionalTechnologyisanewdisciplinethathasemergedasaresultoftherapiddevelopmentofmoderncommunicationtechnologysincethelate20thcentury.Ithastremendouspotentialfordevelopmentandcommercialapplication.AsformymotiveinselectingEducationalPsychologyasanotherpossibleareaofspecializationinmydegreeprogram，itismylong-cherishedinterestthatprimarilycounts.Ontheotherhand，alltheaccomplishededucatorssincethe1960＇shavebeenwell-versedinpsychology.Almosteveryimportantneweducationaltheoryisderivedpsychologicalfindingsinonewayoranothersothateducationalpsychologyhassubsequentlydevelopedintoafundamentalsubjectforthescienceofeducation.Thetendencyinthe21stcenturyistoemphasizeonthemicroresearchofeducationalactivitiesandagainstthisbackdropeducationalpsychologywillbeattachedgreaterimportance.InInstructionalTechnology，Iwouldliketofocusonthefollowingstudies：howtoimproveeducationalefficiencybyapplyingresearchresultsfromnaturalsciencesandengineeringtechnology；howtoexplorethecombinationandcoordinationofpedagogicalcontentsandtoimproveteachingmethodologybyexploitingthetheoreticalfindingsfrompsychologyandeducationalscienceconcerningtheprocessofteachingandlearning.InEducationalPsychology，Iwillconcentrateonappliedcognitionanddevelopment，giftedandcreativeeducation，geneticsandchildrendevelopment，personalitystructureandindividualdifferencesandotherrelatedsubjects.

　　Forme，toshiftfromeconomicstoeducationandtopursueanadvanceddegreeintheUnitedStatesisnotsomuchachallengeasanopportunity.Atpresent，majorreformsarebeingintroducedintovirtuallyeveryimportantaspectofChinesesociety.Thefieldofeducationespeciallycallsforcomprehensivereforms.TheUnitedStatesoccupiesanabsolutelyleadingpositioninthepresent-dayworldineducation.Itismyconvictionthat，intheUnitedStates，advancededucationaltheories，technologiesandinformationwillfacilitatemeimmenselyintheachievementofremarkableacademicprogress，fulfillingmyaspirationtobecomeanaccomplishedprofessionalinthefieldofeducation.Thiswillnotonlybringmypatrioticfervorintorealitybutalsomakemylifemoremeaningfulandrewarding.