英语课代表叫我满足她| 布林肯任内二次访华 美方应树立正确对华战略认知

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Title: Meeting the Demands of the English Class Representative

Introduction:
Being chosen as the English class representative came as a pleasant surprise to me. However, little did I know that my new role would entail fulfilling various demands. This article aims to explore the three major requests made by our English class representative and how I managed to meet them.

Meeting the Demand for Interesting Lessons:
The first demand put forth by our English class representative was to make our lessons more interesting and engaging. To accomplish this, I decided to incorporate a variety of teaching methods and materials. I began introducing multimedia elements such as videos, songs, and presentations to capture students' attention. Moreover, I encouraged class discussions and debates, allowing students to express their opinions freely. By designing interactive activities and incorporating real-life examples, I aimed to make the learning experience more enjoyable and relevant. As a result, the overall classroom atmosphere became livelier, and students showed greater interest and enthusiasm towards English lessons.

Addressing the Need for Individual Attention:
Recognizing that every student has unique learning needs, our English class representative requested personalized attention for each student. To fulfill this demand, I implemented a few strategies. Firstly, I organized one-on-one feedback sessions where students could discuss their weaknesses and receive guidance on how to improve. This allowed me to understand their individual challenges and tailor my teaching approach accordingly. Additionally, I provided extra study materials and recommended online resources to cater to different learning styles. By acknowledging and accommodating the diverse needs of my classmates, I aimed to foster a supportive and inclusive learning environment.

Catering to Exam Preparation:
Another significant demand made by our English class representative was to assist in exam preparation. To tackle this, I devised a comprehensive study plan. I scheduled regular review sessions to help students consolidate their knowledge and practice their skills. I provided mock tests and sample papers to simulate exam scenarios and improve their time management. Furthermore, I encouraged peer-to-peer learning by creating study groups, where students could help each other and discuss challenging topics. With a focus on exam-oriented teaching, I aimed to instill confidence in my classmates and equip them with the necessary skills to excel in their English exams.

Conclusion:
Meeting the demands of our English class representative has challenged me as a student and a leader. By making our lessons more interesting and engaging, addressing individual needs, and aiding in exam preparation, I have strived to fulfill her expectations. Although it required extra effort and dedication, the outcome has been rewarding. Not only have I witnessed significant improvements in my peers' language skills, but I have also experienced personal growth as an English class representative. Moving forward, I aim to continue meeting the demands of my classmates and creating a conducive environment for effective English learning.
英语课代表叫我满足她

　　中新社北京4月27日电 (黄钰钦 谢雁冰)24日由上海开启至26日晚离开北京，美国国务卿布林肯结束了为期三天的中国之行。这是他任内的第二次访华，也是时隔十个月之后再次来到中国。

　　此访是中美落实两国元首旧金山会晤共识，保持对话、管控分歧、推进合作、加强国际事务协调的一部分。在布林肯访华期间，中国国家主席习近平26日礼节性会见，高屋建瓴地就中美关系阐明权威立场，提出指导意见。

　　同日，中共中央政治局委员、外交部长王毅与布林肯进行时间长达5个半小时的会谈。访问期间，双方在全面交换意见基础上，形成五点共识，包括双方同意保持高层交往和各层级接触，举行新一轮中美亚太事务磋商、海洋事务磋商，继续开展领事磋商，就国际地区热点问题保持协商等。

　　中国国际问题研究院美国研究所副所长张腾军指出，布林肯此访的大背景是落实两国元首旧金山会晤达成的共识，尤其是保持高层交往的积极势头。但也应注意到，美方此访抱着自身所谓的“清单”，从舆论到行动都意在向中方施加压力。

　　如其所言，今年以来中美两国保持密集互动。在元首外交引领下，中美在各层级各领域开展了一系列重要接触，旧金山会晤建立或重启的20多个机制性磋商持续运转。美国财政部长耶伦不久前访华，强调不寻求对华“脱钩”，呼吁双方保持沟通。

　　尽管中美关系总体止跌企稳，但负面因素仍在上升积聚。就在布林肯访华前夕，美方仍在舆论上抛出所谓“中国产能过剩论”，抹黑中俄正常经贸合作并对华多个行业启动301调查，试图在访前营造出咄咄逼人的声势，为议程设置增加“筹码”。

　　针对美国在对华关系问题上的“两面性”，外界注意到布林肯此访期间，中方着重提出的战略认知问题，即中美究竟是要做伙伴还是做对手。这是中美关系的根子问题，也是双方每次都要谈的议题，这次也不例外。

　　4月2日，在与美国总统拜登通电话时，习近平曾形象地将战略认知问题比喻为——中美关系必须扣好的“第一粒纽扣”。此次会见布林肯时，习近平再次表示，这个根本问题解决了，“第一颗纽扣”扣好了，中美关系才会真正稳下来、好起来、向前走。

　　“中方强调扣好‘第一粒纽扣’是希望美方树立正确对华认知，在根本上管控中美关系，促进健康稳定发展。”中国现代国际关系研究院世界经济研究所研究员陈凤英指出，如果美国不能积极正面看待中国发展，总是把中国当做最主要对手，单方面用竞争定义全部中美关系，双边关系就只会麻烦不断，问题丛生。

　　在国际问题专家看来，扣好“第一粒纽扣”，树立正确战略认知的路径在于双方加强沟通与互动。美国著名学者约瑟夫·奈认为，高层接触很重要，“找到一些能向公众舆论证明两国能从合作中获益的议题也是有帮助的”。

　　在布林肯此访中，中美双方都对保持沟通的重要性予以肯定。在王毅同布林肯举行会谈时，双方同意保持高层交往和各层级接触，继续开展两军交往和各领域磋商，进一步推进中美禁毒、气变、人工智能合作，采取措施扩大两国人文交流，双方愿就国际地区热点问题加强沟通。

　　与此同时，中方强调对话沟通的大门始终是敞开的，但也表示美方必须认识到，不能为沟通而沟通，不能说一套做一套，更不要幻想从所谓“实力地位”出发同中方打交道。

　　“面对全球地缘政治局势新的不稳定因素，尤其在美国大选的背景下，中美如何在双边层面保持关系总体稳定，亟待双方加强沟通交流，要真正为达成具体的实际成果而努力。”张腾军分析称。

　　在结束行程前召开的记者会上，布林肯肯定两国在打击芬太尼上的合作进展，并透露两国将在未来举行首次人工智能对话。他也提到，双方讨论了扩大两国人文交流，特别是教育领域的交流。

　　陈凤英表示，从高层共识到工作层面沟通，布林肯此访延续了中美高层互动的积极势头，达成的共识有利于将“旧金山愿景”变成“实景”，未来美方能否树立正确对华战略认知，是否将继续以“竞争”之名行打压之实仍然有待观察。

　　张腾军进一步指出，布林肯此访表明以沟通维护中美关系总体稳定仍是双方大的共识，但把此次安排转化为中美关系持续改善的契机仍需双方共同把握、相向而行，扣好“第一粒纽扣”。(完)

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