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How to Improve Students' Listening Capacity in Middle Schools

CONTENTS

Abstract (i)

摘要 (ii)

1 Introduction (1)

2 The current situation of English listening teaching in middle schools (1)

2.1 The importance of listening (1)

2.2 The problem exiting in listening teaching (1)

3 The principles of listening training (2)

3.1 Focusing on the process (2)

3.2 Combination of listening with speaking (2)

3.3 Focusing on comprehending meaning (2)

3.4 Up-grading of difficult levels (3)

4 The factors for students’poor listening (3)

4.1 Teachers’ factors (3)

4.2 Students’ factors (4)

4.2.1 Phonetics and phonology factor (4)

4.2.2 Vocabulary and Grammar factor (4)

4.2.3 Listening habits (5)

4.2.4 Background knowledge and way of thinking (5)

4.2.5 Speed of the speaker (5)

4.2.6 Psychological factor (5)

4.3 Environment factor (6)

5 How to improve students’ listening ability (6)

5.1 The teaching aspect (7)

5.1.1 Improvement of teachers’general ability (6)

5.1.2 Development of students’interest in English listening (7)

5.1.3 Design of the pre-listening, while-listening and post-listening (7)

5.2 The students aspect (7)

5.2.1 Improvement of students’pronunciation (8)

5.2.2 Enhancement of students’vocabulary and grammar (8)

5.2.3 Developing a good listening habit (8)

5.2.4 Enlarging knowledge and widening the way of thinking (9)

5.2.5 Fastening listening speed gradually and practicing shorthand

note-making (9)

5.2.6 Developing a good state of mind and training the ability of prediction .10

5.3 The environment aspect (10)

6 Conclusion (10)

Bibliography (12)

Acknowledgments (13)

ABSTRACT

Listening is a kind of comprehensive competence. As a form of language activity, it plays an important part in human cognitive activities. It should be integrated with speaking, reading and writing skills. Meanwhile, listening is a relatively difficult skill for the students. The new English curriculum standard issued by the Education Ministry stresses the importance of improving the middle school students’ listening ability as the problem of the students’ poor English listening is becoming more and more serious in China. This paper probes into the current situation of English listening teaching in middle schools and problems existing in it，introduces some principles of listening training, analyzes the factors which influence students’ listening comprehension, such as pronunciation, background knowledge , grammar , speed , listening habit and psychological factor. This paper also proposes effective ways to help improve students’ listening capacity, such as consolidating of grammar knowledge , enlarging vocabulary and widening the way of thinking, forming good habit of listening and so on.

Key words:Listening; cognitive activities; improve; comprehension; factors; effective ways

摘要

听力是一项综合性较强的技能,它作为一项语言行为在人类的感知行为中起着重要作用。应与说、读、写三项技能综合起来。同时，听力技能对于英语学习者来说是相对困难的一项技能。学生听力差的问题变得越来越严重，因此教育部发布的新英语课程标准明确强调了提高中学生听力的重要性。本文探讨了当前的中学听力教学现状以及存在的问题，介绍了一些听力训练原则，分析了影响听力理解的一些因素，如：发音、背景知识、语法、语速、听力习惯以及心理因素。本文还给出了一些提高听力的有效途径，如：巩固语法知识、扩大词汇量、开拓思维、养成良好的听力习惯等。

关键词：听力；感知行为；提高；综合理解；因素；有效途径

1. Introduction

As worldwide commercial activities increase, it is becoming more and more important to understand and master English in many situations, such as face-to -face, on the telephone, in business meetings, lectures, speeches, television and so on. So English education becomes a necessity. We have to admit that English, a tool for communication, has a profound influence on the students’ future development.

It is true that listening, speaking, reading, and writing are four basic skills in English teaching and learning. In the four skills of English, listening is the basic, and the most important one. However, students’ poor listening problem has been compounded in recent years. We have to face the problem and find effective solutions to it .

2. The current situation of English listening teaching in middle schools

Imagine wh at will happen if we can’t follow what others say while we must make some response to it during a conversation? It is the most important that we should understand what people say before we give any proper response. Listening comes first.

2.1 The importance of listening

As we know, listening is an essential part of the communication process. Listening is the first language mode that children acquire. It provides a foundation for all aspects of language and cognitive development, and it plays a life-long role in the processes of learning and communication. According to Rivers study indications, listening occupies 45% of the whole social interactions. And some statistics show that nearly 50% of the students regard listening comprehension as the most difficult part among all kinds of examinations.

2.2 The problem exiting in listening teaching

In middle school listening teaching, most of the listening materials used in class are invariably short stories, dialogues and short talks which are pre-written, well-prepared and well tape-recorded. The pronunciation of this kind of listening

material is usually clear and standard. The speed is slower than normal, and the language tends to be regular, complete and formal. However, these kinds of materials lack the authenticity of daily conversation, spontaneity of spoken language, such as hesitations, self-corrections, irregularities and other linguistic features of spoken language. Furthermore, in class the teacher usually concentrates on the teaching of understanding segments of the language in a text rather than an overall comprehension of a message, which hinders listening comprehension and the development of communicative competence.

3. The principles of listening training

A scientific listening training design undoubtedly will benefit students’ listening . Teachers should keep the following principles in their mind when they carry out the training practice.

3.1 Focusing on the process

The skills of listening and reading are often thought of as passive skills. However, in reality, they are not at all passive, people must do many things to input and process the information they are listening. First they have to listen to what is being said, then they have to pay attention, and construct a meaningful message in their mind . We also know that if we do not have enough previous knowledge of what is being said, it is more difficult to make sense of what is being said, so listening is as active a skill as speaking. It is simply more difficult for teachers to judge how well the students comprehend the message. So it is very important to have some tests which can show how well the students have comprehended the listening material.

3.2 Combination of listening with speaking.

It is also important to develop speaking and listening skills together, because most of the time in real life these two skills are needed at the same time. In the traditional listening classroom, students listen to tapes with headphones and then answer listening comprehension questions.

3.3 Focusing on comprehending meaning

Another problem with many listening exercises in traditional textbooks is that they mainly text students’ memory capacity, not their listening comprehension. It is important to design tasks that do not ask learners to remember details that they would not even remember in their native language. In fact, psycholinguistic studies have shown that people do not remember the exact form of the message they hear. That is, they usually can’t recall what they heard word for word rather remember the general meaning of what they heard about the material.

3.4 Up-grading of difficult levels

When designing listening tasks, it is very important to grade the difficulty level of the tasks. Most textbooks do not provide enough variety of types of listening tasks, so the teacher will need evaluate the tasks provided, adapt and design tasks to provide more. Not only does it help students remain interested and motivated to learn, but it also provides practice in the many types of listening situations learners will encounter in real life. Actually,listening can go with practice of other language skills. a) Listening goes with speaking. Listening class include speaking activates, and vice versus. b) Injecting writing activities to listening. c) Combination of auditory and visual material.

4. The factors affecting students’ poor listening

In English teaching, the weakness of students' listening mainly depends on three aspects, one is from the teachers, and one is from the students themselves and the third is from the environment.

4.1 Teacher’s factor s

For a long time in China, the grammar-oriented perspective has led to the emphasis on language learners' grammatical competence instead of their communicative competence. Although students have studied English at school for several years and even get high marks in examinations, they are poor in actually using and listening to the language. In most English classes, the teacher is used to analyzing sentences, explaining grammatical rules and language points.While teaching, the teacher pays little attention to students' response .Students are given a few chances to

practice what they have learned in class. After class, it is the same that most of the time and energy of students are still spent in grammar exercise and vocabulary building. That is one of the important reasons why many foreign language learners feel it difficult to communicate in English.

4.2 Student’s factor s

Understanding learner’s listening problems is perhaps the first step for developing effective teaching strategies. In China，many Chinese students also have some problems while listening.

4.2.1 Phonetics and phonology factor

Everybody knows that phonetics studies human speech sounds and the way they are articulated, and phonology deals with the sound system of a particular language. According to an American scholar, Rita Wong, phonetics is crucial in listening comprehension. This is because sound is the direct medium of listening and speaking. Only by using correct sound can we express our views and ideas accurately. Similarly, it is inevitably that poor pronunciation will cause aural difficulties in smooth acceptance of others’ ideas expressed in correct pronunciation.Unfortunately, we found that many Chinese students lack basic knowledge of sound discrimination and phonetic changes, which severely hinders their improvement in listening ability.

4.2.2 Vocabulary and Grammar factor

Vocabulary is the major component of language. People always compare vocabulary to building material. For every English learner, studying English without a certain amount of vocabulary is just like builders build houses without bricks. However, in china, many middle school students do not have abundant vocabulary. So, when they meet unfamiliar words in listening, they become nervous and ponder the word.

Besides vocabulary, grammar also plays an important part in the analysis of sentence structure and sentence pattern. Systematic grammar knowledge is like a strong frame of a building, it can help students to catch the implication of vocal sounds, and understand them well, and it can also tell students the tense, voice and

mood. However, in china, many middle school students also lack of systematic grammar knowledge.

4.2.3 Listening habits

Students are used to getting the meaning of each word, each sentence. Once they meet a new word or a difficulty sentence, they will stop to think. It is doubtless they can’t catch up with the speed any more. These bad habits are among the main factors affecting their listening comprehension. In fact, it is unnecessary to know every word or every sentence.

4.2.4 Background knowledge and way of thinking

Each language comes from social life and reflects social life. English is not an exception. It unavoidably involves social knowledge or problems of every aspect ----politics, culture, economy, history, current situations and affairs, customs and people, new development and new discovery, etc. Obviously, if the listeners’ background knowledge is limited, certainly the effect of listening comprehension can not be achieved.

4.2.5 speed of the speaker

Generally speaking, the speed of listening materials in text books is not very quick, but many students still think it is too fast. They say: “We often can’t catch the first sentence, while the following contents have already passed. For a long time, the situation can’t be improved and we are not interested in it and have to give up.”

4.2.6 Psychological factor

Listener’s listening ability is also influenced by psychological factors. During listening, the listener may meet some words or sentences they do not know, it will make them feel very nervous. Anxiety has a negative effect on listening comprehension. Many students have experienced the anxiety during listening. They tend to miss much part of a taped material when they fail to recognize a word or a phrase and stop to think about it. Some students say that as soon as the listening material is played, they become worried and afraid, even feel that they have nothing in minds. Some students are too eager to get high marks, but they are afraid that they can’t follow the exam content and listening speed, so they are over worried. As a

result, they seem to have nothing in mind, and then they fail to catch the information which they need.

4.3 Environment factor

Originally, the purpose of learning a foreign language is to use it in communication. Whereas, most Chinese- English learners do not learn English for this purpose. Instead, they learn English for the purpose of passing various exams and getting a well-paid job in the future. In China, students' study achievement is mainly evaluated by exams, especially the Entrance Examination for College that is the final purpose of most high school students. To pass various exams, emphasis of high school English teaching is mainly put on grammar, reading and writing , while listening has been seriously ignored for a long time.

5. How to improve students’ listening ability

In the light of the problems existing in the teaching of the listing and, the features of the listening of middle school, we will take measures from the teachers, the students, the environments to help the students develop their listening skills.

5.1 The teaching aspect

Understanding teacher’ problems may be the first step for developing effective teaching strategies. Therefore, it is necessary for the teachers to improve themselves and point out the bad habits and then help the students form good habits. What should the teachers do?

5.1.1 Improve the teacher’ own general quality

In order to impro ve the students’ listening ability, teachers have to make themselves perfect in all aspects. They should maintain their ideological level, and try hard to improve their own professional competence. Only in this way, can the teachers develop more influence to impel the students’ comprehensive development.

Besides, in English class, teachers should try to organize their classes in English, which is the most effective way，students can concentrate their attention while listening to English. Teachers can also k now from the expressions in students’ eyes if they understand.

5.1.2 Development of students’ interest in English listening

In the past, teachers and students paid more attention to grammar, and many students were unwilling to open their mouths to speak English. Some students felt nervous and were afraid of making mistakes. All these factors hinder students’ listening comprehension. So the teacher can take some measures to eliminate these factors. Such as 1)combining speaking and listening together. 2) choosing some interesting materials for students to listen to. 3) using English songs or movies as auxiliary methods to arouse students’ interest s.

5.1.3 Design the pre-listening, while-listening, and post-listening classroom activities.

During the pre-listening stage, the teacher helps the students prepare to listen by making the topic relevant and interesting to students. That is to say, pre-listening activities should aim to motivate students, to activate their prior knowledge, and to teach key words or key structures to the students before listening , so that students are effectively, martially and linguistically prepared for the listening task.

The while-listening stage is the most difficult for the teacher to control, because this is where students need to pay attention and process the information actively. Sometimes it is good to just let the students listen and enjoy what they are listening to without a specific task.However,in most cases, it is helpful to provide a task while they are listening. By providing a variety of types of tasks, students learn to listen for a variety of purposes which better prepares them for listening in the real world .

During post-listening stage, one important point to keep in mind is whether teachers are testing the student s’ listening comprehension or their memory. The teacher needs to decide how to balance his or her teaching in preparing the students for traditional multiple-choice tests and preparing them for using English in the real world. Instead of multiple-choice questions, open-ended questions can be asked. Teachers need to be aware of the fact that these three-stage approaches should not be carried out mechanically for every text. Sometimes they are mixed together.

5.2 The student aspect

The students’poor listening problem is mainly caused by students themselves.so the following proposals can be helpful.

5.2.1 Improvement of students’ pronunciation

In order to improve the students’ pronunciation, the students can do more exercises. At the beginning of the listening training, the students should learn something about connecting reading, weak reading, lost tone and stress shifting, and pay more attention to the pronunciation and intonation, so that they can overcome the barriers in the English listening. For example, to distinguish the difference between two minimal pairs, or to identify whether the two sounds are the same.

5.2.2 Enhancement of students’ vocabular y and grammar

Vocabulary is the foundation of a language. Students must have abundant vocabulary for their improvement because vocabulary affects listening directly. If students do not have enough vocabulary, they will feel nervous and miss some information when they come across some unfamiliar words or phrases, which will affect students’ overall understanding of the listening text. To acquire a large vocabulary,the students should accumulate useful words they have learned. In addition , grammar also plays an important part in listening. The students must never neglect grammar teaching. Grammar can not only help them analyze sentence structure and pattern, but also help them understand the whole text. So students have to have a good command of the knowledge of grammar in order to improve their listening comprehension.

5.2.3 Developing a good listening habit

In order to capture the information given in the listening, the students have to take notes, or else he’ll forget what he has heard. To take intelligent notes, he has to listen attentively; he will be combating the boredom that leads to sleepiness.

1) Do not try to take down the passage word by word. Instead, write in a telegraphic style, using both one’s own words and those in the passage.

2) Make notes on main ideas and on sub-ideas, examples and details to support them.

3) Leave blanks for words, phrases, or ideas that may have been missed. Fill the gaps while listening to messages, and check them at the second or the third time.

4) Develop a system of enumeration, using Roman numbers, Arabic numbers and English letters.

5.2.4 Enlarging knowledge and widening the way of thinking

The obtainment of knowledge is mainly based on books, so the wide-ranging reading plays a very important role in improving listening comprehension. It not only can enlarge your field of vision, increase your knowledge, enliven your way of thinking, strengthen language sense, but also have a great advantage expanding vocabulary. Few reading will lead to poor knowledge, which makes rigid way of thinking and low ability of judging.

Therefore, students should widen the reading scope .They should put emphasis on the politics, culture, history, current situation and customs of the country. Besides, they should be concerned about the current affairs and new trends both home and overseas. If they persist on this practice, they’ll benefit f rom it definitely.

5.2.5 Fastening listening speed gradually and practicing shorthand note-making

S horthand has an effect of prompting listening comprehension. It contributes to recalling what you have heard. The following five points should be paid more attention.

1）Using numbers

Age, date, quantity, speed and relative unites are great barriers of listening comprehension because numbers are very difficult to catch and keep in mind.In practice, for the short numbers, we should try to keep pace with the tape; for the long, Arabic numbers can be conducive.

2）Using abbreviation

For example: GB (Great Britain); ABC (American Broadcasting Company); Sept. (September);AM(before noon); Prof. (professor); UFO (unidentified flying object). 3) Using the well-known symbols

For example: %=percent; $=dollar(s); ￡=pound(s); kg=kilogram

4）Creating some signs known by yourself

For example: TL=target language; FL=foreign language; LC=listening comprehension

5.2.6 Developing a good state of mind and Training the ability of prediction

The listening comprehension process is also a relatively complex psychological process. In psychology, it is stated that when a person feels nervous or anxious, he or she may experience the feeling of being terrified. When one is terrified ,his or her ability to listen is greatly reduced. So, it is very important for the students to have a good state of mind while listening. Besides,wonderful skills of forecasting the listening materials are important ways of training your listening ability and improving listening comprehension. For example:

A: Now, I notice you left the Hotel Victoria in 1980, what are you doing in England? B: I’m spending a few months brushing up my English and getting to know the country better.

It’s not hard to hear the dialogue clearly, but here “brush up”is not understood easily. Although we know “brush up”means “make clean, polish, tidy or smooth with a brush”.In this dialogue, it means “study or practice something in order to get back a skill that was lost”. We’ll forecast this correct meaning according to the context.

5.3 The environment aspect

In order to create real-life situations for middle school students, inviting foreign teachers to teach students may be helpful to solve this problem, it can even develop their curiosity and interest in English learning. At the same time, schools should provide enough varieties in the materials. The modern technological equipment can create real and colorful effect on learners’listening skills. Since teachers are teaching their students English not only to help them pass exams, but also to prepare them to use English in life. Of course, classroom practice can not always be the same as in real life, especially with beginners. Anyway, teachers need to give their students a variety of listening exercises to help them prepare for real life.

6. Conclusion

Listening teaching is the important part of English teaching. On the one hand, middle school teachers should improve their teaching methods and improve their own

qualification and language competence. To improve the learners’listening comprehensions, teachers should not only use correct teaching methods but also guide students to use correct study methods. In addition they should start with elementary knowledge. Teachers should design their teaching activities elaborately to evoke students’enthusiasm for English and make effort to foster students’language intuition as well as the habit of thinking in English by integrating listening with speaking, reading and writing. On the other hand ,students must first have a good command of linguistic knowledge , learn to take notes and cultivate a good habit of listening, and develop a good state of mind while listening. As long as the students are determined to get progress in listening and are trained in a scientific and reasonable way, great progress must be achieved.

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Acknowledgments

I would like to express my gratitude to all those who help me during my writing of this thesis. A special acknowledgment should be shown to my tutor Mrs. Bai, who gives me kind encouragement and useful instructions all through my writing. I am particularly indebted to all my college teachers, from whose lectures I benefit greatly . Finally I extend my thanks to my classmates Zhao Junyao who supplies me with the reference materials of great value.

浙江大学申报教授研究员职务人员主要业绩任

浙江大学独立学院申报教授（研究员）职务人员主要业绩（任现职以来）学院：城市学院姓名：刘加海性别：男出生年月：1960.12 所在二级学科：最后学历及毕业时间：2001.7 毕业学校：浙江大学所学专业：计算机科学与应用现任专业技术职务：副教授晋升时间：1998.8 拟升职务：教授一、教学工作（近五年）： 1、共开设必修、专业选修课程18 门，授课时数共计2706 学时。必修课开课情况如下：教学年度授课对象课程名称学生数周学时× 周数 201009-201101 城市学院本科生嵌入式系统原理设计80 32 201009-201101 城市学院本科生嵌入式系统原理设计实验40 32 201009-201101 城市学院本科生嵌入式系统原理设计实验40 32 201009-201101 城市学院本科生人机工程学70 32 201009-201101 城市学院本科生人机工程学70 32 201009-201101 城市学院本科生设计概论120 32 201009-短学期浙大计算机学院本科生Linux程序设计36 32 201009-短学期浙大软件学院本科生Linux程序设计32 32 201002-201007 城市学院本科生嵌入式系统原理设计68 32 201002-201007 城市学院本科生嵌入式系统原理设计实验39 32 201002-201007 城市学院本科生工业设计概论78 32 201002-201007 城市学院本科生工业设计概论70 32 201002-201007 城市学院本科生设计概论112 32 200909-201001 城市学院本科生嵌入式系统设计40 32 200909--201001 城市学院本科生嵌入式系统原理设计69 32 200909--201001 城市学院本科生嵌入式系统设计实验13 32 200909--201001 城市学院本科生嵌入式系统原理设计实验29 32 200909-9-201001 城市学院本科生人机工程学70 32 200909-短学期浙大计算机学院本科生Linux程序设计38 32 200909-短学期浙大软件学院本科生Linux程序设计100 32 200909-200911 浙大软件学院研究生嵌入式系统设计33 32 200902-200907 城市学院本科生VB界面设计60 32 200902-200907 城市学院本科生VB界面设计实验38 32 200902-200907 城市学院本科生设计概论80 32 200809-200901 普通高校本科生大学计算机基础100 48 200809-200901 普通高校本科生大学计算机基础120 48

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高圆圆个人资料高圆圆，中国女演员，出生于北京一个普通的知识分子家庭。1996年，还在上高中的她，在王府井逛街时被一位广告公司员工发掘，拍摄了自己的第一条广告，随后几年间拍摄了大量广告，成为了广告圈中的知名模特儿。2000年，奥运会期间播出的清嘴含片广告使她为大家所熟知，人们一度称她为“清嘴女孩”。在广告圈发展的同时，她也开始涉足影视圈，自1997年出演了她的第一部电影后，她出演多部电视、电影，获得了很多观众的喜爱。随着在影视圈的发展，高圆圆也开始活跃在时尚圈，各大时尚杂志的封面她是常客。基本资料昵称：圆圆、大圆儿祖籍：河北省唐山市喜欢的颜色：白色、蓝色、黑色婚姻状况：未婚伯乐：周康宇（1996年在北京王府井被她发掘而去拍了一则冰淇淋广告）家庭成员：父母和一个哥哥（父亲毕业于清华大学）喜欢的内地女演员：周迅喜欢的港台女演员：张曼玉高圆圆和姚晨是同年同月同日生（或己未年八月十五日中秋节）最喜欢的服饰：简单舒适、清凉最喜欢的食物：水果、零食、提拉米苏

最喜欢的减肥饮食：oslim20植物和水最喜欢的动物：小狗、考拉最喜欢的香水：Chanel的COCO 最喜欢的颜色：粉色（特殊意义）、白色、蓝色高圆圆电影作品 1997年《爱情麻辣烫》之声音篇饰演：荷玲导演：张扬，合演：邵兵、徐静蕾、濮存昕、吕丽萍、徐帆、郭涛、文兴宇等。 2000年《十七岁的单车》饰演：潇潇导演：王小帅合演：李滨、崔林、周迅等 2000年《决战芝加哥》圆圆友情客串了一个没有名字的角色《倚天屠龙记》导演：祝力强合演：陈勋奇、陈杏妍等 2001年《开往春天的地铁》饰演：天爱导演：张一白合演：耿乐、徐静蕾、张扬、涂强等 2004年《青红》饰演：吴青红导演：王小帅合演：李滨、秦昊、姚安濂、王雪洋等 2005年《宝贝计划》饰演：Melody

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大陆明星个人资料：姓名：刘清沨英文名：Akiys 身高：189CM 生日：1991年5月16日星座：金牛座粉丝名：一缕清沨特长：唱歌，舞蹈，主持，配音爱好：看书，听音乐，聊天，跳舞等大学：上海戏剧学院表演系进修：北京电影学院演艺经历：

1996年，大丰市少年联谊歌唱大赛金奖 1999年，盐城市校园十佳歌唱大赛银奖 2005年，话剧《大道》饰永乐 2006年，潮汕电影《校园青苹果》饰垣 2006年，南通电视台方言歌手大赛优秀选手 2006年，东方卫视雪碧《我型我秀》南通赛区第二名 2007年，《欢乐中国行》节目和台湾歌星卓依婷同台演出 2007年，《江南一枝花》电影饰金爵 2008年，考入南京艺术学院进修声乐系 2008年，歌曲《新在心里从此永远有个你》与高安合作并监制 2008年，代表寰宇影视参选7届台湾金马最佳影片奖 2009年，南通电台FM92.9《音乐爱上车》晚间音乐节目主播 2009年，考入上海戏剧学院表演系 2009年，参与师姐阿朵《烟花》MV拍摄取景 2009年，被评为最受欢迎男歌手奖及心中最爱明星奖 2010年，受邀参与多种路演主持，商演节目 2010年，正式签约江苏寰宇影视公司 2011年，重新制作个人单曲《新在心里从此有远有个你》 2012年，伦敦奥运会，中国健儿进入最后冲刺阶段。刘清沨参与由陈少琪、杜自持共同监制的2012伦敦奥运中国加油主题曲《中国节拍震动世界》晚间北京工人体育馆全民版的首发仪式。同台嘉宾歌神张学友出，著名钢琴王子郎朗。 2012年，《光阴的故事》电视剧饰演候补员、列车员。合作演员：任重、朱雨辰。 2012年，《爱情面前谁怕谁》电视剧饰演装修工人。合作演员：霍思燕、陈紫函、王琳。 2012年，《百万爱情宝贝》电影饰演本色青年。合作演员：马天宇。

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求职意向工作性质：全职希望行业：教育/培训/院校目标地点：上海期望月薪：面议/月目标职能：主管工作经验 20XX年5月—至今： XX培训中心[ 1年] 所属行业：教育/培训/院校培训部兼职声乐教师负责对声乐演唱感兴趣的学生教授专业的声乐知识，并让他们了解声乐演唱的技巧，学会怎样歌唱。在音乐学院时主修美声，主教美声唱法，业余时间也多次自我尝试接触民族和通俗唱法并教学实践，遵循方法融会贯通，取长补短的原则，效果显著。 20XX年8月—20XX年4月：XX琴行[ 9个月] 所属行业：教育/培训/院校教学部其他在XX琴行从事多年的教学管理工作对教学管理得心应手，扎实负责，同时也有销售钢琴等乐器的工作经验，并在企业文化传播推广与企业形象创立维护上做出实实在在的贡献。

教育经历 20XX /9 — 20XX /7河北唐山师范学院音乐作曲本科语言能力英语听说读写

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私权的关注和研究起步较晚，相关法律的规定也不完善，在法学理论和司法实践中有许多问题需要解决。目前，我国对于隐私权的概念主要有三种观点：一是关于私人信息不被干扰的权利；二是关于私人生活安宁和私人信息不被干扰的权利；三是关于私人生活安宁和私人信息不被干扰以及自由决定私人事务的权利。考虑到我国民法的关于姓名权、肖像权的有关规定以及关于隐私权的本质理论，本文将隐私权定义为：个人自主决定私人事务，私人生活安宁不受非法干扰，私人信息不受非法介入的权利。因此，捐精者隐私权可定义为：捐精者自主决定有关捐精事务，个人生活不受捐精行为干扰，捐精信息不被非法介入的权利。二、我国捐精者隐私权保护的法律规定笔者通过问卷调查表明，在200名大学生当中，认为有必要对捐精者的隐私权加以法律保护的占到92%的比例，8%的人持无所谓的态度。然而我国目前缺乏直接保护捐精者隐私权的法律，与隐私权有关的规定散见于宪法、刑法(:捐精法律文书)、民法和相关司法解释。如最高人民法院在《关于审理名誉权案件若干问题的解答》（1993年8月7日）中指出：“对未经他人同意，擅自公布他人的隐私材料或以书面、口头形式宣扬他人隐私，致人名誉受到损害的，应按照侵害他人名誉权处理。”然而，在与捐精有关的案件中，捐精者隐私权和名誉权并不能等同起来。比如，将捐精者作为一个模范进行报道，此时，我们很难认定该行为对捐精者的名誉权造成了损害，但是该行为却明显侵犯了捐精者的私人生活安宁和私人信息不受非法介入的权利。因此，

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