ted关于幸福的演讲稿范文精编5篇

【导言】此例“ted关于幸福的演讲稿范文精编5篇”的范文资料由阿拉题库网友为您分享整理，以供您学习参考之用，希望这篇资料对您有所帮助，喜欢就复制下载支持吧！

ted三分钟演讲稿1

尊敬的各位领导、亲爱家长朋友、老师们：

大家好！

又是一年教师节。今年是第29个教师节，首先，我代表幼儿园全体老师向关心支持我们的领导致以崇高的敬意！向鼎立支持幼儿园工作的家长朋友表示忠心的感谢！接下来，我要祝我们所有的老师“节日快乐！”

人们常把教师比作园丁，确实如此。当老师非常的辛苦和劳累，尤其是幼儿教师。幼教是一项耐心、持久、艰苦的工程，幼教意味着责任，汗水，配合。没有谁能够不付出辛勤汗水就能成功，没有谁脱离家长的配合就能成功。在当今重视教育，家长要求越来越高，孩子的个性越来越强的社会背景下，做一个好教师很难。我们的老师只有不断接受挑战，不断改进我们的服务态度，端正我们的工作态度，才能赢得家长的信任。也只有真心的付出和全身心的投入，才能赢得孩子的爱。

上学期，老师们都付出了辛勤的劳动，也赢得了绝大多数家长的信任。所以在本学期扩大了生源。成绩的取得离不开领导的关心和家长的支持。当然，我们的工作也存在很多的不足，比如保育工作还可以做得更细一些，教育方面，还要不断地学习与提高。如今，我们又一次步入了金秋的九月，又一次面临着新的学期新的起点，又一次面临新的挑战新的希望。报名时，当我看见家长向我们投来的一双双期望的眼神，当我看着孩子们天真无邪的眼睛，当朱港的干部，及附近农民也信任地将孩子的手交到了我们手里，我感觉任重而道远。孩子是每一个家庭的核心，幼儿园关系到千家万户，幼儿园是监狱工作的大后方之一。只有幼儿园工作做好，我们的干工才能安心、踏实地工作。在以后的日子里，我们将和孩子们一道成长。如果说我们的付出是艰辛的，孩子们的回报则是厚重的。在新学年的工作中，我们不求惊天动地，只愿平凡无悔；不求硕果累累，只愿问心无愧；不求点石成金，只愿春风化雨；不求桃李满天下，只愿笑声满园关不住！

幼儿教育离不开家长的配合，所以请家长同志在对孩子进行引导时，一定要平等相待、晓之以理，切忌出现过分宠爱，或动则呵斥、或撒手不管、或过分唠叨等现象。在师生关系上，要引导孩子尊重老师，不要用老师来吓唬幼儿。同时希望家长朋友们对我们的工作多提宝贵意见。

幼儿教育也离不开监狱领导的关心。上半年，幼儿园合并。监狱给予了幼儿园极大的支持。每个教室安装了空调，本学期又翻新了小小班教室的地板。下一步，幼儿园计划将外面两块草坪铺上塑胶地垫，再增添一套大型幼儿室外玩具，不断地改善环境。相信监狱领导会一如继往地给予支持。

其实，幼儿园就像是一个大家庭，有老师，有孩子，有爸爸妈妈。在监狱领导的大力支持下，只要我们大家团结起来，齐心协力，我们的幼儿园一定会一天比一天好！

最后，我衷心地祝愿在座的每一位，身体健康、工作顺利、生活幸福、节日快乐！

三人行，必有我师焉。山草香为大家分享的5篇ted关于幸福的演讲稿就到这里了，希望在ted演讲稿的写作方面给予您相应的帮助。

ted演讲稿2

每个人至少拥有一个梦想，有一个理由去坚强，心若没有了栖息的地方，到哪里都是在流浪。水之一方，没有了昨天，今天，明天；海之一角，没有了前世，今生，来生；所思所议在刹那间全部盛开，又凋落…捧起时间的潮汐，埋葬以前的心愿，期待着明天会更好，至少我们会变得成熟了，感知到这个世界在微妙的变动。时间散落在平静的心湖中，荡起阵阵涟漪，一圈圈的希冀，勾勒出我们的人生蓝图。

不知明天会怎样？或许风和日丽，或许阴雨绵绵，亦或许狂风怒卷。但我们还是期待这它的到来，期待它给我们带来惊喜，人生就是由无数的未知构成。它犹如舞台上的一出戏，不同的是，在人生的舞台上演出是没有彩排的。

卡耐基说过：It'syourtakingpartinginthelifeandtheactionsbutnotyouroutcomethatcounts.没有凝固的生命，没有亘古的荒原，只要我们满怀期待，拥有梦想，任何的消沉都会绽放瑰丽的神奇，在没有色彩的地方创造色彩，在没有声音的地方创造声音，在没有奇迹的地方创造奇迹。

明天，真的会更好。

TED英文演讲稿3

那么，作为一名中学生，怎样感恩呢？

首先要感恩自己的父母，因为每个人的生命都是父母血脉的延续，父母给了我们全部的爱，让我们享受到了人世间的亲情和幸福，因此，我们要感谢父母。

老师是我们成长的领路人，是我们的朋友，老师爱护我们，言传身教，让我们受益终身，老师为我们付出心血和汗水，我们应该感恩老师。

同学是我们学习生活的同伴，同学间互相鼓励，互相帮助，共同战胜困难与挫折，共同品尝学习的成功与快乐，我们应该感谢天天与我们相伴的同学。

感恩无痕，感恩无限！同学们，学会感恩吧！让我们的生活永远走向关怀，充满真情和爱心！

the poet said: spring flowers to the door pushed open 。 i said: thanksgiving to the door pushed open the living. if you carefully listen to the voices of flowers, are everywhere harmonious life movement.

then, as a middle school student, how thanksgiving?

first thanksgiving their parents, because everyone’s life is a continuation of the parents of one blood, all of the parents gave us love, let us enjoy the human world of affection and happiness, therefore, we would like to thank the parents.

teachers are our growth, are our friends, teachers care for us , their words and deeds, let us benefit for life, we pay for teachers efforts and sweat, we should thanksgiving teachers.

students study the lives of our fellow students to encourage each other, help each other, to jointly overcome difficulties and setbacks, the common taste of success and happiness learning, we should be grateful for every day and we accompanied the students.

thanksgiving-fighting, thanksgiving unlimited! students, and society thanksgiving! let us always to the life caring and full of love and love!

关于ted演讲文稿汇总4

开场白：

男1、月里嫦娥舒袖舞；

女1、人间玉兔报春来。

男2、东风放虎归山去；

女2、明月探春引兔来。

男1：尊敬的各位来宾

女1：亲爱的老师、同学们

合：大家新年好！

金： dear ladies and gentlemen, boys and girls, happy new year!

男2：201x年在成功和收获的喜悦中渐渐远去

女2：201x年在期盼与畅想的美好中款款走来

男1：走进新年，走进蓬勃的希望，

女1：每一颗舞动的心都洋溢着缤纷的色彩

男2：走进新年，走进开拓的远航，

女2：每一颗执著的心都迸发着创新的情怀

男1：在这鲜花与微笑构成的舞台，

女1：在这永恒与温馨筑就的家园，

男2：在这笑声与歌声汇成的海洋，

女2：在这欢乐与喜庆交融的港湾，

金：on this stage of flowers and smiles.

in the eternal home with the warmth .

in this sea of laughter and song.

in this blend of joy and happiness.

男2：让我们手牵手

女2：让我们肩并肩

金：let’s put hand in hand, stand shoulder to shoulder,

男1：让我们跳起来

女1：让我们唱起来

男合：歌唱春天

女合：歌唱未来

金：let's jump, let’s sing. we are singing for spring. singing for the future.

合：xx学校2019年元旦文艺汇演现在开始！

金：new year’s performance of 2019 now begins!

1、群鼓

伍：鼓声阵阵辞旧岁，喜气洋洋迎新春。请欣赏群鼓表演，表演者：李东靖、周恩民等

金：please enjoy the drum performances.

2、合唱《我听见时光的声音》

高：不知不觉我们已经慢慢长大了，成长的路上有悲也有喜，有笑也有泪。请欣赏合唱《我听见时光的声音》，表演者：何小婷、彭子阳等

蓝：please enjoy the chorus “i heard the voice of time”,

3、《今年我家喜事多》

高：随着社会的不断进步与发展，人们生活水平在逐步提高，家家户户喜事连连，请欣赏舞蹈《今年我家喜事多》，表演者：张沈心然、 梁雅琪等

蓝：let’s welcome the dance “we are a lucky family”

4、英语童话剧《龟兔赛跑》(伍兆龙、金钰子)

男：你喜欢听故事吗？女：喜欢 男：那我给你讲个《龟兔赛跑》的故事吧？女：啊？这个故事我早就听说过了。男：今天讲的与你以前听到的可不一样。请欣赏英语童话剧《龟兔赛跑》，表演者：叶雨柯、陈昱行等

金：do you like stories? here is a fifferent story about a rabbit and a turtle, look , they are coming!

5、葫芦丝合奏《瑶族舞曲》

高：葫芦丝因其音色优美，外观古朴，简单易学等特点，近年来受到广大中小学生的喜爱，我们有幸能在学校学习吹葫芦丝。请欣赏葫芦丝合奏《瑶族舞曲》，表演者：黄海宁 、 张敏慧等

蓝：ecorder is loved by students for its beautiful sound. some of us can play ecorder too. let’s enjoy“dance music of yao”

6、舞蹈：《举手发言》

伍：在操场上，我们尽情游戏、尽情玩耍。在课堂上我们认真听讲、积极举手发言。请欣赏舞蹈《举手发言》。表演者：罗冠青 、黄思迪等

金：let’s welcome the dance” raise your hands”

7、英语电影《哈里。波特》配音。

伍：英语是走向世界的工具，我们天天说英语，人人说英语，还会用英语给电影配音呢，请欣赏英语电影《哈里。波特》配音。表演者：罗浩达、庄杰豪、刘永宏

金：we love to watch movies,here comesthe silent“harry potter”, let’s put in the dialoes.

8、小组唱《校园的早晨》

高：校园的早晨是热闹的。太阳刚刚从东方升起，树上的鸟儿不停地鸣叫着，仿佛是在演奏一首“早晨交响曲”。请听小组唱《校园的早晨》。表演者：伍兆龙 、王凯伦等

蓝：please listen to the group song"campus in the morning. "

9、集体棍术

高：小小武林，精英荟萃。他们刻苦练功，坚持不懈，勇敢无畏。瞧！他们即将给我们带来精彩的《集体棍术》。表演者：梁浩朗、毛宏鹏等

蓝：here comes our wushu team, they bring us the talent show ”jungle play ”。

10、舞蹈：《石头剪刀布》

伍：石头剪刀布！这是同学们很喜欢的一个游戏活动，但是，接下来大家欣赏到的并不是游戏，而是舞蹈《剪刀石头布》。表演者：尹愿喜 秦雅斯等

金："rock, paper, scissors" is our favourite game. but this is not a game, it’s a dance! look!

11、吉他弹唱《童年》

高：随着年龄的增长，人们总是愿意回味儿时的岁月，童年是让人回味无穷的，下面这曲吉他弹唱《童年》将把你带回童年时光。表演者：罗浩达 、 孙浩林 、 罗昭兰 、 梁昊霖

蓝：childhood is the most memorable time of our lives. let the music of guitar take us back to childhood.

12、相声《神奇的手指》

伍：人人都有一双手，人人都有手指头，那么关于手指头又有什么神奇之处呢？请欣赏相声《神奇的手指》，表演者：李宇龙、李雨婷。

金：each person has ten fingers, what is the story about the fingers? let’s enjoy thecross talk “magic fingers”

13、英语歌曲连唱

高：浸泡试英语一直是我校的一大特色，为了使同学们学习英语的氛围更加浓厚，学唱英文歌曲自然少不了。请欣赏由4-6年级学生表演的英语歌曲联唱。

蓝：we love english, we love songs. now let’s welcome the english songs.

14、舞蹈：《猫鼠之夜》

伍：夜深了，可爱的小老鼠们出洞啦，突然，吵醒了凶恶的老猫。它们之间会发生什么样的故事呢？请欣赏舞蹈《猫鼠之夜》。表演者：张沈心媛 郭美琳等

金：we all know a story called “tom and jerry”。 today we have got a new version of cat and mice. let’s take a look.

15、竖笛合奏《花好月圆》

高：竖笛，是我校音乐教学的一大特色。校竖笛队在参加陈村镇艺术节的比赛中荣获一等奖的好成绩。接下来，请欣赏由他们带来一曲欢快的《花好月圆》。表演者：蔡明村、游沅滏等

蓝：some of us are good at playing the flute. the flute team got the first prize inchencun arts ’s enjoy their music “blooming flowers and full moon”

16、高：在我们学校，不仅学生们多才多艺，老师也是多才多艺，下面请欣赏由戴琦主任、何国基老师、黄曦老师带来的歌曲联唱。

蓝：we’ve not only got versatile students, we’ve also got versatile teachers. look , the teachers are coming!

(中间插入幼儿园节目

let’s welcome our cute friends from kindergarten.)

结束语：

男1：难忘今日，难忘我们共同经历的青春和梦想。

女1：难忘今日，难忘我们一起撒下的歌声与欢笑 。

男2：让欢笑伴着你，欢笑的名字叫灿烂。

女2：让温馨伴着你，温馨的名字叫永远。

男1：让我们怀着共同的喜悦送出祝福，

女1：让我们带着同样的热情再次相拥。

合：让我们在新的一年里张开腾飞的翅膀，向着更高的目标飞翔！

男12：祝愿老师们身体健康、工作愉快！

女12：祝愿同学们百尺竿头、更进一步！

合：祝愿我们的学校蒸蒸日上、再创辉煌！

金：we have the greatest expectation for the future. we truly believe: tomorrow will be better!

男1：老师们，同学们，xx学校201x年元旦文艺汇演到此结束，让我们明年再会。

合：再见！(挥手)

金：this is the end of our performances. thank you and wish you all the best in the new year.

TED英语演讲稿5

My subject today is learning. And in that spirit, I want to spring on you all a pop quiz. Ready? When does learning begin? Now as you ponder that question, maybe you're thinking about the first day of preschool or kindergarten, the first time that kids are in a classroom with a teacher. Or maybe you've called to mind the toddler phase when children are learning how to walk and talk and use a fork. Maybe you've encountered the Zero-to-Three movement, which asserts that the most important years for learning are the earliest ones. And so your answer to my question would be: Learning begins at birth.

Well today I want to present to you an idea that may be surprising and may even seem implausible, but which is supported by the latest evidence from psychology and biology. And that is that some of the most important learning we ever do happens before we're born, while we're still in the womb. Now I'm a science reporter. I write books and magazine articles. And I'm also a mother. And those two roles came together for me in a book that I wrote called "Origins." "Origins" is a report from the front lines of an exciting new field called fetal origins. Fetal origins is a scientific discipline that emerged just about two decades ago, and it's based on the theory that our health and well-being throughout our lives is crucially affected by the nine months we spend in the womb. Now this theory was of more than just intellectual interest to me. I was myself pregnant while I was doing the research for the book. And one of the most fascinating insights I took from this work is that we're all learning about the world even before we enter it.

When we hold our babies for the first time, we might imagine that they're clean slates, unmarked by life, when in fact, they've already been shaped by us and by the particular world we live in. Today I want to share with you some of the amazing things that scientists are discovering about what fetuses learn while they're still in their mothers' bellies.

First of all, they learn the sound of their mothers' voices. Because sounds from the outside world have to travel through the mother's abdominal tissue and through the amniotic fluid that surrounds the fetus, the voices fetuses hear, starting around the fourth month of gestation, are muted and muffled. One researcher says that they probably sound a lot like the the voice of Charlie Brown's teacher in the old "Peanuts" cartoon. But the pregnant woman's own voice reverberates through her body, reaching the fetus much more readily. And because the fetus is with her all the time, it hears her voice a lot. Once the baby's born, it recognizes her voice and it prefers listening to her voice over anyone else's.

How can we know this? Newborn babies can't do much, but one thing they're really good at is sucking. Researchers take advantage of this fact by rigging up two rubber nipples, so that if a baby sucks on one, it hears a recording of its mother's voice on a pair of headphones, and if it sucks on the other nipple, it hears a recording of a female stranger's voice. Babies quickly show their preference by choosing the first one. Scientists also take advantage of the fact that babies will slow down their sucking when something interests them and resume their fast sucking when they get bored. This is how researchers discovered that, after women repeatedly read aloud a section of Dr. Seuss' "The Cat in the Hat" while they were pregnant, their newborn babies recognized that passage when they hear it outside the womb. My favorite experiment of this kind is the one that showed that the babies of women who watched a certain soap opera every day during pregnancy recognized the theme song of that show once they were born. So fetuses are even learning about the particular language that's spoken in the world that they'll be born into.

A study published last year found that from birth, from the moment of birth, babies cry in the accent of their mother's native language. French babies cry on a rising note while German babies end on a falling note, imitating the melodic contours of those languages. Now why would this kind of fetal learning be useful? It may have evolved to aid the baby's survival. From the moment of birth, the baby responds most to the voice of the person who is most likely to care for it -- its mother. It even makes its cries sound like the mother's language, which may further endear the baby to the mother, and which may give the baby a head start in the critical task of learning how to understand and speak its native language.

But it's not just sounds that fetuses are learning about in utero. It's also tastes and smells. By seven months of gestation, the fetus' taste buds are fully developed, and its olfactory receptors, which allow it to smell, are functioning. The flavors of the food a pregnant woman eats find their way into the amniotic fluid, which is continuously swallowed by the fetus. Babies seem to remember and prefer these tastes once they're out in the world. In one experiment, a group of pregnant women was asked to drink a lot of carrot juice during their third trimester of pregnancy, while another group of pregnant women drank only water. Six months later, the women's infants were offered cereal mixed with carrot juice, and their facial expressions were observed while they ate it. The offspring of the carrot juice drinking women ate more carrot-flavored cereal, and from the looks of it, they seemed to enjoy it more.

A sort of French version of this experiment was carried out in Dijon, France where researchers found that mothers who consumed food and drink flavored with licorice-flavored anise during pregnancy showed a preference for anise on their first day of life, and again, when they were tested later, on their fourth day of life. Babies whose mothers did not eat anise during pregnancy showed a reaction that translated roughly as "yuck." What this means is that fetuses are effectively being taught by their mothers about what is safe and good to eat. Fetuses are also being taught about the particular culture that they'll be joining through one of culture's most powerful expressions, which is food. They're being introduced to the characteristic flavors and spices of their culture's cuisine even before birth.

Now it turns out that fetuses are learning even bigger lessons. But before I get to that, I want to address something that you may be wondering about. The notion of fetal learning may conjure up for you attempts to enrich the fetus -- like playing Mozart through headphones placed on a pregnant belly. But actually, the nine-month-long process of molding and shaping that goes on in the womb is a lot more visceral and consequential than that. Much of what a pregnant woman encounters in her daily life -- the air she breathes, the food and drink she consumes, the chemicals she's exposed to, even the emotions she feels -- are shared in some fashion with her fetus. They make up a mix of influences as individual and idiosyncratic as the woman herself. The fetus incorporates these offerings into its own body, makes them part of its flesh and blood. And often it does something more. It treats these maternal contributions as information, as what I like to call biological postcards from the world outside.

So what a fetus is learning about in utero is not Mozart's "Magic Flute" but answers to questions much more critical to its survival. Will it be born into a world of abundance or scarcity? Will it be safe and protected, or will it face constant dangers and threats? Will it live a long, fruitful life or a short, harried one? The pregnant woman's diet and stress level in particular provide important clues to prevailing conditions like a finger lifted to the wind. The resulting tuning and tweaking of a fetus' brain and other organs are part of what give us humans our enormous flexibility, our ability to thrive in a huge variety of environments, from the country to the city, from the tundra to the desert.

To conclude, I want to tell you two stories about how mothers teach their children about the world even before they're born. In the autumn of 1944, the darkest days of World War II, German troops blockaded Western Holland, turning away all shipments of food. The opening of the Nazi's siege was followed by one of the harshest winters in decades -- so cold the water in the canals froze solid. Soon food became scarce, with many Dutch surviving on just 500 calories a day -- a quarter of what they consumed before the war. As weeks of deprivation stretched into months, some resorted to eating tulip bulbs. By the beginning of May, the nation's carefully rationed food reserve was completely exhausted. The specter of mass starvation loomed. And then on May 5th, 1945, the siege came to a sudden end when Holland was liberated by the Allies.

The "Hunger Winter," as it came to be known, killed some 10,000 people and weakened thousands more. But there was another population that was affected -- the 40,000 fetuses in utero during the siege. Some of the effects of malnutrition during pregnancy were immediately apparent in higher rates of stillbirths, birth defects, low birth weights and infant mortality. But others wouldn't be discovered for many years. Decades after the "Hunger Winter," researchers documented that people whose mothers were pregnant during the siege have more obesity, more diabetes and more heart disease in later life than individuals who were gestated under normal conditions. These individuals' prenatal experience of starvation seems to have changed their bodies in myriad ways. They have higher blood pressure, poorer cholesterol profiles and reduced glucose tolerance -- a precursor of diabetes.

Why would undernutrition in the womb result in disease later? One explanation is that fetuses are making the best of a bad situation. When food is scarce, they divert nutrients towards the really critical organ, the brain, and away from other organs like the heart and liver. This keeps the fetus alive in the short-term, but the bill comes due later on in life when those other organs, deprived early on, become more susceptible to disease.

But that may not be all that's going on. It seems that fetuses are taking cues from the intrauterine environment and tailoring their physiology accordingly. They're preparing themselves for the kind of world they will encounter on the other side of the womb. The fetus adjusts its metabolism and other physiological processes in anticipation of the environment that awaits it. And the basis of the fetus' prediction is what its mother eats. The meals a pregnant woman consumes constitute a kind of story, a fairy tale of abundance or a grim chronicle of deprivation. This story imparts information that the fetus uses to organize its body and its systems -- an adaptation to prevailing circumstances that facilitates its future survival. Faced with severely limited resources, a smaller-sized child with reduced energy requirements will, in fact, have a better chance of living to adulthood.

The real trouble comes when pregnant women are, in a sense, unreliable narrators, when fetuses are led to expect a world of scarcity and are born instead into a world of plenty. This is what happened to the children of the Dutch "Hunger Winter." And their higher rates of obesity, diabetes and heart disease are the result. Bodies that were built to hang onto every calorie found themselves swimming in the superfluous calories of the post-war Western diet. The world they had learned about while in utero was not the same as the world into which they were born.

Here's another story. At 8:46 on September 11th, 2019, there were tens of thousands of people in the vicinity of the World Trade Center in New York -- commuters spilling off trains, waitresses setting tables for the morning rush, brokers already working the phones on Wall Street. 1,700 of these people were pregnant women. When the planes struck and the towers collapsed, many of these women experienced the same horrors inflicted on other survivors of the disaster -- the overwhelming chaos and confusion, the rolling clouds of potentially toxic dust and debris, the heart-pounding fear for their lives.

About a year after 9/11, researchers examined a group of women who were pregnant when they were exposed to the World Trade Center attack. In the babies of those women who developed post-traumatic stress syndrome, or PTSD, following their ordeal, researchers discovered a biological marker of susceptibility to PTSD -- an effect that was most pronounced in infants whose mothers experienced the catastrophe in their third trimester. In other words, the mothers with post-traumatic stress syndrome had passed on a vulnerability to the condition to their children while they were still in utero.

Now consider this: post-traumatic stress syndrome appears to be a reaction to stress gone very wrong, causing its victims tremendous unnecessary suffering. But there's another way of thinking about PTSD. What looks like pathology to us may actually be a useful adaptation in some circumstances. In a particularly dangerous environment, the characteristic manifestations of PTSD -- a hyper-awareness of one's surroundings, a quick-trigger response to danger -- could save someone's life. The notion that the prenatal transmission of PTSD risk is adaptive is still speculative, but I find it rather poignant. It would mean that, even before birth, mothers are warning their children that it's a wild world out there, telling them, "Be careful."

Let me be clear. Fetal origins research is not about blaming women for what happens during pregnancy. It's about discovering how best to promote the health and well-being of the next generation. That important effort must include a focus on what fetuses learn during the nine months they spend in the womb. Learning is one of life's most essential activities, and it begins much earlier than we ever imagined.

Thank you.