school leavers of 1966~1968

简明释义

老三届

英英释义

例句

1.A scholarship has been established in honor of the school leavers of 1966~1968 who excelled in academics.

为了表彰在学业上表现优秀的1966年至1968年毕业生，设立了一项奖学金。

2.The local community center is organizing events for the school leavers of 1966~1968 to connect.

当地社区中心正在组织活动，让1966年至1968年毕业生相互联系。

3.The reunion for the school leavers of 1966~1968 will be held next month.

1966年至1968年的毕业生聚会将于下个月举行。

4.Many stories from the school leavers of 1966~1968 highlight the cultural changes of that era.

许多来自1966年至1968年毕业生的故事突显了那个时代的文化变迁。

5.The documentary features interviews with the school leavers of 1966~1968 about their experiences.

这部纪录片采访了1966年至1968年毕业生，讲述他们的经历。

作文

The term school leavers of 1966~1968 refers to a specific group of individuals who completed their secondary education during the years between 1966 and 1968. This cohort is significant not only for the period in which they graduated but also for the socio-political context that surrounded their school years. The late 1960s were marked by profound changes across the globe, including social movements, cultural revolutions, and shifts in educational policies. For the 1966~1968年毕业的学生, these changes had a direct impact on their experiences and opportunities after leaving school.During this time, many countries were experiencing a wave of youth activism. In the United States, for instance, the civil rights movement was at its peak, and students were heavily involved in advocating for equality and justice. Similarly, in Europe, students were protesting against the Vietnam War and demanding educational reforms. The school leavers of 1966~1968 were part of this dynamic environment, and their formative years were shaped by these social upheavals. In addition to social activism, the late 1960s also saw significant advancements in technology and culture. The rise of rock 'n' roll music, the introduction of television as a dominant medium, and the counterculture movement all played a role in influencing the values and aspirations of young people at the time. For the 1966~1968年毕业的学生, these cultural shifts provided new avenues for expression and identity formation, allowing them to explore alternative lifestyles and ideologies.Education itself was also undergoing transformation during this period. Many educational institutions began to adopt more progressive teaching methods, emphasizing critical thinking and creativity over rote memorization. This shift was particularly relevant for the school leavers of 1966~1968, as they entered a workforce that was increasingly demanding innovative skills and adaptability.As these students transitioned from school to the broader world, they faced both challenges and opportunities. The job market was evolving, with traditional industries giving way to new sectors driven by technological advancements. The 1966~1968年毕业的学生 had to navigate this changing landscape, often requiring them to pursue higher education or vocational training to secure employment.Moreover, the social expectations of young adults were also shifting. The traditional markers of adulthood—such as marriage and homeownership—were being redefined. For the school leavers of 1966~1968, this meant that they could explore a variety of life paths, including travel, further education, and careers that were previously considered unconventional.In conclusion, the school leavers of 1966~1968 represent a unique generation that came of age during a time of significant change. Their experiences were shaped by the social, cultural, and educational transformations of the era, which influenced their perspectives and choices as they moved into adulthood. Understanding the context of their graduation years helps us appreciate the broader historical narrative of the late 20th century and the lasting impact of these individuals on society.

术语1966~1968年毕业的学生指的是在1966年至1968年间完成中等教育的一群人。这一群体不仅因其毕业的年份而显得重要，还因其所处的社会政治背景而具有特殊意义。1960年代末期，全球范围内经历了深刻的变化，包括社会运动、文化革命以及教育政策的转变。对于1966~1968年毕业的学生来说，这些变化直接影响了他们的经历和离校后的机会。在这段时间，许多国家经历了一波青年激进主义。在美国，民权运动正处于巅峰，学生们积极参与倡导平等与正义。同样，在欧洲，学生们抗议越南战争，要求进行教育改革。1966~1968年毕业的学生是这一动态环境的一部分，他们的成长岁月受到这些社会动荡的塑造。除了社会激进主义，1960年代末期还见证了科技和文化的重大进步。摇滚乐的崛起、电视作为主流媒介的引入，以及反文化运动的兴起，都在影响着当时年轻人的价值观和抱负。对于1966~1968年毕业的学生来说，这些文化变迁提供了新的表达和身份认同的途径，使他们能够探索替代的生活方式和意识形态。教育本身在此期间也经历了变革。许多教育机构开始采用更为进步的教学方法，强调批判性思维和创造力，而非死记硬背。这一变化对1966~1968年毕业的学生尤其相关，因为他们进入了一个对创新技能和适应能力越来越有需求的劳动力市场。当这些学生从学校过渡到更广阔的世界时，他们面临着挑战与机遇。就业市场正在演变，传统行业逐渐被技术进步推动的新领域所取代。1966~1968年毕业的学生不得不在这一变化的环境中摸索，通常需要追求高等教育或职业培训以获得就业机会。此外，年轻人的社会期望也在发生变化。成年人的传统标志——如婚姻和拥有住房——正在被重新定义。对于1966~1968年毕业的学生来说，这意味着他们可以探索多种人生道路，包括旅行、继续教育以及那些曾被认为不传统的职业。总之，1966~1968年毕业的学生代表了一代独特的年轻人，他们在重大变化的时代成长。其经历受到时代的社会、文化和教育变革的影响，这些都影响了他们作为成年人所做出的选择和观点。理解他们毕业年份的背景有助于我们欣赏20世纪后期更广泛的历史叙事，以及这些个体对社会的持久影响。