《我的分數(shù)觀》英語演講稿-英語演講稿

《我的分數(shù)觀》英語演講稿-英語演講稿forourstudents,marksareaboveeverything.teacherswilljudgeusfromourmarks.withmarkswecanbeenrolledintojuniormiddleschools.withmarks,wecanbeenrolledintoseniormiddleschools.withmarkswecanbeenrolledintocollege.withmarkswecanbeenrolledintopostgraduateanddoctorstudies.stillwithmarkswecanbegradedandbeallowedtogoabroadforfurtherstudies.ourparentswillbestrictwithuswiththemarks.oursocietyjudgesusfrommarks.however,sometimeswestudentscompareoneanotherwithmarksdirectly.wearecompletelycontrolledbymarks.welikethemandwefeelsorryforthem.butwhatattitudetowardsourmarksshouldwetake?truly,ermsoftestinourstudy,marksarefairandreal.thatisthereasonwhywesay,everyoneisequalbeforemarks.however,ididntthinkmarksarethesolestandardtojudgethesuccessorfailureofstudtensinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamscomparingwithothersmeansnoteverything.thesuccessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexamineeshealthetc.onceinawhileonecannotfailsuccessorfailureiscommonformilitary.ithink

inexams.everyoneisfamiliarwiththefamoussaying.dontyouthinksuchwillbethecasewithourstudy?inexams,onecannotbenever-defeatedgeneral.eventhoughonewillbeverygoodineverydaystudy,hecannotsucceedineveryexamsometimes.wecangetprooffromthefactthattheverybestonewecallnumberonescholarintheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.asamatteroffact,highmarksandabilityarenotunified.sometimeago,anewphrasehighmarksbutpoorcompetencecameintobeing.onceihappenedtomeetsuchateacherasthis.itissaidthattheteacherjustgraduatedfromafar-famedkeyuniversity.buthisteachingresultismuchlessthanthatoftheonewhojustgraduatedfromanot-well-renownedcollege.whenlecturing,theteacheronlyrepeatedwhatthetextbooksays,whichwasverydull,sothestudentsinterestinlearningwasnotaroused.histeachingwasshortofunityofteachingandlearning.atpresentthereisafactthatweknowafewbrilliantandtopcollegesgraduatesarenotqualifiedfortheirposts.thereasonforitmaybelackoftheabilitytocombineknowledgelearntfrombookswithpragmaticsintheirwork.studentsofthiskindwillbesuccessfulineveryexambuttheywontbeabletousefreelytheirknowledgeintheirposts.dontyouthinkitwastetrainingsuchpersonsforthecountry?fromtheabove,icansaymarksarenotabsolutelyauthoritativeforsome.ifweneglecttraininganddevelopingthestudentsabilityandcompetenceandifweonlyseekforthehighmarks,wewillbeabsolutelywrong.weshouldtakeanobjectiveattitudetowardsthemarks.neithershouldweneglectthemnorshouldweovervaluethemlikeagod.分數(shù)，對于我們學生來說，是至關(guān)重要的了。老師要用分數(shù)來權(quán)衡我們──上初中要分數(shù);上高中要分數(shù);上大學要分數(shù);考研究生、博士要分數(shù);出國、評職稱仍是要分數(shù)。家長用分數(shù)來要求我們，社會用分數(shù)來權(quán)衡我們，而我們自己也經(jīng)常用分數(shù)在互相直接做著攀比。我們完整為分數(shù)所左右了，我們?yōu)樗鼩g樂，我們?yōu)樗鼏蕷狻Ｄ敲?，我們應該怎樣對待分?shù)呢?確實，分數(shù)有它不能夠低估的作用。從查驗學習的角度上來說，它擁有必然的公正性和真實性，分數(shù)眼先人人同樣講的就是這個道理?？墒牵謹?shù)其實不是估計一個學生得失成敗的唯一標準。考試成績有時低了一兩分致使十來分，其實不必然說明什么問題?？荚嚨某蓴∮袝r也會碰到諸如臨場經(jīng)驗、健康情況等方面的影響。勝敗乃兵家常事這句話大概不會有人不知道，而我們在學習上又何嘗不這樣?在考慮上極稀有常勝之師，即便平常成績再好的同學，也不免會有有時的失誤。歷屆中考、高考狀元并不是就是平常一枝獨秀的優(yōu)等生的事實，即是明證。事實上，高分與能力經(jīng)常是不一致的。前段時間，社會上出現(xiàn)了一個新詞高分低能。筆者就從前遇見這樣一位教師，聽聞他畢業(yè)于某赫赫有名的要點大學，但從教課收效上講，卻遠遠遜色于一些并不是著名高等院校畢業(yè)的老師。其講課可是照本宣科而已，無聊無聊，根本不能夠引起聽課同學的學習興趣，缺乏一種教與學之間的協(xié)調(diào)功能。目前很多大專院校的高材生，畢業(yè)后不能夠勝任他們的工作，原由就在于缺乏將書籍中的知