英語演講稿——我的分數觀(精選多篇)forourstudents,marksisaboveeverything.teacherswilljudgeusfromourmarks.withmarkswecanbeenrolledintojuniormiddleschools.withmarks,wecanbeenrolledintoseniormiddleschools.withmarkswecanbeenrolledintocollege.withmarkswecanbeenrolledintopostgraduateanddoctrinestudies.stillwithmarkswecanbegradedandbeallowedtogoabroadforfurtherstudies.ourparentswillbestrictwithuswiththemarks.oursocietyjudgeusfrommarks.however,sometimeswestudentspareoneanotherwithmarksdirectly.wearepletelycontrolledbymarks.welikethemandwefeelsorryforthem.butwhatattitudetowardsourmarksshouldwetake？truly,ermsoftestinourstudy,marksarefairandreal.thatisthereasonwhywesay"everyoneisequalbeforemarks."however,ithinkmarksarethesolestandardtojudgethesuessorfailureofstudentsinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamsparingwithothersmeannoteverything.thesuessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexaminee’shealthetc.onceinawhileonecannotfailinexams."suessorfailureismonsenseformilitary."ithinkeveryoneisfamiliarwiththefamoussaying.don’tyouthinksuchwillbethecasewithourstudy？inexams,onecannotbe"never-defeatedgeneral".eventhoughonewillbeverygoodineverydaystudy,hecannotsueedineveryexamsometimes.wecangetprooffromthefactthattheverybestonewecall"numberonescholar"intheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.asamatteroffact,"highmarks"and"ability"arenotunified.sometimeago,anewphrase"highmarksbutpoorpetence"cameintobeing.onceihappenedtomeetsuchateacherasthis.itissaidthattheteacherjustgraduatedfromafar-famedkeyuniversity.buthisteachingresultismuchlessthanthatoftheonewhojustgraduatedfromanot-well-renownedcollege.whenlecturing,theteacheronlyrepeatedwhatthetext-bookssays,whichwasverydullsothehisstudents’interestinlearningwasnotaroused.histeachingwasshortofunityofteachingandlearning.atpresentthereisafactthatweknowafewbrilliantandtopcollegegraduatesarenotqualifiedfortheirposts.thereasonforitmaybelackoftheabilitytobineknowledgelearntfrombookswithpragmaticsintheirwork.studentsofthiskindwillbesuessfulineveryexambuttheywillbeabletousefreelytheirknowledgeintheirposts.don’tyouthinkitwastetrainingsuchpersonsforthecountry？tosumupfromtheabove,icansaymarksarenotabsolutelyauthoritativeforsome.ifweneglecttraininganddevelopingthestudents’abilityandpetenceandifweonlyseekforthehighmarks,wewillbeabsolutelywrong.weshouldtakeanobjectiveattitudetowardsthemarks.neithershouldweneglectthemnorshouldweovervaluethemlikeagod.myattitudetowardstomarks我的分數觀forourstudents,marksisaboveeverything.teacherswilljudgeusfromourmarks.withmarkswecanbeenrolledintojuniormiddleschools.withmarks,wecanbeenrolledintoseniormiddleschools.withmarkswecanbeenrolledintocollege.withmarkswecanbeenrolledintopostgraduateanddoctrinestudies.stillwithmarkswecanbegradedandbeallowedtogoabroadforfurtherstudies.ourparentswillbestrictwithuswiththemarks.oursocietyjudgeusfrommarks.however,sometimeswestudentspareoneanotherwithmarksdirectly.wearepletelycontrolledbymarks.welikethemandwefeelsorryforthem.butwhatattitudetowardsourmarksshouldwetake?truly,ermsoftestinourstudy,marksarefairandreal.thatisthereasonwhywesay"everyoneisequalbeforemarks."however,ithinkmarksarethesolestandardtojudgethesuessorfailureofstudentsinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamsparingwithothersmeannoteverything.thesuessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexaminee'shealthetc.onceinawhileonecannotfailinexams."suessorfailureismonsenseformilitary."ithinkeveryoneisfamiliarwiththefamoussaying.don'tyouthinksuchwillbethecasewithourstudy?inexams,onecannotbe"never-defeatedgeneral".eventhoughonewillbeverygoodineverydaystudy,hecannotsueedineveryexamsometimes.wecangetprooffromthefactthattheverybestonewecall"numberonescholar"intheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.asamatteroffact,"highmarks"and"ability"arenotunified.sometimeago,anewphrase"highmarksbutpoorpetence"cameintobeing.onceihappenedtomeetsuchateacherasthis.itissaidthattheteacherjustgraduatedfromafar-famedkeyuniversity.buthisteachingresultismuchlessthanthatoftheonewhojustgraduatedfromanot-well-renownedcollege.whenlecturing,theteacheronlyrepeatedwhatthetext-bookssays,whichwasverydullsothehisstudents'interestinlearningwasnotaroused.histeachingwasshortofunityofteachingandlearning.atpresentthereisafactthatweknowafewbrilliantandtopcollegegraduatesarenotqualifiedfortheirposts.thereasonforitmaybelackoftheabilitytobineknowledgelearntfrombookswithpragmaticsintheirwork.studentsofthiskindwillbesuessfulineveryexambuttheywillbeabletousefreelytheirknowledgeintheirposts.don'tyouthinkitwastetrainingsuchpersonsforthecountry?tosumupfromtheabove,icansaymarksarenotabsolutelyauthoritativeforsome.ifweneglecttraininganddevelopingthestudents'abilityandpetenceandifweonlyseekforthehighmarks,wewillbeabsolutelywrong.weshouldtakeanobjectiveattitudetowardsthemarks.neithershouldweneglectthemnorshouldweovervaluethemlikeagod.分數，對于我們學生來說，是至關重要的了。老師要用分數來衡量我們—上初中，要分數;上高中，要分數;上大學要分數，考研究生、博士要分數，出guo、評職稱還是要分數。家長要用分數來要求我們;社會用分數來衡量我們。而我們自己也常常用分數在相互直接做著攀比。我們完全為分數所左右了，我們為它歡喜，我們為它喪氣。那么，我們應該怎樣對待分數呢?確實，分數有它不可低估的作用。從檢驗學習的角度上來說，它具有一定的公平性和真實性，“分數面前人人平等”，講的就是這個道理。然而，分數并不是估量一個學生成敗得失的惟一標準。考試成績偶爾低了一兩分乃至十來分，并不一定說明什么問題。考試的成敗有時也會受到諸如臨場經驗、健康狀況等方面的影響。“勝敗乃是兵家常事”這句話大概不會有人不知道，而我們在學習上又何嘗不如此?在考試上很少有“常勝之師”，即使平時成績再好的同學，也難免會有偶爾的失誤。歷屆中考、高考“狀元”并非就是平時出類拔萃的優等生的事實，便是明證。事實上，“高分”與“能力”往往是不統一的。前段時間，社會上出現了一個新詞:“高分低能”。筆者就曾經碰見這樣一位教師，據說他畢業于某赫赫有名的重點大學，但從效果上講，卻遠遠遜色于一些非高等學府畢業的老師。其授課只是照本宣讀而已，枯燥乏味，缺乏一種教與學之間的協調功能。根本不能引起聽課同學的興趣，目前不少大中專院校的高材生畢業后不能勝任他們的工作，原因就在于缺少將書本中的知識運用到實際工作中去的能力。這種人，盡管在學校中每每能考出高分，可無法在工作崗位上靈活白如地運用自己所學到的知識。國家培養出這樣的“人材”，不也是一種浪費嗎?由此可見，分數并不如有些人想象得那么絕對和權威，忽視了對各方面才能的培養，只一味追求高分，是不行的。因此，我們應該客觀地去看待分數，既不應過分輕視它，也沒有必要把它看得過于神圣。myattitudetowardstomarksforourstudents,marksisaboveeverything.teacherswilljudgeusfromourmarks.withmarkswecanbeenrolledintojuniormiddleschools.withmarks,wecanbeenrolledintoseniormiddleschools.withmarkswecanbeenrolledintocollege.withmarkswecanbeenrolledintopostgraduateanddoctrinestudies.stillwithmarkswecanbegradedandbeallowedtogoabroadforfurtherstudies.ourparentswillbestrictwithuswiththemarks.oursocietyjudgeusfrommarks.however,sometimeswestudentspareoneanotherwithmarksdirectly.wearepletelycontrolledbymarks.welikethemandwefeelsorryforthem.butwhatattitudetowardsourmarksshouldwetake？truly,ermsoftestinourstudy,marksarefairandreal.thatisthereasonwhywesay"everyoneisequalbeforemarks."however,ithinkmarksarethesolestandardtojudgethesuessorfailureofstudentsinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamsparingwithothersmeannoteverything.thesuessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexaminee’shealthetc.onceinawhileonecannotfailinexams."suessorfailureismonsenseformilitary."ithinkeveryoneisfamiliarwiththefamoussaying.don’tyouthinksuchwillbethecasewithourstudy？inexams,onecannotbe"never-defeatedgeneral".eventhoughonewillbeverygoodineverydaystudy,hecannotsueedineveryexamsometimes.wecangetprooffromthefactthattheverybestonewecall"numberonescholar"intheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.asamatteroffact,"highmarks"and"ability"arenotunified.sometimeago,anewphrase"highmarksbutpoorpetence"cameintobeing.onceihappenedtomeetsuchateacherasthis.itissaidthattheteacherjustgraduatedfromafar-famedkeyuniversity.buthisteachingresultismuchlessthanthatoftheonewhojustgraduatedfromanot-well-renownedcollege.whenlecturing,theteacheronlyrepeatedwhatthetext-bookssays,whichwasverydullsothehisstudents’interestinlearningwasnotaroused.histeachingwasshortofunityofteachingandlearning.atpresentthereisafactthatweknowafewbrilliantandtopcollegegraduatesarenotqualifiedfortheirposts.thereasonforitmaybelackoftheabilitytobineknowledgelearntfrombookswithpragmaticsintheirwork.studentsofthiskindwillbesuessfulineveryexambuttheywillbeabletousefreelytheirknowledgeintheirposts.don’tyouthinkitwastetrainingsuchpersonsforthecountry？tosumupfromtheabove,icansaymarksarenotabsolutelyauthoritativeforsome.ifweneglecttraininganddevelopingthestudents’abilityandpetenceandifweonlyseekforthehighmarks,wewillbeabsolutelywrong.weshouldtakeanobjectiveattitudetowardsthemarks.neithershouldweneglectthemnorshouldweovervaluethemlikeagod.我們于xx年在陽朔也開辦了一所英語口語培訓學校，叫陽朔大戶外口語拓展基地。首先我們認為陽朔的英語學習環境是全國最好的，加上風景秀美，中外游人云集，這里就形成了一個外來文化與本地文化完美交融的自在生活圈。在這里學習英語的學員，有一些是半學習半度假的；有一些那么學習目的非常明確。經過三五個月的學習，他們目標到達了，在滿腹成就感的同時一定還會感到非常輕松快樂！這里的輕松自如，也許更適合突破我們在學習一門新語言時的障礙吧！如：不敢開口，沒有一個自己感興趣的練習對象（外國人是相對較好的練習對像），發音不準，沒有形成英語表達思維，太中國化（太書本、語法化），沒有真正地了解外國文化（和外國人說了iamfine,thankyouandyou之后往往會發現沒有內容可以說了）等等這些口語問題。這些問題的解決在陽朔的大環境也許要比其它地方要好些。記得xx年大學畢業，在深圳工作了兩年多，當時也是有一定的英語基礎，可是口語很（廣西口音，食品生物專業，英語也過了大學六級），偶然的一次機會和兩位丹麥的老外去賀州的黃姚古鎮，硬著頭皮做“翻譯”，臨時上陣要從腦袋里“收、擠”想說的單詞，不斷地篩選，幾個小時和外國人“呆”下來，腦袋都快要爆炸了。不過在第二次和外國人外出時，卻是發現了我的英語表達速度比以前快了很多。于是在想，“在自然的語言環境下學習英語口語，應該是最快最好的吧？”，抱著這種啟蒙想法，兩年后便和外國人在陽朔西街附近開辦了有自己特色的大戶外口語拓展基地，我們嘗試著去忘記了傳統的“教說與記憶”，“板凳和黑板”，“考試加考試，，，”當然，這并不是說我們大戶外就一定完美。只是可以說學校沒有好壞之分，適合你的就是最好的。陽朔的外國人多，大多數是游客，也有為數不少的好英語外國教師，好的外教是教練，而不只是意識上的陪練。我們的學習，既需要課堂上的教練，也需要課外的陪練！所以，我們大戶外充分利用陽朔的天時地利，并沒有刻意去創造限制學員空間的“全封閉”課堂，而是教導學員順其自然、盡情地在生活中運用，快樂地笑談……我的班主任觀**市萬州區茨竹中心小學xxx尊敬的各位領導、各位老師：