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我的分?jǐn)?shù)觀中英文演講稿
演講稿的內(nèi)容要根據(jù)具體情境、具體場(chǎng)合來(lái)確定，要求情感真實(shí)，尊重觀眾。隨著社會(huì)一步步向前發(fā)展，我們使用上演講稿的情況與日俱增，你知道演講稿怎樣才能寫的好嗎？下面是小編為大家收集的我的分?jǐn)?shù)觀中英文演講稿，希望能夠幫助到大家。
我的分?jǐn)?shù)觀中英文演講稿 1
分?jǐn)?shù)，對(duì)于我們學(xué)生來(lái)說(shuō)，是至關(guān)重要的了。老師要用分?jǐn)?shù)來(lái)衡量我們—上初中，要分?jǐn)?shù);上高中，要分?jǐn)?shù);上大學(xué)要分?jǐn)?shù)，考研究生、博士要分?jǐn)?shù)，出國(guó)、評(píng)職稱還是要分?jǐn)?shù)。家長(zhǎng)要用分?jǐn)?shù)來(lái)要求我們；社會(huì)用分?jǐn)?shù)來(lái)衡量我們。
而我們自己也常常用分?jǐn)?shù)在相互直接做著攀比。我們完全為分?jǐn)?shù)所左右了，我們?yōu)樗鼩g喜，我們?yōu)樗鼏蕷�。那么，我們�?yīng)該怎樣對(duì)待分?jǐn)?shù)呢?
的確，分?jǐn)?shù)有它不可低估的作用。從檢驗(yàn)學(xué)習(xí)的角度上來(lái)說(shuō)，它具有一定的公平性和真實(shí)性，“分?jǐn)?shù)面前人人平等”，講的就是這個(gè)道理。然而，分?jǐn)?shù)并不是估量一個(gè)學(xué)生成敗得失的惟一標(biāo)準(zhǔn)�？荚嚦煽�(jī)偶爾低了一兩分乃至十來(lái)分，并不一定說(shuō)明什么問(wèn)題�？荚嚨某蓴∮袝r(shí)也會(huì)受到諸如臨場(chǎng)經(jīng)驗(yàn)、健康狀況等方面的影響�！皠贁∧耸潜页Ｊ隆边@句話大概不會(huì)有人不知道，而我們?cè)趯W(xué)習(xí)上又何嘗不如此?在考試上很少有“常勝之師”，即使平時(shí)成績(jī)?cè)俸玫耐瑢W(xué)，也難免會(huì)有偶爾的失誤。歷屆中考、高考“狀元”并非就是平時(shí)出類拔萃的優(yōu)等生的事實(shí)，便是明證。
事實(shí)上，“高分”與“能力”往往是不統(tǒng)一的。前段時(shí)間，社會(huì)上出現(xiàn)了一個(gè)新詞:“高分低能”。筆者就曾經(jīng)碰見(jiàn)這樣一位教師，據(jù)說(shuō)他畢業(yè)于某赫赫有名的重點(diǎn)大學(xué)，但從教學(xué)效果上講，卻遠(yuǎn)遠(yuǎn)遜色于一些非高等學(xué)府畢業(yè)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(xué)之間的協(xié)調(diào)功能。根本不能引起聽(tīng)課同學(xué)的.興趣，目前不少大中專院校的高材生畢業(yè)后不能勝任他們的工作，原因就在于缺少將書(shū)本中的知識(shí)運(yùn)用到實(shí)際工作中去的能力。這種人，盡管在學(xué)校中每每能考出高分，可無(wú)法在工作崗位上靈活白如地運(yùn)用自己所學(xué)到的知識(shí)。國(guó)家培養(yǎng)出這樣的“人材”，不也是一種浪費(fèi)嗎?
由此可見(jiàn)，分?jǐn)?shù)并不如有些人想象得那么絕對(duì)和權(quán)威，忽視了對(duì)各方面才能的培養(yǎng)，只一味追求高分，是不行的。因此，我們應(yīng)該客觀地去看待分?jǐn)?shù)，既不應(yīng)過(guò)分輕視它，也沒(méi)有必要把它看得過(guò)于神圣。
My Attitude towards to Marks
For our students, marks is above everything. Teachers will judge us from our marks. With marks we can be enrolled into junior middle schools. With marks, we can be enrolled into senior middle schools. With marks we can be enrolled into college. With marks we can be enrolled into postgraduate and doctrine studies. Still with marks we can be graded and be allowed to go abroad for further studies. Our parents will be strict with us with the marks. Our society judge us from marks. However, sometimes we students compare one another with marks directly. We are completely controlled by marks. We like them and we feel sorry for them. But what attitude towards our marks should we take?
Truly, marks functions cannot be underestimated. In terms of test in our study, marks are fair and real. That is the reason why we say "Everyone is equal before marks. "
However, I think marks are the sole standard to judge the success or failure of students in exams. Sometimes, marks more than ten or less than one or two in our exams comparing with others mean not everything. The success or failure in exams will be influenced by experience on the spot and the examinee’s health etc. Once in a while one cannot fail in exams. " Success or failure is common sense for military. " I think everyone is familiar with the famous saying. Don’t you think such will be the case with our study? In exams, one cannot be " never-defeated general" . Even though one will be very good in everyday study, he cannot succeed in every exam sometimes. We can get proof from the fact that the very best one we call "Number One Scholar" in the entrance exams for college and ordinary middle school and specialized secondary school over the years is not eminent above all others nor top student in every study.
As a matter of fact, "high marks" and "ability" are not unified. Some time ago, a new phrase " high marks but poor competence" came into being. Once I happened to meet such a teacher as this .It is said that the teacher just graduated from a far-famed key university. But his teaching result is much less than that of the one who just graduated from a not-well-renowned college. When lecturing, the teacher only repeated what the text-books says, which was very dull so the his students’ interest in learning was not aroused. His teaching was short of unity of teaching and learning. At present there is a fact that we know a few brilliant and top college graduates are not qualified for their posts. The reason for it may be lack of the ability to combine knowledge learnt from books with pragmatics in their work. Students of this kind will be successful in every exam but they will be able to use freely their knowledge in their posts. Don’t you think it waste training such persons for the country?
To sum up from the above, I can say marks are not absolutely authoritative for some. If we neglect training and developing the students’ ability and competence and if we only seek for the high marks, we will be absolutely wrong. We should take an objective attitude towards the marks. Neither should we neglect them nor should we overvalue them like a God.
我的分?jǐn)?shù)觀中英文演講稿 2
尊敬的老師、同學(xué)們：
大家好！今天，我想和大家分享我的分?jǐn)?shù)觀。
分?jǐn)?shù)，無(wú)疑是衡量學(xué)習(xí)成果的重要標(biāo)尺。它能直觀反映我們對(duì)知識(shí)的掌握程度，激勵(lì)我們勤奮學(xué)習(xí)。當(dāng)我們?yōu)槿〉煤贸煽?jī)而喜悅時(shí)，分?jǐn)?shù)給予我們自信與成就感；當(dāng)成績(jī)不理想，它也提醒我們查漏補(bǔ)缺，繼續(xù)努力。然而，分?jǐn)?shù)并非學(xué)習(xí)的全部意義。
生活中，許多成功人士在學(xué)生時(shí)代并非成績(jī)頂尖。愛(ài)因斯坦曾被認(rèn)為 “愚笨”，卻在科學(xué)領(lǐng)域取得重大突破。分?jǐn)?shù)只是階段性的.評(píng)價(jià)，而個(gè)人的創(chuàng)造力、實(shí)踐能力、品德修養(yǎng)同樣重要。我們不能讓分?jǐn)?shù)定義自己的價(jià)值，更不應(yīng)因一次分?jǐn)?shù)的高低而否定自己。
真正的學(xué)習(xí)，是為了獲取知識(shí)，提升自我。我們應(yīng)保持對(duì)知識(shí)的熱愛(ài)，在學(xué)習(xí)中培養(yǎng)興趣，鍛煉能力。分?jǐn)?shù)是成長(zhǎng)路上的參考，但絕不是終點(diǎn)。
謝謝大家！
Dear teachers and classmates,
Hello! Today, I’d like to share my view on grades.
Grades are undoubtedly an important yardstick for measuring learning outcomes. They can directly reflect our grasp of knowledge and motivate us to study hard. When we feel delighted about achieving good grades, they give us confidence and a sense of accomplishment. When the results are not satisfactory, they remind us to find and fill the gaps and keep striving. However, grades don’t represent the whole meaning of learning.
In life, many successful people werent top students. Albert Einstein was once considered “slow,” but he made significant breakthroughs in science. Grades are just a temporary evaluation, while personal creativity, practical ability, and moral cultivation matter equally. We shouldn’t let grades define our worth, nor should we deny ourselves because of a single score.
The true purpose of learning is to acquire knowledge and improve ourselves. We should maintain our love for knowledge, cultivate interests, and develop abilities during the learning process. Grades are a reference on our growth journey, but never the destination.
Thank you!
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