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forourstudents,marksisaboveeverything.teacherswilljudgeusfromourmarks.withmarkswecanbeenrolledintojuniormiddleschools.withmarks,wecanbeenrolledintoseniormiddleschools.withmarkswecanbeenrolledintocollege.withmarkswecanbeenrolledintopostgraduateanddoctrinestudies.stillwithmarkswecanbegradedandbeallowedtogoabroadforfurtherstudies.ourparentswillbestrictwithuswiththemarks.oursocietyjudgeusfrommarks.however,sometimeswestudentscompareoneanotherwithmarksdirectly.wearecompletelycontrolledbymarks.welikethemandwefeelsorryforthem.butwhatattitudetowardsourmarksshouldwetake？
truly,marksfunctionscannotbeunderestimated.intermsoftestinourstudy,marksarefairandreal.thatisthereasonwhywesay"everyoneisequalbeforemarks."
however,ithinkmarksarethesolestandardtojudgethesuccessorfailureofstudentsinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamscomparingwithothersmeannoteverything.thesuccessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexaminee’shealthetc.onceinawhileonecannotfailinexams."successorfailureiscommonsenseformilitary."ithinkeveryoneisfamiliarwiththefamoussaying.don’tyouthinksuchwillbethecasewithourstudy？inexams,onecannotbe"never-defeatedgeneral".eventhoughonewillbeverygoodineverydaystudy,hecannotsucceedineveryexamsometimes.wecangetprooffromthefactthattheverybestonewecall"numberonescholar"intheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.
asamatteroffact,"highmarks"and"ability"arenotunified.sometimeago,anewphrase"highmarksbutpoorcompetence"cameintobeing.onceihappenedtomeetsuchateacherasthis.itissaidthattheteacherjustgraduatedfromafar-famedkeyuniversity.buthisteachingresultismuchlessthanthatoftheonewhojustgraduatedfromanot-well-renownedcollege.whenlecturing,theteacheronlyrepeatedwhatthetext-bookssays,whichwasverydullsothehisstudents’interestinlearningwasnotaroused.histeachingwasshortofunityofteachingandlearning.atpresentthereisafactthatweknowafewbrilliantandtopcollegegraduatesarenotqualifiedfortheirposts.thereasonforitmaybelackoftheabilitytocombineknowledgelearntfrombookswithpragmaticsintheirwork.studentsofthiskindwillbesuccessfulineveryexambuttheywillbeabletousefreelytheirknowledgeintheirposts.don’tyouthinkitwastetrainingsuchpersonsforthecountry？
tosumupfromtheabove,icansaymarksarenotabsolutelyauthoritativeforsome.ifweneglecttraininganddevelopingthestudents’abilityandcompetenceandifweonlyseekforthehighmarks,wewillbeabsolutelywrong.weshouldtakeanobjectiveattitudetowardsthemarks.neithershouldweneglectthemnorshouldweovervaluethemlikeagod.
常識(shí)普及：英語演講稿種類：1。敘述式：向聽眾陳述自己的思想、經(jīng)歷、事跡，轉(zhuǎn)述自己看到、聽到的他人的事跡或事件時(shí)使用的。敘述當(dāng)中，也可夾用議論和抒情。2。議論式：擺事實(shí)、講道理，既有事實(shí)材料，又有邏輯推斷，立場堅(jiān)定，旗幟鮮明。3。說明式：對聽眾說明事理，通過解說某個(gè)道理或某一問題來達(dá)到樹立觀點(diǎn)的目的。
forourstudents,marksisaboveeverything.teacherswilljudgeusfromourmarks.withmarkswecanbeenrolledintojuniormiddleschools.withmarks,wecanbeenrolledintoseniormiddleschools.withmarkswecanbeenrolledintocollege.withmarkswecanbeenrolledintopostgraduateanddoctrinestudies.stillwithmarkswecanbegradedandbeallowedtogoabroadforfurtherstudies.ourparentswillbestrictwithuswiththemarks.oursocietyjudgeusfrommarks.however,sometimeswestudentscompareoneanotherwithmarksdirectly.wearecompletelycontrolledbymarks.welikethemandwefeelsorryforthem.butwhatattitudetowardsourmarksshouldwetake？
truly,marksfunctionscannotbeunderestimated.intermsoftestinourstudy,marksarefairandreal.thatisthereasonwhywesay"everyoneisequalbeforemarks."
however,ithinkmarksarethesolestandardtojudgethesuccessorfailureofstudentsinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamscomparingwithothersmeannoteverything.thesuccessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexaminee’shealthetc.onceinawhileonecannotfailinexams."successorfailureiscommonsenseformilitary."ithinkeveryoneisfamiliarwiththefamoussaying.don’tyouthinksuchwillbethecasewithourstudy？inexams,onecannotbe"never-defeatedgeneral".eventhoughonewillbeverygoodineverydaystudy,hecannotsucceedineveryexamsometimes.wecangetprooffromthefactthattheverybestonewecall"numberonescholar"intheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.
asamatteroffact,"highmarks"and"ability"arenotunified.sometimeago,anewphrase"highmarksbutpoorcompetence"cameintobeing.onceihappenedtomeetsuchateacherasthis.itissaidthattheteacherjustgraduatedfromafar-famedkeyuniversity.buthisteachingresultismuchlessthanthatoftheonewhojustgraduatedfromanot-well-renownedcollege.whenlecturing,theteacheronlyrepeatedwhatthetext-bookssays,whichwasverydullsothehisstudents’interestinlearningwasnotaroused.histeachingwasshortofunityofteachingandlearning.atpresentthereisafactthatweknowafewbrilliantandtopcollegegraduatesarenotqualifiedfortheirposts.thereasonforitmaybelackoftheabilitytocombineknowledgelearntfrombookswithpragmaticsintheirwork.studentsofthiskindwillbesuccessfulineveryexambuttheywillbeabletousefreelytheirknowledgeintheirposts.don’tyouthinkitwastetrainingsuchpersonsforthecountry？
tosumupfromtheabove,icansaymarksarenotabsolutelyauthoritativeforsome.ifweneglecttraininganddevelopingthestudents’abilityandcompetenceandifweonlyseekforthehighmarks,wewillbeabsolutelywrong.weshouldtakeanobjectiveattitudetowardsthemarks.neithershouldweneglectthemnorshouldweovervaluethemlikeagod.
常識(shí)普及：英語演講稿種類：1。敘述式：向聽眾陳述自己的思想、經(jīng)歷、事跡，轉(zhuǎn)述自己看到、聽到的他人的事跡或事件時(shí)使用的。敘述當(dāng)中，也可夾用議論和抒情。2。議論式：擺事實(shí)、講道理，既有事實(shí)材料，又有邏輯推斷，立場堅(jiān)定，旗幟鮮明。3。說明式：對聽眾說明事理，通過解說某個(gè)道理或某一問題來達(dá)到樹立觀點(diǎn)的目的。