第一篇：英語演講稿——我的分數觀
forourstudents,marks,ver,hatattitudetowardsourmarksshouldwetake？
truly,rmsoftestinourstudy,isthereasonwhywesay"everyoneisequalbeforemarks."
however,ithinkmarksarethesolestandardtojudgethesuccessorfailureofstudentsinexams.sometimes,marksmorethantenorlessthanoneortwoinourexamscomparingwithothersmeannoteverything.thesuccessorfailureinexamswillbeinfluencedbyexperienceonthespotandtheexaminee’inawhileonecannotfailinexams."successorfailureiscommonsenseformilitary."’tyouthinksuchwillbethecasewithourstudy？inexams,onecannotbe"never-defeatedgeneral"thoughonewillbeverygoodineverydaystudy,ngetprooffromthefactthattheverybestonewecall"numberonescholar"intheentranceexamsforcollegeandordinarymiddleschoolandspecializedsecondaryschoolovertheyearsisnoteminentaboveallothersnortopstudentineverystudy.
asamatteroffact,"highmarks"and"ability"timeago,anewphrase"highmarksbutpoorcompetence"lecturing,theteacheronlyrepeatedwhatthetext-bookssays,whichwasverydullsothehisstudents’’tyouthinkitwastetrainingsuchpersonsforthecountry？
tosumupfromtheabove,neglecttraininganddevelopingthestudents’abilityandcompetenceandifweonlyseekforthehighmarks,hershouldweneglectthemnorshouldweovervaluethemlikeagod.
第二篇：高中英語演講稿:我的分數觀
my attitude towards to marks 我的分數觀
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 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.
分數，對於我們學生來説，是至關重要的了。老師要用分數來衡量我們—上國中，要分數;上高中，要分數;上
大學要分數，考研究生、博士要分數，出國、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着攀比。我們完全為分數所左右了，我們為它歡喜，我們為它喪氣。那麼，我們應該怎樣對待分數呢?
的確，分數有它不可低估的作用。從檢驗學習的角度上來説，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，分數並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，並不一定説明什麼問題。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。歷屆會考、大學聯考“狀元”並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，據説他畢業於某赫赫有名的重點大學，但從教學效果上講，卻遠遠遜色於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後不能勝任他們的工作，原因就在於缺少將書本中的知識運用到實際工作中去的能力。這種人，儘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，分數並不如有些人想象得那麼絕對和權威，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於神聖。
第三篇：我的分數觀
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 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.
第四篇：我的英語學習觀
我們於2014年在陽朔也開辦了一所英語口語培訓學校，叫陽朔大户外口語拓展基地。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，中外遊人雲集，這裏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。在這裏學習英語的學員，有一些是半學習半度假的；有一些則學習目的非常明確。經過三五個月的學習，他們目標達到了，在滿腹成就感的同時一定還會感到非常輕鬆快樂！
這裏的輕鬆自如，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），沒有真正地瞭解外國文化（和外國人説了i am fine, thank you and you 之後往往會發現沒有內容可以説了）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2014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，可是口語很不好的（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，硬着頭皮做“翻譯”，臨時上陣要從腦袋裏“收、擠”想説的單詞，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。於是在想，“在自然的語言環境下學習英語口語，應該是最快最好的吧？”，抱着這種啟蒙想法，兩年後便和外國人在陽朔西街附近開辦了有自己特色的大户外口語拓展基地，我們嘗試着去忘記了傳統的“教説與記憶”，“板凳和黑板”，“考試加考試，，，”
當然，這並不是説我們大户外就一定完美。只是可以説學校沒有好壞之分，適合你的就是最好的。陽朔的外國人多，大多數是遊客，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，我們大户外充分利用陽朔的天時地利，並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… …
第五篇：我的班主任觀演講稿
我的班主任觀
重慶市萬州區茨竹中心國小xxx
尊敬的各位領導、各位老師：
大家好！我xxx，來自茨竹國小。綿綿春雨早已送走那柳絮飛花，在這粽子飄香、石榴花依然爛漫的今天，我們相聚於此，我心裏非常激動。感謝這次競賽給了我一次鍛鍊的機會，我相信，我的演講會給大家帶來驚喜與激動。我任教21年，有着21年的班主任經歷，曾在《德育報》、《班主任》、《三峽教育》上發表過班級管理的相關論文。同時，也使我在班主任這個崗位上逐漸成熟起來。
回想起自己以前一味的清高卻不知在別人偽善的背後暗藏排擠，更何況我的不屑與懶惰更是一種消極，木然地覺得是非成敗只不過是因果輪迴。那往往是不經意的無心之矢，終會徹底消失。可每當我看到珍藏着的厚厚的留言本和來信，不禁心潮澎湃，那是我送走的一屆又一屆畢業生對我的依依不捨和沉甸甸的祝福啊。這讓我想起小時候的一位班主任來。
30年前，我剛10歲，全鄉同年級排名前20人組成一個“尖子班”，由學校派個年輕的公辦老師包班給我們上課，何心平（化名）老師自然就成了我們的班主任。可他呢？説我們是優秀者，一進教室就叫我們自學，自己卻偷偷溜出去，夏天在學校邊的池塘釣魚，冬天去鐵爐旁烤火，很少來關心我們，也不和我們交流。日復一日，月復一月，窗外的梧桐葉由綠變黃，乃至飄落殆盡，我們在積雪滿地的嚴冬裏艱難的進行了期末考試，其結果可想而知。第二學期父母將我轉
到普通班，他聲色俱厲的説：“有的人陽奉陰違，説我教得不好，還當了叛徒轉了班??”同學們“唰”地全把目光聚到我身上，我頓時覺得腦子裏“哄”的一聲，趴在課桌上低低地抽泣起來。以至於後面一大堆難聽的話，我什麼也沒聽見了。叛徒！雜種！飯桶！譏諷，挖苦，嘲笑，侮辱等等，猶如芒刺在背，萬顆鋼針穿心，我的淚在流，我的心在絞痛，在滴血。這就是我第一眼看見的所謂廣博多聞又風度翩翩的老師啊。卻給我幼小而純真的童心裏留下(轉載需註明來源：)一道深深的傷痕，永遠也無法抹掉的隱痛。
而今身為人師的我，依舊無法忘卻這道傷痕，我在不斷的反思着自己，絕不做這樣的班主任。如何才能做好一名優秀的班主任呢？要求我們有着對人類的熱愛和博大的胸懷，對學生成長的關懷和敬業奉獻的崇高精神，良好的文化素養，複合的知識結構，在富有時代精神和科學理念指導下的教育能力和研究能力，在實踐中不斷形成和發展的教育智慧。縱觀浩如煙海的理論著述，當今許多優秀班主任的成功經驗，使我明白，要有“三心”——事業心、愛心、童心；要有“二勁”——幹勁、韌勁。要像對待葉尖上的露珠一樣，小心翼翼地保護學生的心靈。師德的至高境界是熱愛學生，而熱愛的極至則是寬容。寬容是水，是人生的一種境界，一種度量，一種涵養，更是一種品德。教師應具有寬容與關愛，因為可以讓重負在寬容中釋放，讓心靈在寬容中淨化，讓生命在寬容中昇華。不僅要有端莊的儀表，而且要有良好的心理品質，做學生身心健康的保健醫生，做一盞能夠長久地照耀學生一生道路的明燈。
謝謝大家！
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