marks

简明释义

英[mɑːks]美[mɑrks]

n. 标记，记号；唛头，分数；台面标志

n. （Marks）人名；（英、德、意、瑞典、西、捷）马克斯；（俄）马克思

英英释义

单词用法

同义词

反义词

例句

1.The announcement marks the end of an extraordinary period in European history.

这个声明标志着欧洲历史上一个伟大时代的终结。

2.The houses bear the marks of bullet holes and the streets are practically deserted.

房屋带有子弹的痕迹，街道几乎是被废弃了。

3.Grease marks can be removed with liquid detergent.

用洗涤液可除去油渍。

4.I don't want any marks.

我不要任何记号。

5.You have to give her top marks for moral guts.

你必须给她的道德勇气最高的评价。

6.A lighthouse marks the entrance to the harbour.

灯塔是进入海港航道的标志。

7.Those marks above the window look like damp to me.

窗子上面的印迹看上去像是水渍。

8.The athlete's performance marks 标志着 a new personal best.

这位运动员的表现marks 标志着新的个人最佳。

9.The company marks 标记 its products with a unique logo.

这家公司用一个独特的标志来marks 标记其产品。

10.The teacher gave the students their marks 分数 for the exam yesterday.

老师昨天给学生们发了考试的marks 分数。

11.He has a collection of books that all have marks 标记 from his favorite authors.

他收藏了一些书，里面都有他最喜欢的作者的marks 标记。

12.She received high marks 分数 in her mathematics class.

她在数学课上得到了高marks 分数。

作文

In the realm of education, the term marks (分数) holds significant importance. They serve as a numerical representation of a student's performance in various subjects. From an early age, students are taught to strive for high marks (分数), as these numbers often dictate academic success and future opportunities. However, the emphasis on marks (分数) can lead to a narrow focus on grades rather than a holistic understanding of the subject matter.In many educational systems, marks (分数) are used as a primary means of assessment. Teachers assign marks (分数) based on tests, assignments, and participation. This system can motivate students to study harder, but it can also create immense pressure. The pursuit of high marks (分数) can sometimes overshadow the joy of learning. Students may memorize information solely for the sake of achieving a good score, rather than engaging with the material in a meaningful way.Moreover, the reliance on marks (分数) can lead to unhealthy competition among peers. Many students compare their marks (分数) with those of their classmates, fostering an environment where self-worth is tied to academic performance. This competitive atmosphere can cause anxiety and stress, ultimately detracting from the overall educational experience. It is essential for educators to recognize the limitations of using marks (分数) as the sole indicator of a student's abilities and potential.While marks (分数) can provide valuable feedback, they do not capture the full range of a student's skills and talents. For instance, a student may excel in creative thinking or problem-solving but struggle with traditional testing formats that focus on rote memorization. Therefore, it is crucial to adopt a more comprehensive approach to assessment that includes project-based evaluations, presentations, and collaborative work. By doing so, we can appreciate the diverse strengths of each student beyond just their marks (分数).Furthermore, the concept of marks (分数) extends beyond academics. In various aspects of life, we often find ourselves being evaluated and judged based on our performance. Whether in sports, arts, or even in the workplace, marks (分数) can symbolize success and achievement. However, it is vital to remember that these evaluations do not define us as individuals. Our worth is not solely determined by the marks (分数) we receive, but by our character, efforts, and contributions to society.In conclusion, while marks (分数) play a crucial role in the educational landscape, we must be cautious about placing too much emphasis on them. They should be viewed as one of many tools for assessment rather than the ultimate measure of success. By fostering a learning environment that values creativity, collaboration, and critical thinking, we can help students develop a love for learning that transcends the pursuit of high marks (分数). Ultimately, education should inspire curiosity and a lifelong passion for knowledge, rather than merely producing high marks (分数).

在教育领域，术语marks（分数）具有重要意义。它们作为学生在各个学科表现的数字化表示。从小，学生们就被教导要争取高marks（分数），因为这些数字往往决定了学业成功和未来机会。然而，对marks（分数）的重视可能导致对成绩的狭隘关注，而不是对学科内容的全面理解。在许多教育体系中，marks（分数）被用作主要评估手段。教师根据测试、作业和参与情况分配marks（分数）。这种制度可以激励学生更努力学习，但也可能造成巨大的压力。追求高marks（分数）有时会掩盖学习的乐趣。学生可能仅仅为了获得好分数而死记硬背信息，而不是以有意义的方式与材料互动。此外，对marks（分数）的依赖可能导致同龄人之间的不健康竞争。许多学生会将自己的marks（分数）与同班同学进行比较，营造出一种自我价值与学业表现挂钩的环境。这种竞争氛围可能导致焦虑和压力，最终削弱整体教育体验。教育工作者必须认识到，仅仅将marks（分数）作为学生能力和潜力的唯一指标是有限的。虽然marks（分数）可以提供有价值的反馈，但它们并不能捕捉学生技能和才能的全貌。例如，一个学生可能在创造性思维或解决问题方面表现出色，但在传统测试形式下却表现不佳，这些测试侧重于死记硬背。因此，采用更全面的评估方法至关重要，包括基于项目的评估、演示和合作工作。通过这样做，我们可以欣赏每个学生除了他们的marks（分数）之外的多样化优势。此外，marks（分数）的概念超越了学术领域。在生活的各个方面，我们常常发现自己根据表现被评估和判断。无论是在体育、艺术还是甚至在工作场所，marks（分数）都可以象征成功和成就。然而，重要的是要记住，这些评估并不能定义我们作为个体的价值。我们的价值不仅仅由我们获得的marks（分数）决定，而是由我们的品格、努力和对社会的贡献决定。总之，虽然marks（分数）在教育领域发挥着重要作用，但我们必须谨慎地对待过于强调它们。它们应该被视为评估的众多工具之一，而不是成功的最终衡量标准。通过培养一个重视创造力、合作和批判性思维的学习环境，我们可以帮助学生培养一种超越追求高marks（分数）的学习热情。最终，教育应该激发好奇心和对知识的终身热爱，而不仅仅是产生高marks（分数）。