智力差的學生 的英文怎麼說

中文拼音 [zhìlìchādexuéshēng]
智力差的學生 英文
a backward pupil
  • 智 : Ⅰ名詞1 （智慧; 見識） wisdom; intelligence; knowledge 2 （姓氏） a surname Ⅱ形容詞（有智慧; 聰明...
  • 力 : Ⅰ名1 （力量; 能力） power; strength; ability; capacity 2 [物理學] （改變物體運動狀態的作用） forc...
  • 差 : 差Ⅰ名詞1 （不相同; 不相合） difference; dissimilarity 2 （差錯） mistake 3 [數學] （差數） differ...
  • 的 : 4次方是 The fourth power of 2 is direction
  • 學 : Ⅰ動詞1 （學習） study; learn 2 （模仿） imitate; mimic Ⅱ名詞1 （學問） learning; knowledge 2 （學...
  • 生 : Ⅰ動詞1 （生育; 生殖） give birth to; bear 2 （出生） be born 3 （生長） grow 4 （生存; 活） live;...
  • 智力 : intelligence; mentality; habitus; intellect; intellectuality; brain; noo-
  1. The investigation shows the cause of difference comes from students " individual intellectual factors, no - intellectual factors and social psychological factors related to study ( such as teacher ' s efficiency, classroom setting, family atmosphere, studying technological situation and cultural atmosphere in society )

    實際調查表明，差異的主要成因是學生個體的智力因素和非智力因素及與學習相關的社會心理因素（如教師效能、課堂學習環境、家庭環境、學習技術條件及社會文化氛圍等） 。
  2. He believes every child possesses the above nine kind of intelligences. the combination of the nine different intelligences determines the individual ' s intelligence difference

    他認為，每個學生在不同程度上擁有上述九種智力，智力之間的不同組合表現出了個體的智力差異。
  3. It ' s considered that the only child juvenile delinquency tends to have more wicked property and the increasing crime rate, and the instrument of only child juvenile delinquency tends to be adult - alike, intellectualized, in team work and with younger ages. it deeply explores the subjective and object reasons for the only child delinquency. the subject reason is including devoid of correct philosophy and value of life, too strong self - centralized consciousness and dependency, lack of self - supporting, legal idea and social communication ability and not knowing how to choose friends etc. the objective reason is that the unsuited environment and misplay of scholastic and family education, ill influence by the community and so on

    本文首先從犯罪的主體、犯罪的客體、犯罪的主觀方面和犯罪的客觀方面闡述了獨生子女犯罪的構成；接著分析了我國獨生子女犯罪的現狀及其危害性，認為我國當前獨生子女犯罪呈現犯罪性質惡劣，重大刑事犯罪率上升，犯罪手段成人化、智能化，犯罪方式團伙化，犯罪年齡低齡化等特點，闡述了獨生子女犯罪對獨生子女自身、家庭、同輩群體以及社會的危害；然後深入地剖析了我國獨生子女犯罪的主要主客觀原因，認為主觀原因包括缺乏正確的人生觀、價值觀，自我中心意識強，感情脆弱，依賴性強，生活自理能力差，法制觀念淡薄，人際交往能力差，擇友不慎等方面；獨生子女犯罪的客觀原因有不良的社會環境，學校教育的失誤，家庭教育的失當，社區環境的影響等。
  4. Comparing the personalities of single - child and non - single - child, the paper draws a conclusion : the single - child college students possess the personality advantages of high intelligence level, strong self - confidence and good self - image, strong independent consciousness. at the same time, they have some personality disadvantages like low creativity, poor adaptability, weak compression resistance, getting a - long bad with others, poor ability of independence and weak morality etc. according to the differential personalities of the single - child college students, the moral education in colleges should adopt effective measures, set up a moral education system integrating family, school and society to perfect their personalities

    比較獨生子女和非獨生子女大學生，本文得出如下結論：獨生子女大學生具有智力水平高創造力低，親和需要強交際能力差，自我悅納程度高悅納他人程度低，獨立意識強獨立能力差，行為好強耐挫力低，道德認識和道德行為相背離的人格特徵，表現出優點和缺點交織並存的人格現狀。
  5. The effects of the experimental training in ordinary school is much more obvious than that of key school. 3. in the different intelligent groups of the same grade, the students can improve their ability in solving chemical calculation problems effectively through the training

    對同一年級不同智力水平的學生進行化學計算解題思維策略訓練均能有效地提高其化學計算成績，但不同智力水平組學生的化學計算成績提高幅度沒有明顯差異。
  6. The results of study showed that there are gender difference in math learning of the students in tongwei middle school, which mainly exists in the following aspects : first, physiological difference in heredity and division of the functions of brain ; second, the intellectual difference in the way of memory and thinking ; third, the prejudice and unfairness against girl students in educational aspects and surroundings

    研究結果表明，通渭縣中學生數學學習中存在著性別差異，差異主要表現在：生理因素方面有遺傳和大腦半球分工的差異，智力因素方面存在記憶方式和思維方式的不同，教育因素和環境因素方面分別存在對女生的偏見和不公平。
  7. The major findings of the study were as follows : ( 1 ) for the teachers ' high expectation group, the internal control group had a higher score on a self - concept test and an achievement motivation questionnaire than external control group. ( 2 ) for the teachers ' low expectation group, the internal control group scored higher on a self - concept test than the external group, but there was no significant difference between two groups on an achievement motivation questionnaire

    收集的資料經使用智力為共變數進行單因子共變數分析，獲得如下的結果： （ 1 ）在高期望組中，內控學生無論是自我觀念或成就動機均高於外控學生； （ 2 ）在低期望組中，內控學生的自我觀念高於外控學生，但成就動機的差異並未達到顯著水準。
  8. The part of the experimental research analyses the causes that pupils with learning disability in ningbo receive worse grades than normal students by means of diaganostic test of achievement factor ( dtaf ) : learning intention, learmng intention of different subject, learing plan, learning skillsjearning skills of different subject, leaming environment. the 300 pupils come from 15 primary schools in ningbo. as a result, we find out that their grades are closely related to their learning intention and skills and have nothing to do with learning plan and learning environment. we following psychological features : they have normal iq, but there is a tendency for them to develop mal - personality ; they are menttally less healthy than normal students. the results of our research provide scientific basis for educators to improve the learning of students with l d elementary schools in ningbo erea

    實驗研究部分採用《學習因素診斷量表》 （ dtaf ）從學習動機、不同學科學習動機、學習計劃、學習技能、不同學科的學習技能以及學習環境六個方面分析了寧波市15所小學300名學習困難學生學習成績明顯低於一般學生的原因，研究結果表明：學習困難學生成績差與學習動機、不同學科的學習動機、學習技能、不同學科的學習技能有密切關系，與學習計劃、學習環境關系不大；寧波市小學學習困難學生的心理特徵是智力發展是基本正常的，但其性格特徵有不良發展的傾向，心理健康水平也比一般小學生差。
  9. According to gender difference in math learning of middle school students, the improving measures of learning from others " strong points to offset one ' s own weakness mainly covers : first, either teachers of students should properly understand the gender difference ; second, to widen girl students " spatial imagination ; third, to develop girl students " memory through understanding and in image ; forth, to strengthen girl students " training of logical thinking ; fifth, to improve girl students " emotion quotient

    針對中學生數學學習中的性別差異，應採取的取長補短的改進措施主要有：師生對性別差異要有正確地認識。提高女生空間想象能力探索，發展女生理解記憶，充分利用女生的形象記憶，加強女生的邏輯思維訓練，提高女生情感智商。
  10. If takes a test the bad student, we may use to smile encourage to test next time ; does the discipline bad student, we use the smile, how to tell them to observe the discipline quick - wittedly. . . therefore we must remember a few words : indifferent is the centrifugal force, it causes the student to leave us to be getting more and more far ; the smile is the same mental effort, it pulls closer us and student ' s distance unceasingly

    如考試差的學生，我們可以用微笑去鼓勵下次考好；紀律差的學生，我們用微笑地、機智地告訴他們怎樣去遵守紀律… …所以我們要記住一句話：冷漠是離心力，它使學生離我們越來越遠；微笑是同心力，它不斷拉近我們與學生的距離。
  11. Students ' differences in learning are mainly manifested in two aspects : the intellectual factor differences, and non - intellectual factor differences

    摘要中學生在學習上的差異，主要表現在兩個方面：一是智力因素上的個別差異，二是非智力因素上的個別差異。
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