低成绩的英文

• [教育学] low achievement

• "低"英文翻译    low
• "成绩"英文翻译    result; achievement; success ...
• "成绩" 英文翻译 :    result; achievement; success; performance; record 成绩显著 (make a) remarkable achievement; 成绩报告 score reporting; 成绩报告单 a score report; 成绩册 [体育] results; 成绩单 school report card
• "低成本" 英文翻译 :    low cost
• "低成就" 英文翻译 :    underachievement
• "低成本地位" 英文翻译 :    low-cost position
• "低成本方案" 英文翻译 :    lower cost solution
• "低成本光纤" 英文翻译 :    lcf low cost fiber
• "低成本国家" 英文翻译 :    low-cost countries
• "低成本火箭" 英文翻译 :    low-cost rocket
• "低成本技术" 英文翻译 :    low-cost technologies
• "低成本炼钢" 英文翻译 :    cheasteel
• "低成本领先" 英文翻译 :    low-cost leadership
• "低成本码" 英文翻译 :    low cost code; lowcostcode
• "低成本投入" 英文翻译 :    low costs input
• "低成本项目" 英文翻译 :    small cost items
• "低成本冶铁" 英文翻译 :    cheap iron
• "低成本影片" 英文翻译 :    low-budget film
• "低成本战略" 英文翻译 :    low-cost strategy
• "低成就者" 英文翻译 :    underachiever
• "低成型性" 英文翻译 :    poor-compactibility
• "减低成本" 英文翻译 :    cost reduction
• "降低成本" 英文翻译 :    cut the cost; cost down; cost reduction; lower [reduce] production costs; reduce cost◇降低成本余额法 reducing cost balance method
• "降低成本的" 英文翻译 :    cost-cutting
• "降低成色" 英文翻译 :    debasement

• The higher pdb score ( absolute value ) , the more negative students " reaction to their teacher
  教师对高、低成绩者表现出的行为差别与学生的情感反应呈负相关。
• Moreover , the much more teacher treat low achiever positively , the more positive students " reaction
  并且教师对低成绩者表现出越多的积极行为指向，学生对教师的情感反应越积极。
• Conclusions are the following : the learning strategies conclude the knowledge - level and the application - level , which are different between different grades and achievement groups . motivation is one of the important factors affecting the learning strategies of middle - school students
  不同年级的高、中、低成绩组的学习策略知识与应用水平没有显著差异。 ( 5 )学习动机是影响学习策略知识与掌握水平的重要因素。
• ( pdb score = high achievers score - low achiever score ) . in the factor i , iii , iv , students perceive that the pdb score get to higher , but in the factor ii , students perception is on the other hand with grade . thirdly , students reaction to their teacher exist grade difference
  在学习支持、机会与优待、要求与压力因子上，随着年级的增长，学生认知到的教师差别行为分数升高，即学生认为教师给高成绩者比低成绩者这些方面的行为的差值随年级而增大；在情感支持因子上，随年级升高认知到的教师差别行为分数减小(绝对值) 。
• Students think teacher had given high achiever more learning supporting , chance and privilege , higher level demand and pressure than low achiever ; however , in emotional supporting , students think low achiever receive more than high achiever . secondly , students perception of teacher differential behaviors exist grade difference
  初中生认为，教师给高成绩者比低成绩者更多的学习方面的辅导和支持，更多锻炼、表现的机会和特殊的优待，对学习有更高的要求和压力；在教师提供的情感氛围上，学生认为教师给低成绩者比给高成绩者的稍微积极一些。
• Subjects were asked to finish the questionnaire before december , the results are as following : first , teacher ' s differential behaviors perceived by their students include four factors : learning supporting ( i ) , emotional supporting ( ii ) , chance and privilege ( iii ) , demand and pressure ( iv )
  研究结果如下： 1学生认为教师对高成绩者和低成绩者的差别行为表现在四个方面：学习支持方面，提供的情感氛围方面，给予的机会和优待方面和对学习要求和压力方面。
• Thirdly , it contains detailed descriptions of the experiment and data analysis , which includes three parts : 1 ) vocabulary test comparison for the experimental class and the control class ; 2 ) comparison of investigation into schematic association before and after the experiment for the two classes ; 3 ) comparison of high and low score students with their investigation scores before and after the experiment
  数据分析和讨论共分三个层次： 1 )实验班与控制班词汇前测与词汇后测成绩对比； 2 )实验前后两个班对词汇进行图式联想记忆的调查成绩对比； 3 )实验后高成绩与低成绩学生和他们的图式词汇联想记忆调查成绩对比。
• The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level . compensation strategy , metacognitive strategy and cognitive strategy received relatively higher level of usage , while memory , affective and social strategy were reported to be used less frequently . to find out whether there is any difference in strategy use among high , middle and low proficiency students , anova was employed to analyze the variance of learning strategies among groups of different proficiency
  在比较高中低分组策略运用和高考成绩之间的关系时，我们发现高考成绩高分、中分和低分组的学生在使用认知、补救、元认知、社会策略时有显著差异，英语成绩高的学生在使用这些策略的频率上显著高于低成绩组的学生，而在记忆策略和情感策略的运用频率虽无显著差异，但也是高分组高于低分组。