学业

词组短语

one's studies

与学业相关的网络例句 [注：此内容来源于网络，仅供参考]

The objectives of this research were students on third grade in junior high school whose study achievements were low. This research defined learning attitude as:"the attitude of learning contents","the attitude toward the teacher","the attitude toward school","the attitude toward selfhood". The research last one year by observing in teaching, using teacher's self-examination, students' learning papers, learning feeling questionary, and interview. The result were that thematic teaching improved the learning attitude of low study achievements students, and the degree of acceptancy of those students was high.

本研究以国中三年级学业成就较差的一个班级学生为研究对象，将学习态度界定为「对学习内容的态度」、「对教师的态度」、「对同侪的态度」、「对学校的态度」、「对自我的态度」五方面，研究历经一年完成；利用教学中的观察、教师反省日志、学生学习资料、学习感受问卷和访谈得知，运用主题式教学法可改善低学业成就学生的学习态度，且低学业成就学生对主题式教学活动的接受度也相当高。

Girls had more positive school self-confidence than boys and boys\' physical self-confidence was significantly higher than girls. There were differences of school self-confidence among different grades. Second-year students\' school self-confidence was the highest, and first-year students\' was the lowest one.2.All the self-confidence dimensionality of students were negatively correlated with their student relations besetment.

高中生身体自信和学业自信存在显明的性别差异，详细表示为：女生比男生在学业方面更加自信，男生比女生在身体方面的自信水平更高；高中生学业自信存在显明的年级差异，详细发铺趋势为：从高一至高三年级，学业自信先是逐渐上升，以二年级为转折点，然后逐渐下降，一年级时学生的学业自信水平最低，二年级时到达最高水平。

Results indicated that high-achieving students and average-achieving students did not differ on achievement goals.

结果表明，学业成就中等生的成就目标与学习优良学生不存在显著差异，但其自我监控水平显著低于学习优良学生，主要体现在执行性、反馈性、补救性、总结性尤其是方法性等方面；自我监控与学业成绩在总体上呈显著的正相关，但不同学科与自我监控的关系有所不同；成就目标并不直接影响学业成绩，但可以通过自我监控对学业成绩间接产生影响；成就目标与自我监控的关系极为复杂：学习目标与自我监控呈显著正相关，而成绩目标只有在与学习目标联系时，才和自我监控有显著的关系。

Major parents all allow a student to go to do concurrent post nowadays , few parts inadmissibility to be because of being afraid that they affect self's studies, that only the in part the above student can not abandon self's studies , have demonstrated them because of holding two or more posts concurrently is to put self's studies above everything else.

现今多数的家长都允许学生去做兼职，少部分不允许是因为怕他们影响学业，不过一半以上的学生不会因为兼职而放弃学业，显示出他们是以学业为重。

The study used 4×3×2 multivariate analysis of variance, made path analysis about self-concept on junior middle school students in the northwest China region and academic help-seeking.

以西北初中生自我概念、西北初中生学业求助态度、西北初中生学业求助行为的各个子维度为因变量，进行4×3×2的方差分析，并且做了西北初中生自我概念对学业求助的路径分析。

In order to explore the possibility of intervention of the use of academic self-handicapping through academic feedback, a questionnaire survey was conducted among 202 students in grade seven randomly sele.

为了探究以学业反馈为平台对习惯性学业自我设阻行为进行干预的可行性，本研究采用问卷调查法，以长春市一所普通中学初一学生共192人为研究对象，考察了他们在数学学习过程中，学业反馈和习惯性学业自我设阻倾向的现状特点，二者之间的关系，及其对学业成绩的影响。

This report also touches uPon the specal actional mechansm thesevedables, Which can provide psychological basis for educational and teaching activities.We have verified and revised the surveying tools, and the results show that thequestiomlaire on leaming strategy and the subjective queshonnaire both have betterre1iability and effectiveness, and they can check: up the 1eaming strategy and non-intelligence factors of the underachiever.

本研究运用心理测量的手段和方法，对学业不良学生的学习策略、非智力因素、原有知识和智力等多种心理变量进行比较科学地测定，了解变量间的相互作用，探讨各种变量对学业不良生学业成就的影响程度，以及多种变量对学业不良学生学业成就的综合作用机制，从而为教育教学活动提供心理学依据。

The article uses multiple regression statistics to analyze the past settlement academic achievement, proposes a calculation method that prorates the high school entrance examination results and the results of class sorting examination organized by the school so as to provide the basis for future calculation of the settlement academic achievement, bring it closer to the real student academic level; makes full use of the historical result data of the tests that students participated, traces and analyzes the experience of our students' growth, gives full play to the advantage of small class management mode in the large classes of our school, guides students to actively summarize their own academic achievement so as to search appropriate learning methods suitable for themselves and help them develop good learning psychology quality; In addition this article uses RANK function to analyze the balance of students' terminative academic achievement, uses Radar Chart, combined with the graphic illustration of the median and hundreds' digit to analyze students' terminative academic achievement, on the one hand to guide students to focus on their overall academic development, on the other hand, to provide students with the basis for choosing arts or science subjects during entering senior two of the high school from senior one; the article provides an easy-to-operate EXCEL template to facilitate teachers to gather the information about the diagnostic academic achievement in usual schoolwork and unit tests, so that forms a timely and precise feedback link, thereby facilitating teachers to master timely the learning conditions of the students, and adjust teaching objectives and teaching strategies based on the practical situation of the students, so as to better complete the teaching tasks.

利用多元回归统计分析以往的安置性学业成绩，提出以中考成绩与学校组织分班考试按比例折算的计算方法，为今后的安置性学业成绩计算提供依据，使其更接近学生真实的学业水平；充分利用学生在校参加各次测试的历史成绩数据，跟踪分析学生的学业成长历程，充分发挥我校大班小班化管理模式优势，指导学生对自我学业成就进行积极归因，寻找适合自己的学习方法，从而帮助学生形成良好的学习心理品质；利用RANK函数分析学生终结性学业成绩的均衡性，利用雷达图，结合中位数和百位数图示化分析学生终结性学业成绩，一方面引导学生关注自身全面的学业发展，另一方面，为学生在高一升高二文理分科时提供选择依据；提供操作简单的EXCEL模板，方便教师收集平时作业或单元测验中的诊断性学业成绩信息，使教学反馈环节及时精细，有利于任课教师及时了解学生的学习状况，根据学生实际情况调整教学目标和教学策略，从而更好地完成教学任务。

The use of multiple regression statistical analysis of past resettlement of academic achievement, proposed to the examination results and school organizational placement tests prorating method of calculation for the future provide the basis for placement of academic computing, bring it closer to the real student academic level; make full use of students in school to participate in the history of the various test results data, follow-up analysis of our students grew up, give full play to our school-based management advantages of large classes in small classes, guiding students in active academic achievement of self-attribution, searching for their own learning methods to help students develop good study of psychological quality; use RANK function analysis of the end of the academic results of students balanced, using radar chart, combined with the median shows the median and the Analysis of 100 students in the end of academic performance, on the one hand to guide students to focus on their overall academic development, and on the other hand, for students in high-rise 2 1 Division of Arts and to provide selected on the basis; to provide easy-to-EXCEL template to enable teachers to gather in peacetime operations or unit tests in the diagnosis of academic information, so that the teaching timely and detailed feedback loops are conducive to Teacher students to keep abreast of the situation, according to the actual situation of students to adjust teaching objectives and teaching strategies in order to better complete the teaching tasks.

利用多元回归统计分析以往的安置性学业成绩，提出以中考成绩与学校组织分班考试按比例折算的计算方法，为今后的安置性学业成绩计算提供依据，使其更接近学生真实的学业水平；充分利用学生在校参加各次测试的历史成绩数据，跟踪分析学生的学业成长历程，充分发挥我校大班小班化管理模式优势，指导学生对自我学业成就进行积极归因，寻找适合自己的学习方法，从而帮助学生形成良好的学习心理品质；利用RANK函数分析学生终结性学业成绩的均衡性，利用雷达图，结合中位数和百位数图示化分析学生终结性学业成绩，一方面引导学生关注自身全面的学业发展，另一方面，为学生在高一升高二文理分科时提供选择依据；提供操作简单的EXCEL模板，方便教师收集平时作业或单元测验中的诊断性学业成绩信息，使教学反馈环节及时精细，有利于任课教师及时了解学生的学习状况，根据学生实际情况调整教学目标和教学策略，从而更好地完成教学任务。

Self-consistency of negative feedback develops over positive feedback, under negative feedback, Self-consistency promotes by grade, under positive feedback, self-concept enhances.d. The consistency and stability of high self-view is high, The consistency of high self-viewer rises during 2, 3grade, but grade7 of low self-viewr.

高学业概念水平的自我一致性高、稳定性好；高学业概念水平组低年级时自评一致性就得到较好发展，而低学业概念组在7年级才得到较好发展，但高学业概念组的低年级更容易自我提升，中高年级发展稳定。

与学业相关的网络解释 [注：此内容来源于网络，仅供参考]

Academic performance：(学业上的表现)

g. Memory(记忆力) | ②Academic performance(学业上的表现) | a. Breadth of general knowledge (知识是否丰富)

Academic performance：学业表现

学业兴趣测量 academic interest measure | 学业表现 academic performance | 学业观察,学术试验 academic probation

accomplishment test：学业成绩测验

学业成绩比率 accomplishment ratio | 学业成绩测验 accomplishment test | 学业考试 academic examination

accomplishment ratio：学业成绩比率

学习迁移 transfer of learning | 学业成绩比率 accomplishment ratio | 学业成绩测验 accomplishment test

Academic achievement：学业成绩

文章摘要:首先分析了儿童学业成绩与智能发展的关系,接着援引美国的"光谱计划"(Project Spectrum),解释智能光谱(Multiple Intelligences Spectrum)评量跟传统学业成绩(academic achievement)评量有甚么不同之处,继而说明Gardner是如何理解智能光谱的沟通桥梁作用,

Scholastic aptitude：学业性向,学术性向

"scholastic achievement","学业成就" | "scholastic aptitude","学业性向,学术性向" | "school administration","学校行政"

academic probation：学业观察,学术试验

学业表现 academic performance | 学业观察,学术试验 academic probation | 学业成绩 academic record

Academic promise：学业前景

3.Academic achievement学业成绩 | 4.Academic promise学业前景 | 5.Leadership领导能力

scholastic achievement：学业成就

scholastic acceleration 学业加速制 | scholastic achievement 学业成就 | scholastic aptitude 学术能力倾向

School Failure Tolerance Scale：学业失败承受力量表

school failure tolerance 学业失败承受力 学业失败承受力 | School Failure Tolerance Scale 学业失败承受力量表 | school group 学校群体