低成绩 meaning in Chinese
[教育学] low achievement
Examples
- 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。