- 更多网络例句与低成就相关的网络例句 [注：此内容来源于网络，仅供参考]
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After two weeks with eight forty-minute sessions of using Happy Cuber for experimental group learning, an analysis of the results indicates that there is a significant effect on improving the low-achieving students' immediate effect of study achievement and study attitude, and the reserved effect of study achievement is also preserved.
前测的统计数据显示低成就学童之学习成就与学习态度间有显著正相关，其背景变项对学习成就与学习态度没有显著影响，但不同玩 3D 戏时间对学习态度分量表的「学习过程」与「学习兴趣」有显著影响。
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Mr Fryer's ambition is to unravel the causes of black underachievement in America, especially in education.
傅兰雅先生的志向是揭开导致美国黑人低成就的原因，特别是在教育方面。
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The purpose of the present study is to investigate the difference of the reading processes of the high English achievers and the low English achievers by means of reading miscue analysis. The HEA's and the LEA's reading interests and reading strategies were compared after individual interview. Their oral reading miscues were analyzed in terms of miscues of meaning construction, grammatical relations, and graphic/sound similarity.
本研究旨在藉由阅读错误分析，研究英语高成就与低成就者的不同阅读历程，透过个别访谈比较高、低成就者的英语阅读兴趣、策略，并透过口语阅读错误，分析他们包含语意、文法、字形字音方面之阅读错误，最后探讨他们的阅读理解差异。
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From the result analysis we can find the activities, discussion and presentation, can inspire children thinking and increase their awareness. We can get better result from intermediate achievers. Besides, the perceptibility of low achievers can achieve steady first-order condition after discussing and testing in class, meanwhile, they can utilize the perceptibility in second-order condition.
其中发现，讨论与发表活动确能激发儿童思考、增进察觉，而以中成就组学童最能展现；另外，低成就组学童的察觉能力则由教学讨论和教学后测验的基础层次提升到延后测较稳固的一阶层次，也渐能使用二阶层次察觉能力。
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They belong to the low achieving or low performing students and most of them have failure experience in their junior middle schools, they seldom or never taste the pleasure of language learning and often are ignored by teachers, which result in their lower motivation in English learning.
他们属于低成就的学生，而他们中大多数很少或从未品味过成功的喜悦也很少得到教师的关注，这些导致了他们对英语学习不感兴趣。而在这些因素中，教师起着重要的作用。
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This study aimed to explore the effects of Internet-assisted English instruction on phonemic awareness skill and English achievement of low English achievers.
中文摘要本研究旨在探讨网路多媒体教学，对国小英语低成就学生的音素觉识能力与英语学业成就之影响。
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From the statistical analysis of reading miscues, there are no significant differences in meaning construction, grammatical relationship and graphic/sound similarity between the HEA and the LEA.
三、根据阅读错误分析结果，高成就与低成就两组学生的阅读错误，在意义之建构、文法之关联、以及字形字音之相似度上，没有显著差异，但是在百字误读率上有显著差异，显示高成就者在阅读流畅度上是优於低成就者。
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In the course of remedial instruction it was found best not to demand underachieved pupils to utter English directly, but to allow them to express and perform. For these late starters or underachieved pupils of slower progress, such approach to learning English was not only less threatening, but also more interesting.
补救教学过程中不要求英语学习低成就学生立即说出英语，但包容孩子表达与表现的机会，对这群英语学习起步较晚或是进步较慢的低成就学生，比较不具威胁性，而且让他们觉得英语学习更有意思。
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Additionally English underachieved pupils might fall short of general standard at the inception, but if the schoolmaster was able to provide proper guideline based on the pupil's level of learning in systematically administering English reading, the pupils responded with positive changes in both learning attitude and accomplishment.
另外，英语学习低成就的孩子，虽然在英语学习的起步上达不到预定的标准，但是教师以学生的基本知识为基础，适时地提供鹰架支撑，计画性地予以英语童书阅读教学方法加以指导，学生在学习态度与学习成就上都得到正向改变。
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The results indicated that most students were dependent on the problem's surface structure for their sortings. Futhermore, an interaction effect was found between the student's grade and their achievement. As the grade level increase, instesad of using surface structure, high achievement students tended to sort problems according to their semantic structure. On the contrary, low achievement students became relied more and more on the surface structure of the problems while sorting.
另外，学童之年级及其数学成就对他们采用何种策略解题有交互影响；随年级的提升，高数学成就组学童倾向放弃弃表面特徵，而改较高层次的语意结构作为分类的基础；反之，五年级低成就组学童则变得更依赖问题的表面特徵作为分类的依据。
- 更多网络解释与低成就相关的网络解释 [注：此内容来源于网络，仅供参考]
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ellipsoidal：椭圆体的
son of a gun 王八蛋, 讨厌之事 | ellipsoidal 椭圆体的 | humbler humble指"对自己或自己的地位、成就等表现得谦卑的", 但现在主要指"自感低卑的"
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humbler humble：指"对自己或自己的地位、成就等表现得谦卑的", 但现在主要指"自感低卑的
ellipsoidal 椭圆体的 | humbler humble指"对自己或自己的地位、成就等表现得谦卑的", 但现在主要指"自感低卑的" | photolithograph 影印石版
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.iq：是智商
也就是说,他们如果只是智商(IQ)高,情商(EQ)、社交商(SQ)、胆商很低的话,很难成就大事. 所谓智商(IQ),就是把握世界(环境和人)的多方面的信息并作出恰当反应,以获得幸福和快乐的能力. 以理性和量化的方式来把握世界的能力,
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Kama：爱欲
格里菲斯的一文指,即使以成就"定"为目标的整个修"止"进程(四禅),同样在逐层分隔(viveka)不同意识功能,使意识透过逐渐降低动态幅度之方式,在静态(或半、低动态)中呈现其多层次结构,例如初禅首先分解出爱欲(kama)及五障(nivarana),
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underachieve：未发挥潜能
under development 发育不全的 | underachieve 未发挥潜能 | underachievement 低成就
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Underachiever：低成就者
underachievement 低成就 | underachiever 低成就者 | underconsumption 消费不足
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academic underachiever：学科低成就者
academic underachievement 学科低成就 | academic underachiever 学科低成就者 | academic writing 学术著作
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underachievement：低成就
underachieve 未发挥潜能 | underachievement 低成就 | underachiever 低成就者
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academic underachievement：学科低成就
academic success 学科成就 | academic underachievement 学科低成就 | academic underachiever 学科低成就者
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passive?aggressive underachievement：消极反叛性低成就
passive?aggressive personality disorder 消极攻击型人格异常 | passive?aggressive underachievement 消极反叛性低成就 | passive?dependent personality 被动?依赖性人格