后进生英文资料
Primary Mathematics Resource
CONTENTS pages
Section 1: What is Underachievement? 4
Section 2: Who are the underachieving pupils? 5
Section 3: Why are some pupils underachieving? - Identifying Possible Causes 7
Section 4: How do we address underachievement? 23
Appendix 1: Professional Development materials 27
Appendix 2: Summary of key issues within underachievement in your school 30
Appendix 3: Record of support for underachieving pupils 31
Appendix 4: Case Studies 1-4 32
Appendix 5: Underachievement in Mathematics - Reference material 413 Northern Ireland Education & Library Boards
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What is underachievement?4
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Section 1: What is Underachievement?
Underachievement is used to describe a situation where performance is below what is expected based on ability. It can apply at the level
of an individual pupil or describe a class or school, or indeed a system. Teachers are able to use their professional judgement to assess if a pupil is underachieving. This can include classroom observation and
analysis of formative assessment or other data as appropriate.
Low achievement is different from underachievement. Low achievement is where a pupil is achieving to the full extent of her or his ability,
but is well below average compared to her or his peers.
Count Read: Succeed – A Strategy to improve outcomes in literacy and numeracy, Department of Education March 2011 (page 4):
Exploring underachievement
? In pairs, discuss the statements provided in Appendix 1a: Professional Development materials. Sort the statements into those you
agree with and those you disagree with. Two blank cards have been provided to facilitate an issue that may arise in your discussion
that has not already been included. Appendix 1b can be used to summarise the level of agreement amongst staff – identify those
statements where there is or close to a 50-50 split with respect to agreement and disagreement.
? Share your outcomes with the whole group trying to come to an agreed understanding of what underachievement means in your school
context. The questions in 1c can be used to facilitate achieving a shared understanding.5
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Section 2: Who are the underachieving pupils?
Underachieving pupils can be identified using both quantitative and qualitative information, supported by teachers’ informed professional judgement. Teacher observation records can also provide evidence of potential pupil underachievement, especially in Foundation Stage. Quantitative Indicators:
Inter-Board Literacy and Numeracy Coordinator training (2010) provided a common set of assessment tools to support the analysis of pupil performance data, including the identification of underachieving pupils (see Appendix 2; Overview of P3-P7 performance data and Appendix 5: Underachievement at Key Stage level). Schools have a wide range of quantitative data which can be used to provide evidence of pupil under achievement. C2K Assessment Manager is available to collate and analyse pupil data. Indicators of underachievement could be:
? Where standardised score of attainment (e.g. PiM, statutory computerised assessment) is significantly lower (by for example 10 points)
lower than standardised score for reasoning ability (e.g. NRIT, CAT etc)
? Where the pupil has made low progress as identified by comparison of predictive and actual PiM standardised scores
Reliability of data is critical to ensure accurate decisions are made on whether or not a pupil is actually underachieving. Schools should
consider the ‘robustness’ of the assessment processes carried out exactly as identified in the PiM teacher’s manual as well as the impact of a
pupil’s literacy level potentially impeding their numeracy assessment (e.g. teacher may read test questions to the pupil if necessary).6
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Qualitative Indicators:
Formative classroom observation is extremely valuable in identifying
underachievement and should be employed throughout the school
year, Tackling School Underachievement (July 2008) highlights Montgomery’s research which suggests that the presence of five or more of the following indicators should lead teachers to investigate the possibility that a pupil is underachieving:
? Inconsistent pattern of achievement in different subjects
? Inconsistent pattern of achievement within individual subjects
? Discrepancy between ability and achievements, with ability higher
? Lack of concentration
? Daydreaming
? Clowning and other work-avoiding strategies
? Poor study skills and habits
? Non-completion or avoidance of assignments
? Refusal to write anything down
? Over active and restless
? Over–assertive and aggressive
? Over-submissive and timid
? Inability to form and maintain social relationships with peers
? Inability to deal with failure
? Avoidance of success
? Lack of insight about self and others
? Endless talking – avoiding actually doing anything
? Poor literacy skills
Both Quantitative and Qualitative Indicators emphasise the importance of assessing the potential of the individual. Teachers are urged to
identify students with the potential to achieve, not just those students who have achieved.7
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Section 3: Why are some pupils underachieving? - Identifying Possible Causes
Below is an overview of possible causes for pupil underachievement which are considered in more detail on pages 8-21
A Teaching and Learning Issues:
A1 Maths Subject-Specific (p8-10)
? Gaps in knowledge and understanding
? Weaknesses in some areas of mathematics compared with others
? Poor understanding of mathematical concepts
? Lack of ability to recall basic number facts
? Unable or unwilling to use a range of mental calculation strategies
A2 Using Mathematics across the curriculum (p11-13)
? Difficulty in making and using connections within mathematics
? Unable to connect mathematics with real world and/or own interests
? Difficulty in identifying and using patterns to help with calculations and making generalisations
? Difficulties with comprehending the language of mathematical word problems
? Lack images to visualise mathematical situations
? Difficulty in applying knowledge and skills in unfamiliar situations
A3 Thinking Skills and Personal Capabilities (p14-16)
? Prefer to work within comfort zone on routine activities
? Unwilling to take risks – want to get everything right
? Difficulty in making choices and decisions
? Difficulty in discussing methods and ideas with others, and working collaboratively
? Unwilling to respond to questions8
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A4 Assessment for Learning (p18)
? Believe mathematics is about “doing work” only – unaware of own learning ? Making little apparent progress in raising achievement
B Non-Teaching and Learning Issues (p18-21)
? Anxiety about own achievement: self-fulfilling prophecy
? Negative parental attitude
? Inconsistent attendance
? Behavioural Issues
? Withdrawal from mathematics lessons
? Medical issues
? Class size
? Bullying
? Attended several different schools
? Family issues
? Newcomer pupils9
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Gaps in
knowledge
and
understanding
? Are all teachers confident to deliver all aspects of the numeracy curriculum?? Is there a whole school overview of the mathematics curriculum showing progression in each area of mathematics?
? Do teachers’ medium and short term plans accurately reflect this overview?? Are these plans reflected in the pupil’s activities: practical, oral and written?? Do teachers regularly employ Assessment for Learning techniques to ensure effective formative assessment is carried out for every pupil?
? Does scheme of work / medium term planning set out a range of activities which
allow different learning styles to be catered for?
? Is the implementation of planning monitored through classroom observations?
? Do pupils have the opportunity to self-assess? Do teachers take account of this?
? Do teachers reflect on impact of their teaching and adjust future planning accordingly?
Reflection and identification of potential action
Consider each of these self-evaluation prompts below, record your school’s current position and decide on appropriate action. This process could provide a record for a school to demonstrate some of the actions they are using to address continuing underachievement (Count, Read: Succeed,
p37)
A1 Teaching and Learning Issues: Maths Subject-Specific10
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Weaknesses in
some areas of
mathematics
compared with
others
? Are all teachers familiar with the curriculum requirements in all areas of mathematics?
? Does the whole school overview show that pupils receive regular experiences in different areas of mathematics throughout the year?
Poor
understanding
of mathematical
concepts
? Are teachers confident and competent in their own understanding of key mathematical concepts?
? Do teachers have access to guidance on how to develop robust understanding of key concepts in mathematics?
? Are methods to ensure understanding of key concepts agreed and implemented in a consistent way across all year groups to ensure continuity and progression?
? Are teachers aware of some pupils’ possible misconceptions that could be restricting their understanding of key mathematical concepts?11 Northern Ireland Education & Library Boards
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Lack of ability to
recall basic
number facts
? Is there a whole school progression for quick recall of number facts?? Do teachers use a range of strategies and activities designed to help
pupils build up their bank of known number facts?
(e.g. using known facts to help with unknown facts)
? Do teachers assess individual pupils in their ability to recall number facts?? Is the learning of number facts part of personal targets for each pupil? Unable or
unwilling to use
a range of
mental
calculation
strategies
? Are pupils introduced to a range of calculation strategies in a planned, coherent and progressive manner?
? Are pupils encouraged to discuss and compare different strategies?
? Are pupils clear that their strategies need to be efficient and effective?? Do pupils have experience of using a mental approach to calculation across all areas of mathematics?
? Is the focus on mental calculation maintained throughout the school?12 Northern Ireland Education & Library Boards
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A2 Teaching and Learning Issues: Using Mathematics across the curriculum Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Difficulty in
making and
using
connections
within
mathematics
? Do pupils recognise the relationship between + and - ; x and ÷ ; and use this to check calculations?
? Are pupils encouraged to use known facts to work out calculations? (e.g. use known fact 4 + 3 to work out 24 + 3)
? Do pupils have experience of using their understanding of mathematical operations to aid calculation?
(e.g. Given that 30 x 8 = 240 , calculate 29 x 8)
? Are pupils given opportunities to use informal jottings to support their mental calculation?
Unable to
connect
mathematics
with real world
and/or own
interests
? Do pupils have the opportunity to contribute to the planning process? (e.g. deciding to investigate an issue of their own choice using a range of mathematical techniques)
? Do teachers help pupils to connect mathematics with real life?
(e.g. pupils running a small business within school, inviting local business people as guest speaker)13
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Difficulty in
identifying and
using patterns
to help with
calculations and
making
generalisations
? Do pupils have sufficient experience of using patterns to derive unknown number facts?
(e.g. using doubling and halving to support calculation of 35 x 6 as 70 x 3 = 210)
? Are pupils encouraged to work systematically?
(e.g. by putting results into a table, to enable them to see patterns and make generalisations)
Difficulties with
understanding
the language of
mathematical
word problems
? Is there a systematic whole school progression for the introduction of increasingly sophisticated mathematical language?
? Is the agreed whole school progression of mathematical language consistently implemented from P1 to P7?
? Do teachers model precise mathematical language when talking to pupils, and share this with parents when appropriate?
? Do teachers provide opportunities for pupils to talk about their understanding of key mathematical concepts and identify potential misconceptions as early as possible?
? Is mathematical language used and explained in classroom displays?? Do pupils have experience of using appropriate oral and written mathematical language to describe their work?14
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Lack images or
models to
visualise
mathematical
situations
? To what extent are new mathematical concepts introduced practically?? Do teachers make effective use of language to make the connections between practical activities and the resulting abstractive thought processes?
(e.g. using consistent mathematical language when moving from a practical model for decomposition to the written recording procedure)? Are pupils able to visualise concepts in their own minds after using practical methods?
(e.g. visualising a number line to help calculate 9 + 3 mentally)
Difficulty in
applying
knowledge and
skills in
unfamiliar
situations
? Is there a balance between work of a routine nature and more open-ended and investigative activities?
? Are pupils able to use a variety of problem-solving strategies?
? Are pupils encouraged to make choices about the strategies they use, and compare these with others?
? Are pupils able to choose appropriate materials, equipment and mathematics to use in a particular situation?
? Are pupils given opportunities to explore ideas, make and test predictions and think creatively?15
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A3 Teaching and Learning Issues: Thinking Skills and Personal Capabilities Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Prefer to work
within comfort
zone on routine
activities
? Do pupils have sufficient opportunity for problem – solving and investigative work across a range of settings – whole class, small groups, paired and individual work?
? Are pupils encouraged to make decisions on which methods and strategies to apply in a range of contexts?
? Is there a shared understanding among teachers as to the type of activities which are effective in developing the skills contained within the Requirements for Using Mathematics?
Unwilling to take
risks – want to
get everything
right
? Do all teachers have sufficient mathematical and pedagogical skills to support pupils in open-ended investigative work, encouraging them to work independently without reliance on the teacher?
? Do pupils have experience of deciding how to present their own work?? Is there agreement amongst teachers on a range of strategies which will help raise pupils’ confidence to “have a go”?
? Are there regular opportunities for pupils to experience more open-ended activities which don’t have a pre-determined correct answer? 16 Northern Ireland Education & Library Boards
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Difficulty in
making choices
and decisions
? Are activities open-ended enough to allow room for pupils to decide on their own methods and strategies?
? Are pupils given the opportunity to select the mathematics and materials they want to use to complete a task?
? Do the opportunities provided for the pupils encourage systematic development of their confidence in decision making?
Difficulty in
discussing
methods and
ideas with
others, and
working
collaboratively
? Are pupils given tasks which require them to work together as a group?? Have pupils been given support in how to work as a group?
? Do pupils have regular experience of talking together about the ideas and methods they use in mathematics?
? Are the skills involved in group-work used as Learning Intentions, and assessed by teacher and / or pupils?17
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Unwilling to
respond to
questions
? Do teachers understand the range and purposes of different question types?
? Do teachers use a range of question types for different purposes?
? Are pupils given “thinking time” to formulate answers?
? Are pupils able to work with a “thinking partner” before answering questions
? Do teachers use follow-up questions to extend thinking?
? Do teachers use pupils’ responses to evaluate pupils’ level of understanding?
? Are pupils given opportunities to ask their own questions?
? Do teachers use pupil-derived questions as a whole class learning opportunity?18
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A4 Teaching and Learning Issues: Assessment for Learning
Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Believe
mathematics is
about “doing
work” only –
unaware of own
learning
? Do teachers plan pupils’ activities with the aim of achieving a specific learning intention?
? Are learning intentions shared with pupils at the beginning of each new activity?
? Do pupils have opportunities to assess their own learning? Do teachers take account of this?
Making little
apparent
progress in
raising
achievement
? Are teachers aware of pupils’ prior learning?
(e.g. samples of work from previous classes, tracking standardised scores information, statutory assessment levels)
? Does each pupil have agreed personal short term targets for learning?? Is the progress towards meeting these targets continuously monitored by both pupil and teacher?
? Are learning activities appropriately scaffolded to meet the needs of all pupils?
? Do pupils receive feedback (written and oral) on their work which details how they can improve?
? Do pupils take account of and respond to this feedback?19
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B Non-Teaching and Learning Issues:
Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Anxiety about
own ability:
self- fulfilling
prophecy
? Do teachers promote self-confidence and enthusiasm for mathematics?? Do pupils have the opportunity to work with a partner or small group?
? Do pupils have clear and achievable personal targets?
? Are pupils involved in reviewing own learning and identifying progress made and successes?
? Is individual pupil progress and success celebrated?
? Are pupils aware that success is defined by identifying their own progress, not by comparing themselves with others?
? Is there an effective PDMU programme in order to raise confidence and self-esteem?
? Does co-ordinator lead a process of promoting a positive attitude towards, and enjoyment of, mathematics across the school?20
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Negative
parental attitude
to school; to
mathematics or
to child
? Have parents been informed as to nature of mathematical learning activities in school?
? Have parents been invited to parents’ nights aimed at creating a positive attitude to mathematics?
? Have parents attended parent/teacher meetings?
? Does school run any programmes aimed at improving parents understanding of mathematics?
(e.g. school-based mathematics workshops, externally accredited courses for parents)
? Have parents been given guidance on how best to help their child improve at mathematics?
Inconsistent
attendance
? Has this issue been raised with parents?
? If appropriate, has EWO been informed?
? Is there any form of learning support for pupils returning after absence? Behavioural
issues
? Is the Behaviour /Discipline Policy effective?
? Is this Policy implemented in a consistent manner?21
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Why are pupils
underachieving?
POINTS TO CONSIDER
CURRENT
POSITION
ACTION
Withdrawal from
Maths lessons
e.g. for sports or
music tuition
? Has timetable for such activities been cross-referenced with academic timetable?
? If necessary, has timetable been adapted to avoid clashes?
Medical issues -
e.g. sight,
hearing; or
other issues
leading to
frequent
absence or
inability to
concentrate
? Is class teacher aware of any medial issues, and of the necessary steps to compensate for them?
? Are arrangements made for out of school learning where absences are frequent and / or lengthy?
? Is there any form learning support for pupils returning after absence? Class size
? Have SMT considered fully the impact on teaching and learning when making decisions on size of classes or make up of composite classes?22
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Why are pupils
underachieving?
POINTS TO CONSIDER CURRENT
POSITION
ACTION
Bullying or
other reasons to
feel unsafe or at
risk in school
? Is the Pastoral Care Policy being implemented effectively?
? Are pupils aware of what they should do if they feel unsafe or at risk in school?
Attended
several different
schools
? Is there a process for initiating new pupils, including assessment of their current mathematical knowledge and understanding?
? Do new pupils have a sound understanding of key concepts to enable their learning to progress with their peers?
? Is there an effective process for transfer of relevant information from their previous school?
Family issues ? Is school working with other support agencies to ensure pupil can learn as
effectively as possible when in school?
Newcomer
Pupils
? Is there an effective programme for integrating pupils with English as an additional language?23
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Section 4: HOW? Support strategies to address underachievement
Count, Read: Succeed sets out the role of teachers in supporting pupils’development of literacy and numeracy and makes explicit the priority of providing high quality teaching and learning for all pupils
The five things that class or subject teachers will do to raise standards in literacy and numeracy are, in order:
1. provide high-quality teaching for all pupils;
2. address underachievement as soon as it emerges;
3. address continuing underachievement with support from other staff in the school;
4. address continuing underachievement with support from outside the school; and
5. meet the needs of pupils after a non-statutory assessment through the SEN framework.
High quality teaching of all pupils: by the class or subject teacher
The class or subject teacher will continue to raise and maintain standards of literacy and numeracy by:
A having high expectation for all pupils and sharing these with pupils and their parents
B employing effective, high quality classroom teaching practice
C undertaking robust tracking and monitoring of pupils’ progress, in particular to identify quickly any emerging underachievement
D engaging with, and reporting to parents, including through the annual pupil report
Count Read: Succeed – A Strategy to improve outcomes in literacy and numeracy, Department of Education March 2011
(page 33 and 34):24
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Both Count Read: Succeed and Better Numeracy in Primary Schools provide useful indicators of high quality teaching and learning.
When delivering high quality teaching (Point 1) within Count Read: Succeed In the most effective practice:
? the teachers build effectively on the children’s previous knowledge and experience;
? the teachers have realistically high expectations of what the children can achieve; the children are challenged to extend their
learning and appropriate support is provided when children are experiencing difficulties;
? practical approaches are used effectively to develop mathematical concepts and to lay the foundation for more abstract work;
? the use of open-ended questions, problem-solving tasks and investigative activities develops the children’s capacity to reason
logically, think flexibly, and make and justify decisions;
? the teachers make effective use of routines and incidental opportunities to promote mental mathematics;
? the children are given appropriate time and encouragement to communicate and explain their mathematical thinking, to articulate
the processes they use, to ask questions and to talk about their learning;
? the teachers use the learning intentions and success criteria throughout the lesson to focus the children’s attention on and
consolidate learning;
? the interactions between the adults and children are consistently of a high quality;
? the children’s mathematical knowledge and skills are developed systematically across the school;
? the children make good year-on-year progress;
? the children can draw effectively on a range of mental mathematics strategies; they are flexible in their mathematical thinking;
? the children work well together in groups and co-operate effectively during practical sessions;
? the children engage actively in their learning and are confident in working independently and in applying their knowledge,
understanding and skills in unfamiliar contexts; and
? the children talk confidently about their thinking and learning in mathematics.
Better Numeracy in Primary Schools (ETI, March 2010)25
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When addressing underachievement as soon as it emerges (Points 2 and Point 3, Count Read: Succeed),
From your previous whole school discussion in working through Section 3 (pages 6-21) the possible causes of underachievement identified will
be many and varied. It may be useful now to prioritise your actions under four key headings:
? Numeracy – Leadership and Management,
? Numeracy – Teaching and Learning,
? Other curriculum areas - Teaching and Learning, and
? Non - Teaching and Learning issues
Appendix 2: Summary of key issues within underachievement in your school could be used to record the outcomes of this whole school
discussion and agreed strategies to address underachievement.
Support materials that could be useful to identify the next steps include:
? Northern Ireland Curriculum
? Together Towards Improvement document
? Better Numeracy
? Northern Ireland Levels Of Progression for Using Maths
? Assessing Cross Curricular Skills guidance materials
Potential actions may need to be considered at senior management level, coordinator/class teacher level and at individual pupil level. For
individual underachieving pupils, teachers may consider designing a personal plan based on their findings resulting from the above process, setting out clear and achievable targets within a given time scale. Appendix 3: Record of Support for Underachieving Pupils could be used to
provide evidence for monitoring and evaluating progress. Appendix 4: Case Studies provide exemplars from a range of schools to address underachievement. Work can begin on designing a program of pupil support within your school which could be group based or individual
intervention with targets that are time-bound and progress is reviewed regularly against these specific targets. 26
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Set targets and
identify actions
(timebound)
Review progress
against targets
Identify
underachievement
and reason(s) for
Improvement Cycle27
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Underachievement runs
in the family
Parents have a part to
play in
underachievement
Boys underachievement
is a myth
There is no such thing
as underachievement
All children at some
stage will underachieve
Underachievement only
relates to Literacy and
Numeracy
Underachievement can
be caused by the
learning environment
Teaching methods have
no impact on
underachievement
Pupil performance is the
best indicator of
underachievement
Low achievers can only
go so far
Appendix 1a: Professional Development materials Exploring understanding of underachievement28
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Appendix 1b : Pairs of teachers agreeing with each statement Statement Agree Disagree
Underachievement runs in the family
There is no such thing as underachievement Underachievement can be caused by the learning environment Low achievers can only go so far
Parents have a part to play in underachievement
All children at some stage will underachieve
Teaching methods have no impact on underachievement Boys underachievement is a myth
英文论文及中文翻译
International Journal of Minerals, Metallurgy and Materials Volume 17, Number 4, August 2010, Page 500 DOI: 10.1007/s12613-010-0348-y Corresponding author: Zhuan Li E-mail: li_zhuan@https://www.sodocs.net/doc/f02718450.html, ? University of Science and Technology Beijing and Springer-Verlag Berlin Heidelberg 2010 Preparation and properties of C/C-SiC brake composites fabricated by warm compacted-in situ reaction Zhuan Li, Peng Xiao, and Xiang Xiong State Key Laboratory of Powder Metallurgy, Central South University, Changsha 410083, China (Received: 12 August 2009; revised: 28 August 2009; accepted: 2 September 2009) Abstract: Carbon fibre reinforced carbon and silicon carbide dual matrix composites (C/C-SiC) were fabricated by the warm compacted-in situ reaction. The microstructure, mechanical properties, tribological properties, and wear mechanism of C/C-SiC composites at different brake speeds were investigated. The results indicate that the composites are composed of 58wt% C, 37wt% SiC, and 5wt% Si. The density and open porosity are 2.0 g·cm–3 and 10%, respectively. The C/C-SiC brake composites exhibit good mechanical properties. The flexural strength can reach up to 160 MPa, and the impact strength can reach 2.5 kJ·m–2. The C/C-SiC brake composites show excellent tribological performances. The friction coefficient is between 0.57 and 0.67 at the brake speeds from 8 to 24 m·s?1. The brake is stable, and the wear rate is less than 2.02×10?6 cm3·J?1. These results show that the C/C-SiC brake composites are the promising candidates for advanced brake and clutch systems. Keywords: C/C-SiC; ceramic matrix composites; tribological properties; microstructure [This work was financially supported by the National High-Tech Research and Development Program of China (No.2006AA03Z560) and the Graduate Degree Thesis Innovation Foundation of Central South University (No.2008yb019).] 温压-原位反应法制备C / C-SiC刹车复合材料的工艺和性能 李专，肖鹏，熊翔 粉末冶金国家重点实验室，中南大学，湖南长沙410083，中国（收稿日期：2009年8月12日修订：2009年8月28日;接受日期：2009年9月2日） 摘要：采用温压?原位反应法制备炭纤维增强炭和碳化硅双基体(C/C-SiC)复合材
后进生转化记录
后进生转化记录 入职后转换记录（1） 以下是一个教育案例,我们引导小莱走出“后发先进”行列,进入“优生学”行列。 首先,学生的自然状况 姓名：小莱 性别男 年龄：18岁的高中生 第二,问题和行为 1.学习：学习的目的不明确,缺乏兴趣和好奇心,经常讲课不够集中,作业不能认真完成,学习成绩不佳。 2.思想方面：思维奇怪,自卑和自尊,缺乏主动性,放手,玩耍和爱情游戏。 3.性格：顽固,固执,但具有依赖性和惯性。与人打交道,不论后果如何,缺乏自制力,责任感弱。 4.纪律：自由,懒惰和日常生活习惯不良。 5.生活：自我照顾和自卑。
6.在事物方面：情绪化,容易冲动。如果你不冷静,你会有叛逆的心态和强烈的虚荣心。从上述问题和行为可以看出,小莱已经处于“回归学生”的行列,并且排在队列前面。 三是调查相关信息 小赖是独生子女。我在祖父母和父母的共同照顾和照顾下长大。因为我是孙子,所以我得到了祖母的关心和爱护。没有人能碰到他。没有人能说一句话。父母也因为他们的面容而放松。他的教育,加上家庭的优越物质条件,使他发展出一种固执,极端和顽固的性格。他不喜欢用他的大脑。无论后果如何,他都做了自己的事。他有问题,缺乏责任感,表现出反叛的心理。 学习中缺乏自我意识,老师的作业完成了工作,多不想做,没有毅力克服学习上的困难,基础不强,使学业成绩下游。 在一堂课上,他和另一位同学去玩电子游戏,上课迟到。当老师批评他时,他兴奋地说：“我不需要照顾你,不需要照顾你,减少什么是好的。“做错事,不接受批评,不让人们说出来,表现出强烈的虚荣和抵抗。 四,问题原因分析 根据小莱人格的心理特点,经过调查研究,我认为他的落后问题源于内外因素,即内因和家庭环境的影响,学校教育的影响,以及社会的不良影响。
翻译资料英语
FINANCIAL INNOV ATION Like other industries, the financial industry is in business to earn profits by selling its products. If a soap company perceives that there is a need in the marketplace for a laundry detergent with fabric softener, it develops a product to fit the need .Similarly, in order to maximize their profits, financial institutions develop new products to satisfy their own needs as well as those of their customers; in other words, innovation-which can be extremely beneficial to the economy-is driven by the desire to get (or stay) rich. This view of the innovation process leads to the following simple analysis: A chance in the financial institutions for innovations that are likely to be profitable. Starting in the 1960s, individuals and financial institutions operating in financial markets were confronted with drastic changes in the economic environment: Inflation and interest rates climbed sharply and became hard to predict, a situation that changed demand conditions in financial markets. Computer technology advanced rapidly, which changed supply conditions. In addition, financial regulations became especially inconvenient. Banking institution discovers many old ways of doing business being able to not have earned money again; they provide the masses finance with service and financial products sale neither well. Many financial intermediary is discovered they have no way to raise having arrived at a fund, but these self that will not a suspense of business right away with original tradition finance implement. For existing under new economy environment, research and development puts up banking institution be obliged to being able to satisfy customer need moreover the new product being able to gain a profit of and serving, this process is called financial engineering. In their case, necessity was the mother of innovation. Our discussion of why financial innovation occurs suggests that there are three basic types of financial innovations: Escapism to responding to needing condition change, to the small advantages supplying with condition change and to controlling. We have had one now understandable that banking institution is innovative for instance the cause institutions, let’s look at examples of how financial institutions in their search for profits have produced financial innovations of the three basic types. 1
做好后进生转化工作
做好后进生转化工作，整体提高教学成绩 为了提高我校的教学成绩，提升我校的教育教学水平，本学期伊始，我们学校分别召开了语文、数学和小学科教师座谈会，针对我校的教学实际，老师们都汇报和分析了所教班级的学生学习情况，表明了自己做好教学工作的决心，同时也对自己以后的工作也提出了改进措施。座谈会中几乎每位老师都提到了如何做好后进生的转化问题。众所周知，我们城北片受所在地理位置和家庭条件的影响，很多家庭条件好，家长重视的学生都转到了城里学习，所以留给我们的学生后进生所占的比例特别大。针对这次座谈会后进生的问题，我校根据老师的建议制定了后进生转化制度，要求每位任课教师针把后进生问题作为一个课题来研究，把后进生根据后进原因进行分类，采取有效的转化措施，认真做好改进记录，不断总结阶段性成果，一段时间下来，这些后进生都有了不同程度的提高。总结学校的一些做法和我在教学中的一些体会汇报如下： 一、制定转化措施，保证后进生转化有章可循。 为了更好地做好转化后进生工作，学校制定了《后进生确认制度》、《后进生转化办法》、《后进生转化奖励办法》等系列制度，明确了如何定义后进生，如何转化后进生，以及对于在后进生转化工作中表现突出、后进生转化效果明显的教师予以适当的物质奖励。同时，学校倡导教师制定后进生转化计划，建立后进生转化档案，鼓励教师对后进生进行个案研究。这些制度和措施的制定，有效地保障了后进生转化工作的顺利进行。 二、通过班会和各种活动对后进生进行学习习惯教育。 后进生之所以后进，很大程度上与自己的行为习惯特别是学习习惯有关。良好的学习习惯可以是学生学会学习和获得学习成功的基本保障。所以学校要求各班班会都要落实学生学习习惯教育，主要让学生养成课前预习的习惯，课上认真听讲、积极思考、认真发言、勤做笔记的习惯，课后保证质量完成作业的习惯和及时复习的习惯。良好的学习习惯一旦形成，学生的成绩提高便可指日可待了。 三、分析后进生存在的问题，根据问题对后进生进行分类 学生情况千差万别，后进生后进原因同样如此。是智商问题？是底子问题？是习惯问题？是思想问题？还是家庭情况问题？针对不同的问题，学校要求每一位教师都要了解后进生的方方面面的情况，“对症下药”，根据不同的原因，制定相应的措施，这样转化工作才有的放矢，行之有效。 四、做好课内外辅导， 后进生正处在困难时期，更需要我们的帮助，上课注意力不集中，要求教师要时时提醒，课堂提问是老师摸清学生的学习情况、获得信息的主渠道，“学困生”究竟哪些方面差，教师必须通过提问做到心中有数，为了培养“学困生”学习兴趣，要求教师把多数时间留给“学困生”，对他们多提善问，针对他们的疑难问题“对症下药”，调动学生的学习积极性，消除他们的胆怯心理，把他们也变成动口、动手、动脑的好孩子。 在课堂上多提问后进生，对有进步的后进生，要求教师提问一些有针对性、启发性的问题；对一些后进生多提问一些基础知识，促使他们不断进步。当后进生作业出现较多错误时，要求教师要当面批改，指出错误，耐心指导。当少数后进生因基础差而难以跟班听课时，应采取系统辅导的方法，以新带旧，以旧促新，帮助后进生弥补知识上的缺陷，发展他们的智力，增强他们学好的信心。另外，要求教师善于发现他们的优点和成绩，如有及时表扬，以此来提高他们的学习成绩。规定每一位教师都要对后进生定期辅导，适当给后进生“加餐”，布置适量的作业，对当天所学的基础知识进行巩固，对掌握特别差的学生，进行个别辅导。平时，班级内多开展一些比赛，比如：看谁进步快、看谁作业得满分多、看谁成绩好等，来增强他们的信心和调动他们的积极性。
英文文献及中文翻译
毕业设计说明书 英文文献及中文翻译 学院：专 2011年6月 电子与计算机科学技术软件工程
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后进生转化记录(思想)
后进生转化情况记录表1 姓名年段/班级辅导教师 落后表现及原因1.说假话、欺骗家长老师同学是家常便饭，张口即来。 2.上课不听讲，课后不写作业或乱抄作业胡应付。 3.不遵守纪律，迟到说话看闲书。 1.学习没兴趣，基础又不好，成绩太差跟不上。 2.同学看不起，老师光批评，家长老埋怨。 3.自控能力差，学习习惯和态度都不好。 4.家长不抱有希望，混到毕业为止，根本不管不问。 教育措施1.在班中为他两召开主题班会，为他们寻找闪光点，激发他们的自信心。 2.给他们的本上写一写激励性的评语，鼓励督促他们。 3.一有进步就及时表扬，树立他们的信心。 4.与他们的家长联系，三人对面敞开心扉沟通交流，让家长多关心孩子。 5.让他们担任班里的一些职务，给他们一些担子和责任。 效果 积极多了也开朗了，特别是学习成绩进步了，家长也反映在家听话多了，不顶撞了。纪律上也能自己约束自己，跟老师也亲近了。
后进生转化情况记录表2 姓名年段/班级辅导教师 落后表现及原因1.上课无精打采，要么搞小动作，要么影响别人学习，提不起一点学习的兴趣。 2.下课追逐打闹，喜欢拳打脚踢。 3.作业不做，即使做了，也是胡乱写的，只要见空就填，不管对不对，书写相当潦草。 教育措施１．在思想上教育他，感化他。 ２．特意安排一个责任心强、学习成绩好、乐于助人、耐心细致的同学跟他坐，目的是发挥同桌的力量。 ３．单独给其辅导。 效 果学习上有了些进步，作业整洁了，也能对几个钩了，练习偶尔也能及格了，纪律上也能自己约束自己了。
姓名年段/班级辅导教师 落后表现及原因 学习目的不明确，缺乏兴趣和求知欲，经常听课精力不集中，作业不能认真完成，学习成绩差。缺乏进取心，自由散漫，懒惰怪癖，日常行为习惯欠佳。生活自理、自主能力较差。 教育措施１．经常与家长加强联系，争取家长对学校工作的支持与配合，教育孩子改变学习的态度，以及孩子的文明礼貌教育。 ２．进行班会课感恩教育，在会后让他说说他的感受，然后布置回家的作业：做几件感恩的事。 ３．课上经常让其回答他可能回答出来的问题，培养学习自信心；另外布置浅显的作业让他做，培养爱做作业的习惯。 效 果学习有劲了，上课积极发言，作业完成的也很认真、及时，成绩有了明显的进步，他也懂事多了，而且还做了很多让他父母感动的事。
英文文献翻译
中等分辨率制备分离的 快速色谱技术 W. Clark Still,* Michael K a h n , and Abhijit Mitra Departm(7nt o/ Chemistry, Columbia Uniuersity,1Veu York, Neu; York 10027 ReceiLied January 26, 1978 我们希望找到一种简单的吸附色谱技术用于有机化合物的常规净化。这种技术是适于传统的有机物大规模制备分离，该技术需使用长柱色谱法。尽管这种技术得到的效果非常好，但是其需要消耗大量的时间，并且由于频带拖尾经常出现低复原率。当分离的样本剂量大于1或者2g时，这些问题显得更加突出。近年来，几种制备系统已经进行了改进，能将分离时间减少到1-3h，并允许各成分的分辨率ΔR f≥（使用薄层色谱分析进行分析）。在这些方法中，在我们的实验室中，媒介压力色谱法1和短柱色谱法2是最成功的。最近，我们发现一种可以将分离速度大幅度提升的技术，可用于反应产物的常规提纯，我们将这种技术称为急骤色谱法。虽然这种技术的分辨率只是中等（ΔR f≥），而且构建这个系统花费非常低，并且能在10-15min内分离重量在的样本。4 急骤色谱法是以空气压力驱动的混合介质压力以及短柱色谱法为基础，专门针对快速分离，介质压力以及短柱色谱已经进行了优化。优化实验是在一组标准条件5下进行的，优化实验使用苯甲醇作为样本，放在一个20mm*5in.的硅胶柱60内，使用Tracor 970紫外检测器监测圆柱的输出。分辨率通过持续时间（r）和峰宽（w,w/2）的比率进行测定的（Figure 1），结果如图2-4所示，图2-4分别放映分辨率随着硅胶颗粒大小、洗脱液流速和样本大小的变化。
后进生转化工作小结
后进生转化工作小结 后林外来工子弟小学翁春晓这学期,在学校领导、老师们的关心和支持下,我在转化后进生工作过程中,能根据实际情况,有步骤、有措施地实施“补差”的内容,让后进生在老师的辅导和优生的帮助下，学习积极性大大地被调动起来，逐步提高学习成绩，并培养较好的学习生活习惯，提高纪律意识和思想道德水平，形成良好的自身素质。通过不断地加强训练,老师帮助学生获取一个个小成功,学生的自信心、意志力得到很大的提高。现将一学期来的工作总结如下: 一、转变教学观念，善于发现后进生身上的闪光点。 在工作过程中,教师的观念由以前看分数,注重优生的辅导,对后进生耐心不足,"恨铁不成钢",急功近利的心态转变为能正确看待每一个学生,以培养学生素质的提高为自己工作的重点。在工作过程中找出每个学生的优点、缺点,积极对待学生的每一个闪光点,并在课堂上多为后进生创设一些自我展示的机会，施以恰如其分的鼓励性评价。定期进行家访或电话沟通,在家长的积极配合下，每一位学生能安心于课堂的学习,把后进生的厌学情绪抑制在一个最低点上。 二、开展一帮一活动，帮助后进生尽快“脱贫致富”。 在班级里，我针对学生的个性、学习情况设立不同层次的学习帮扶小组,确立学习目标。在班级里努力营造一个良好的学习氛围，把问题交给学生去独立解决, 由易而难,逐层推进，老师起指导作用。在优生的带动下，后进生的学习态度慢慢端正了，学习的热情高涨了。
三、认真备好教案，上好每一堂课，做好反思工作。 根据学生实际，确定能达到的实际进度, 认真备好教案，把教学内容按由易到难,由简到繁的原则分解成合理的层次,分层推进。在实际教学中,根据本学生实际精心设计每一节课，力争做到精讲精练，快速反馈，及时发现学生存在的问题,及时矫正及调节教学进度,从而有效地提高课堂教学的效益,并对该堂课进行及时反思。 在培优补差的过程中,我采取了这样一些措施： 1、实行教师辅导，学生帮辅的双重辅导模式。 2、以平时的作业为基础，加强学习方法的辅导。 3、课堂上有意识给他们制造机会,让优生吃得饱,让差生吃得好。 4、课外辅导,利用每天的早读或课后时间,组织学生加以辅导训练。 5、发挥优生的优势,指名让他带一名差生,介绍方法让差生懂得怎样学,激起他们的学习兴趣。 6、对后进生进行多鼓励、少批评、多谈心，进行心理沟通，提高他们的自我判断与控制能力。 7、引导后进生多学习,多重复,在熟练的基础上不断提高自己的理解能力,尤其是学习态度的转变和学习积极性的提高方面要花大力气。 8、激励机制，多给点后进生表现的机会，让他们树立起学习的信心和勇气，克服自卑的心理。必要时与家长联系，共同来解决后进生各方面存在的问题 从学习情况、知识技能掌握情况以及日常行为规范情况来看，大部分同学学习积极性高，上课认真，动手能力强，各科作业都能按时完成，
中文和英文简历和专业英语材料翻译
韶关学院 期末考核报告 科目：专业英语 学生姓名： 学号： 同组人： 院系： 专业班级： 考核时间：2012年10月9日—2012年11月1 日评阅教师： 评分：
第1章英文阅读材料翻译 (1) 第2章中文摘要翻译英文 (3) 第3章中文简历和英文简历 (4) 第4章课程学习体会和建议 (6) 参考文献 (7)
第1章英文阅读材料翻译 Mechanization and Automation Processes of mechanization have been developing and becoming more complex ever since the beginning of the Industrial Revolution at the end of the 18th century. The current developments of automatic processes are, however, different from the old ones. The “automation” of the 20th century is distinct from the mechanization of the 18th and 19th centuries inasmuch as mechanization was applied to individual operations, wherea s “automation” is concerned with the operation and control of a complete producing unit. And in many, though not all, instances the element of control is so great that whereas mechanization displaces muscle, “automation”displaces brain as well. The distinction between the mechanization of the past and what is happening now is, however, not a sharp one. At one extreme we have the electronic computer with its quite remarkable capacity for discrimination and control, while at the other end of the scale are “ transfer machines” , as they are now called, which may be as simple as a conveyor belt to another. An automatic mechanism is one which has a capacity for self-regulation; that is, it can regulate or control the system or process without the need for constant human attention or adjustment. Now people often talk about “feedback” as begin an essential factor of the new industrial techniques, upon which is base an automatic self-regulating system and by virtue of which any deviation in the system from desired condition can be detected, measured, reported and corrected. when “feedback” is applied to the process by which a large digital computer runs at the immense speed through a long series of sums, constantly rejecting the answers until it finds one to fit a complex set of facts which have been put to it, it is perhaps different in degree from what we have previously been accustomed to machines. But “feedback”, as such, is a familiar mechanical conception. The old-fashioned steam engine was fitted with a centrifugal governor, two balls on levers spinning round and round an upright shaft. If the steam pressure rose and the engine started to go too fast, the increased speed of the spinning governor caused it to rise up the vertical rod and shut down a valve. This cut off some of the steam and thus the engine brought itself back to its proper speed. The mechanization, which was introduced with the Industrial Revolution, because it was limited to individual processes, required the employment of human labor to control each machine as well as to load and unload materials and transfer them from one place to another. Only in a few instances were processes automatically linked together and was production organized as a continuous flow. In general, however, although modern industry has been highly mechanized ever since the 1920s, the mechanized parts have not as a rule been linked together. Electric-light bulbs, bottles and the components of innumerable mass-produced
2020年关于转化后进生工作总结
关于转化后进生工作总结 本班后进生占有一定的比例，造成他们成绩差的原因是多方面的。基础打得不够扎实，遗忘性差，记忆力差，家长不够重视其学习等等综合因素,我们班有好多位是插班生。这部分学生大多有共同的特点，主要表现是：一是学业基础差。后进生由于各方面较差，受到批评较多，二是作业完成得较差，怕受批评又学会了撒谎，上课发言也不积极。后进生是教师的重点辅导对象，辅导要做到及时、全面、在后进生的转化工作上，要不但发现他们的闪光点，有进步及时表扬，树立信心，使后进生摆脱后进，赶上其他同学.比如我们班的王小妹、朱旭、陈海梅同学。学习基础差，上课不想听课，学习习惯很差，做作业速度慢，针对他们的这些特点。我采用以下几点辅导： 1、认真关注他们的学习动态，辅导做到心中有数。 2、积极学习新的课程标准，耐心细致的引导他们，了解他们的学习环境，因材施教，人施教。 3、实施培优补缺工作，采用结对子，一帮一的形式让优生带动后进生，齐头并进，努力提高教学质量。 4、及时发现问题，及时采取不救措施，作业采用面批形式为主。
5、爱护学生，关心他们的学习和生活，以引导为主。 6、实行"优生带差生"活动，利用同桌的优势，让好学生管好后劲生，促进后进生的转化。 7、采用个别辅导与小组辅导相结合的方法进行后进生的辅导。 经过一学期的转化，这俩位同学在各方面有了很大的进步，上进心增强了，对自己充满了信心，学习态度、学习习惯等都有了很大的进步，与同学、老师的关系也融洽了许多，整个人的精神面貌也有了很大的改观。 后进生无论是思想品德上的后进，还是学业成绩上的后进，都不是一朝一夕形成的，而是长期发展的结果。教育行为后进生的时候，要善于观察、分析后生的心理状态，掌握他们心理上的特殊矛盾，才能采取正确的方法，有针对性地进行工作，才能收到良好的教育效果。行为后进生的心理主要有以下三个特点： 1、自尊和得不到尊重的矛盾。 2、好胜而不能取胜的矛盾。
英语翻译学习资料(含中英文解释)
例1.Winners do not dedicate their lives to a concept of what they imagine they should be, rather, they are themselves and as such do not use their energy putting on a performance, maintaining pretence and manipulating（操纵） others . They are aware that there is a difference between being loved and acting loving, between being stupid and acting stupid, between being knowledgeable and acting knowledgeable. Winners do not need to hide behind a mask. 1.dedicate to 把时间，精力用于 2.pretence 虚伪，虚假 6 ．1 斤斤于字比句次，措辞生硬 例2.Solitude is an excellent laboratory in which to observe the extent to which manners and habits are conditioned by others. My table manners are atrocious( 丑恶)—in this respect I've slipped back hundreds of years in fact, I have no manners whatsoever（完全，全然）. If I feel like it, I eat with my fingers, or out of a can, or standing up —in other words, whichever is easiest. 孤独是很好的实验室，正好适合观察一个人的举止和习惯在多大程度上受人制约。如今我吃东西的举止十分粗野；这方面一放松就倒退了几百年，实在是一点礼貌也没有。我高兴就用手抓来吃，（eat out of a can）开个罐头端着吃，站着吃；反正怎么省事就怎么吃。 3.Whatsoever 完全，全然 1.Be conditioned by 受……制约 2.Atrocious 丑恶 6 ．2 结构松散，表达过于口语化 例3．有一次，在拥挤的车厢门口，我听见一位男乘客客客气气地问他前面的一位女乘客：“您下车吗？”女乘客没理他。“您下车吗？”他又问了一遍。女乘客还是没理他。他耐不住了，放大声问：“下车吗？”，那女乘客依然没反应。“你是聋子，还是哑巴？”他急了，捅了一下那女乘客，也引起了车厢里的人都往这里看。女乘客这时也急了，瞪起一双眼睛，回手给了男乘客一拳。（庄绎传，英汉翻译教程，1999 ：练习 3 ） 译文1：Once at the crowded door of the bus, I heard a man passenger asked politely a woman passenger before him: “Are you getting off?” The woman made no
英文简历必备-个人资料中英翻译
个人资料 name 姓名 alias 别名 pen name 笔名 date of birth 出生日期 birth date 出生日期 born 出生于 birth place 出生地点 age 年龄 native place 籍贯 province 省 city 市 autonomous region 自治区prefecture 专区 county 县 nationality 民族，国籍citizenship 国籍 duel citizenship 双重国籍address 地址 current address 目前地址present address 目前地址permanent address 永久地址postal code 邮政编码 home phone 住宅电话 office phone 办公电话business phone 办公电话Tel.电话 sex 性别 male 男
female 女 height 身高 weight 体重 marital status 婚姻状况family status 家庭状况married 已婚 single/unmarried 未婚divorced 离异 separated 分居 number of children 子女人数none 无 street 街 lane 胡同，巷 road 路 district 区 house number 门牌 health 健康状况 health condition 健康状况blood type 血型 short-sighted 近视 far-sighted 远视 color-blind 色盲 ID card No.身份证号码 date of availability 可到职时间available 可到职membership 会员，资格president 会长 vice-president 副会长director 理事 standing director 常务理事
自我介绍英语(中文翻译)
Good morning. My name is xxx .It is really a great honor to have this opportunity to introduce myself，and I hope I can make a good performance today. 早上好。我的名字是某某某。非常荣幸能有这个机会来介绍我自己,我希望今天我能有个好的表现。 Now I will introduce myself briefly ,I am 23 years old，born in wenling, the capital of Zhejiang Province. I graduated from the The Chinese people's armed police force academy department of Frontier command in July, 2011. 现在我将简单介绍一下我自己,我今年23岁,出生在温岭市,是浙江省的省会。我毕业于中国人民武装警察部队学院前沿指挥部
门,2011年6月。 During the four years in university, I spend most of my time on study, I have passed CET4 and I have acquired basic knowledge of Frontier command. Besides, with my efforts and cheerful personality，I received a scholarship and outstanding student awarded. Generally speaking, I am a hard worker especially do the thing I am interested in. I like to chat with my classmates, almost talk everything ,my favorite pastime is Basketball, swimming or surf online.Through college life,I learn how to balance between study and entertainment. 在四年的大学,我把大部分时间花在学习上,我已经通过国家基本知识,我已经获得了国境的命令。同时,我的努力和性格开朗,我收