对于大学生厌学的原因分析中英文对照（最终版）

第一篇：对于大学生厌学的原因分析中英文对照（最终版）

对于大学生厌学的原因分析中英文对照

For the analysis of the causes of study-weariness in Chinese

and English

少年强，则国强，大学生是祖国未来现代化建设的接班人，肩负着实施科教兴国和中华民族复兴的历史重任。在尊重知识、尊重人才的今天，许多大学生埋头苦读，发愤图强，取得了优异的成绩。但是，如果我们仔细观察就不难发现，在我们的大学校园里，还有部分大学生学习劲头不足，存在明显的厌学现象。厌学的定义：所谓厌学是指学生对于学习感到厌倦的心理现象，是学生对学校的学习生活不能满足自己需要而产生的一种不满意、不愉快、厌烦学习生活的情绪体验，其表现为消极地对待学习、不积极主动学习等。具有厌学心理的学生是指那些对学习认识存在偏差、情感上消极、行为上远离学习活动的学生。造成大学生厌学的原因是很复杂的，因此，剖析问题的实质，改革教育教学乃是当务之急。我校自2000年开始招收第一届护理本科学生，至今为止本人具有7年护理本科学生的授课经验，在授课过程中，本人体会到护理本科生有厌学情绪，表现在在学习上态度散漫，甚至完全懈怠下来。在课堂上，这种厌学情绪表现为，学生精神萎靡不振，做一些与课程毫不相干的事情，甚至频繁逃课。在课下，则表现为，部分学生不上图书馆，不看专业书籍，不按时完成作业。就目前的研究结果显示，造成大学生厌学的原因主要有四个方面：

The young are strong, Guo-Qiang, college students are the future of our country modernization successor, shoulder the important historic task of revitalizing China through science and education and the rejuvenation of the Chinese nation.In the respect knowledge, respect talent today, many college students knuckled down to study, to strive for progress with determination, and achieved excellent results.However, if we are careful observation is not difficult to find, in our university campus, there are some students study strength is insufficient, existence of study-weariness obvious.Definition: the so-called weariness weariness is that students feel tired psychological phenomenon in learning, students' school life can not satisfy their needs and have a dissatisfied, unhappy, tired of learning life emotional experience, its performance is a negative attitude towards learning, not active learning.With the psychological weariness of students is far away from the learning activities of students who learning deviation in cognition, emotion, behavior of negative.Causes of study-weariness is very complicated, therefore, analyze the essence of the problem, the reform of education and teaching is a pressing matter of the moment.Our school began to enroll undergraduate nursing students from 2000, until now I have 7 years of undergraduate nursing students teaching experience, in the teaching process, I feel the baccalaureate nursing students are weary, lies in learning lax attitude, or even completely slack down.In the classroom, the weary performance, student spirit cachexia, do things and curriculum irrelevant, even frequent truancy.In the next lesson, also, some students do not go to library, do not look at the professional books, not to finish the homework on time.The present study showed, causes of study-weariness mainly has four aspects:社会因素（1）教育体制因素：我国仍以应试教育为主，十几年超负荷的运转，学生们早学够了。所以，一旦跨进了大学的门槛，学生们再也没有向前冲刺的力气了[1]。（2）一些教育管理规定、教育制度束缚了落后生、困难生的手脚。有43.6%的大学生由于高等教育招生政策的改变，原本升学无望而侥幸进入大学的学生，入学后感到学习压力大，不适应大学生活和学习[4]。由于学费昂贵，一部分来自贫困家庭的学生，为了贴补家庭经济的不

足，不得不去当家教或者去打工，这必然影响到学业的完成，学校又不允许停学一年去挣学费，这也必然影响部分学生的学习积极性[2]。（3）社会上拜金主义思潮的影响。55.79%的大学生受社会不良风气的影响和干扰，有52.44%的学生受“脑体倒挂、知识贬值”的影响，产生读书无用的想法，厌倦学习[4]。学校的培养，教师的教导对学生的影响作用越来越小，而社会环境变化对学生的负面影响与日俱增[5]。（4）大学生毕业后就业困难。86.89%的大学生认为现行的分配制度改革使就业难问题变得十分突出，成为影响大学生厌学心理的最大因素[4]。很多大学生对未来的就业形势非常担心，他们在学校的时候，特别是在毕业前一年就已经把大量的精力投入到找工作当中去：去参加各种各样的招聘会、去考各种各样的资格证书，甚至拉关系、请客送礼。在校大学生对此极为不满，对就业忧心忡忡，形成了有门路的感到学无压力，无门路的学习失去了目标和动力，从而对学习逐渐产生了厌倦心态[6]。

（5）网络对大学生的影响。沉迷于网络有时候也成为大学生厌学的原因[8]。social factors(1)education system factors: China is still dominated by the examination-oriented education, more than ten years of overload operation, early school students enough.So, once entered the threshold of the University, students are no longer sprint forward strength [1].(2)some educational regulations, education system constraints, difficult students and backward students.43.6% of the students as a result of higher education enrollment policy changes, the original school hopeless and got into university students, students feel great pressure of study, do not adapt to the university life and learning [4].Because the tuition is expensive, a part of the students from poor families, in order to supplement the family economy, have to go when the tutor or go to work, it is bound to affect the completion of school, the school is not allowed to be suspended for a year to earn my tuition, which will inevitably affect the enthusiasm of learning [2] students.(3)on the social impact of the worship of the thoughts.55.79% of the students affected by the bad social ethos and interference, 52.44% of the students are influenced by the “ cerebral body is hanged, intellectual devaluation”, produce useless thoughts, tired of learning [4].School culture, teachers' teaching effect on the students' role is more and more small, and the negative effects of social environment on students grow with each passing day [5].(4)college students after graduation employment difficulties.86.89% of the students think that the reform of current distribution system and make the difficult employment problem has become very prominent, to become the greatest impact factors for college students mental weariness [4].Many students are very worried for the future employment situation, they are in school, especially in the year before graduation has put a lot of effort into looking for work: qualifications to participate in a variety of recruitment, to test a variety of, or even pull relationship, treat or gift.College students are extremely dissatisfied, on employment heavy-hearted, forming a way to feel no pressure, no learning goals lost and power, so as to study gradually have tired psychology [6].(5)the impact of Internet on College students.Indulge in the network can sometimes become [8] causes of College Students' weariness.2 学校因素（1）课程结构设置不够合理。1/3的学生认为学校提供的学习环境一般或较差，没有良好的学习氛围也容易助长厌学情绪的弥漫[7]。有54.27%和45.12%的大学生对所选择的学校感到失望，认为学校的基础设施差、教学设备落后、图书资料少，与心目中的学校反差太大，内心失落感增强，厌倦学习；学校体制还存在一些弊端需要改善[4]。有43.29%的大学生觉得专业不理想、课程设置不合理、教学方式陈旧，是造成厌学的重要原因[4]。调查显示有近35%的学生认为教学管理还不严格，久而久之，败坏了学风[7]。（2）教材内容陈旧，学生看不到学科的发展，看不到最新的知识，认为还没有学，课本上的东西就已经落伍的了，从而难以激发其自身内在的学习主动性，产生厌学情绪。教学过程单调，教学方法单一。（3）教学方法缺乏创新，教师讲授方式的单

一、教材的陈旧、刻板、脱离现实生活也在一定程度上影响学生学习的积极性，出现厌学的现象[7]。有调查显示，目前的教学方法与学生期望的教学方法存在较大差距。目前的教学方法以“填鸭式”为主，而最能调动学生学习积极性的“启发式”教学只占教学的33.6%。这种教师讲、学生记、考试背的“三段论”教学方式，磨蚀了学生的激情和个性，使学生觉得呆板、枯燥、毫无趣味，学习的失落感便“油然”而生。（4）教师素质因素：有38.41%和36.59%的大学生认为部分授课教师道德素质不高、业务能力差、考评机制不健全，对学生的基础知识、专业知识、操作能力、创新能力、思想品德不能客观评价，严重挫伤学生对课堂学习的信心[4]。教师的“权威”不断受到“质疑”，学生找不到敬佩的为人榜样。在对教师的评价中，只有16%的学生认为老师学识很渊博，能学到很多东西，73%的学生认为老师讲课还可以，但学问一般，近6%的学生认为老师都不怎么样。学生对老师“威信”的质疑，特别是人格魅力方面的不敬佩，使学生失去学习的动力和兴趣，也是导致厌学的原因之一[7]。（5）师生之间缺乏教学互动。大班教学时，教师对学生更多的是疏远、漠然、不认识、不了解，“一把尺子量到底”致使这些学生失去学习的乐趣、教师的关爱和班集体的温暖，产生了一系列的心理疾病及相应的反常表现:如自卑自贱、自暴自弃、一蹶不振；受委屈受迫害的多疑症；在众人面前矫揉造作故作姿态以显示自己的存在；憎恨学校、班级、教师，并因此产生一些破坏性的行为；有的甚至走向精神分裂。所以，学生厌学并因此产生一系列的不良行为，大概与我们有些教师对学生缺乏爱心不无关系[2]。（6）考试形式和方法单一。大部分考试课程均采用闭卷考试的方法，这样的考试形式，导致学生普遍存在临考前抱佛脚，死记硬背的现象，不能对所学知识深入理解、灵活应用。在考试内容上多数只是局限于教材内容，重视理论知识的考核，轻视能力的考查、素质的培养和检测。而这样的考试方法产生的漏洞加上学生的厌学情绪使考试作弊成为学生应付学习和考试的重要手段。（7）高校学生评价体系不够合理。在当前的大学教育评价体系中，考试成绩仍然是衡量一名学生优劣的最主要依据。它决定着奖学金发放、三好学生评比、学位的获得、组织的发展以及毕业后的择业等一系列与学生切身利益息息相关的问题。因此，一方面尽管大学生们在中小学就已经厌倦了各种考试，但为了应付，不得不花费大量时间进行机械练习，使一部分大学生产生了厌学心理、厌学行为。另外一方面，由于个别教师不完全以学生学习的好坏而是以亲疏、好恶给分数，使一些平时学习刻苦勤奋的学生成绩反而不如贪玩的学生。为了分数，大学生们平时可以少学或者不学习，而考试时则不择手段争取高分[8]。（8）学校管理存在缺陷。46.65%的大学生认为学校宽进宽出、疏于管理，使厌学学生有可乘之机[4]。学生进校后专业思想教育、就业观教育的工作没能及时跟上，对专业前景，发展方向认识不足，使得部分学生的专业思想不明确，思想上有失落感，学习上不感兴趣。个别高校的日常管理工作也存在着不少问题，学生逃学上网、打扑克、玩麻将，夜不归宿，无人过问。上课迟到、早退，课堂上睡大觉、玩东西，任课老师听之任之。在考场上，对于学生的作弊行为，有些监考老师常常是睁一只眼闭一只眼。有些学生平时学习很认真，但期末考试成绩却不尽如人意，而另一些学生，平时根本没有用心学习，通过作弊却考出了高分，这种不正常现象对于努力学习的学生来说，无疑是一个打击。由于考试容易蒙混过关，许多学生平时也就不愿专心学习，得过且过，“当一天和尚，撞一天钟”[6]。3 家庭因素（1）家庭教育的失衡：家庭教育作为学校教育的基础和补充，起着不可替代的作用，而家庭教育的失衡又是学生产生厌学情绪的摇篮[5]。（2）家庭经济困难：29.27%的学生由于家庭经济状况差，家庭教育缺乏合理性等因素[4]。school factors(1)the curriculum structure is not reasonable.1/3 of the students that the school provides a learning environment in general or poor, no good learning atmosphere is also easy to encourage weariness pervaded [7].54.27% and 45.12% of the college students feel disappointed to the school, that school infrastructure, teaching facilities, books, and in the eyes of the school too

much contrast, inner sense of loss enhancement, tired of learning;school system also has some disadvantages to improve [4].43.29% of the students think that the professional is not ideal, the curriculum is not reasonable, the teaching method is old, is [4] important cause of weariness.Survey shows that nearly 35% of the students thought that the teaching management is not strict, in the course of time, corrupted the style of study [7].(2)the old teaching material, students not to see the development of the subject, not to see the latest knowledge, believe that there is no school, things on textbooks have been behind the times, thus making it difficult to stimulate their own learning initiative, resulting in emotional weariness.The teaching process dull, monotonous teaching methods.(3)the lack of innovation in teaching methods, teaching methods, teaching materials, the single old stereotypes, divorced from real life to a certain extent, affected the enthusiasm of the students, appear the phenomenon of weariness [7].Investigation shows, there is a big gap between the present method of teaching and student expectations.The current teaching methods mainly to “ cramming ”, but most can mobilize the enthusiasm of students “heuristic ” teaching only accounted for 33.6% of teaching.The teacher speaks, students write, test back “ syllogism ” teaching mode, the students' passion and abrasive personality, so that students feel dull, boring, no fun, learning frustration “ spontaneously ”.(4)the teacher quality factors: there are 38.41% and 36.59% of the students believe that part of teachers' moral quality is not high, business ability, evaluation mechanism is not perfect, the students' basic knowledge, professional knowledge, operation ability, innovation ability, ideology and morality is not an objective evaluation, serious contusion of students' classroom learning confidence [4].Teachers “authority ” has been “ questioned ”, students are unable to admire for example.In the evaluation of teachers, only 16% of the students think the teacher knowledge is extensive, can learn a lot of things, 73% of the students think that the teacher can also, but the knowledge in general, nearly 6% of the students think that the teacher is not how.The student questioning of teachers “ authority ”, especially the personal charm does not respect, make the students lose learning motive and interest, but also lead to “ one of the reasons [7].(5)the lack of interaction between teachers and students.Class teaching, teachers are more of students, indifference, do not know, do not understand, ” a ruler of what “ the students lose the fun of learning, caring teachers and class collective warmth, produced a series of mental diseases and abnormal expression of the corresponding: such as humbled himself, then, unable to get up after a fall;suffer persecution paranoia;in the presence of all pretentious posturing to show their existence;hate school, class, teacher, and as a result of destructive behavior;some even towards schizophrenia.Therefore, students weariness and therefore produce a series of bad behavior, probably with some of our teachers lack of love for the students is [2].(6)the examination form and method of single.Most courses are a closed book examination method, the examination form, causes the student to exist before it, the phenomenon of rote, cannot learn the knowledge of the understanding, flexible application.The examination content most is only confined to the teaching content, pay attention to theoretical knowledge examination, training and detection ability, quality.The examination method such that the resulting loopholes and students' mood to cheat in the exam has become an important means for students to study and test.(7)the evaluation system of college students is not reasonable.At the University of current education evaluation system, test scores still is a measure of a student or the main basis.It determines the scholarships, ”three good“ student assessment, degree, organizational development and after graduation employment and a series of closely linked with the vital interests of the problem.Therefore, on one hand, although the students in primary and secondary

schools have been tired of the examinations, but in order to cope with, had to spend a lot of time for mechanical practice, that a part of students have mental weariness, weariness behavior.On the other hand, because of individual teachers to students' learning is incomplete but in solidarity, likes and dislikes to score, so that some of the usual study diligent student achievement but not naughty students.For grades, students can learn or not learn at ordinary times, but when the exam is use unscrupulous divisive tactics for high score [8].(8)the school management defects.46.65% of the students think management out of school into the wide, wide, make the weary students taking advantage of [4].Students ideological education, employment education work could not keep up with the professional development direction, prospects, lack of understanding, so that part of the student's professional thinking is not clear, there is a sense of loss on the thought, learning not interested.The individual university's daily management work is facing many problems, the students play truant surfing the Internet, playing poker, playing mahjong, broken curfew, nobody.Class late, leave early, sleep, play something in class, the teacher allow someone to continue.In the exam, the students' cheating, some of the teachers are often turn a blind eye.Some students usually study very hard, but the final exam scores are not just as one wishes, while other students, usually don't study hard, cheat by earn high marks, this is not a normal phenomenon for the students who study hard, is undoubtedly a blow.Because the exam is easy to slip by, many students usually don't concentrate on learning, muddle along, ” when a monk, hit a day clock " [6].3 family factors(1)imbalance of family education: family education as the foundation and supplement for school education, plays an irreplaceable role, while the imbalance of family education and students ' School-weariness cradle [5].(2)the family economic difficulties: 29.27% students due to family economic status, family education is lack of rational factors such as [4].4 个人因素大学生产生厌学情绪，固然有着深刻的学校、社会的原因，而作为学习主体的学生个人来说，更有着许多不容忽视的个人因素在影响着他们。归纳起来有以下几个原因：（1）许多学生进入大学以后，便丧失了奋斗目标。（2）一些学生存在着重智育轻德育的心态。学习的目的不是为了国家的繁荣富强、国力的强大，而是为了自己的舒适的工作环境、较高的工作地位。考虑最多的是自己的一切，爱国心、集体主义淡薄。国家花费大量的资金培养出来的大学生，为的却是能出国定居国外。不愿在平凡的工作岗位上默默地做贡献，这给当代高校的德育教育提出了一个新的课题[2]。（3）专业与兴趣不符，学习目标不明确。厌学的原因很大一部分是由专业因素引起的，主要表现在大学生对所学专业缺乏兴趣，混学现象严重，没有明确的学习目标和动力[7]。对于上大学后该如何完成学业，自己将来应成为怎样的人，诸如此类的问题根本没有思考过，没有奋斗目标。调查显示，同学们课余时间上网的比上自习的要多出3.9个百分点，逛街和闲聊的同学也占很大比例。（4）心理不够成熟，心态容易失衡。很多大学生不能够适应从高中到大学生活、学习状态的改变，不会与其他同学交流，变得孤僻自闭；有些在恋爱、学习过程中受到挫折。（5）没有掌握正确的学习方法。大学的学习方法不同于中学，大学培养目标要求大学生具有一定的自学能力和独立分析、解决问题的能力；在要求学生学习好专业知识的同时，也提供了锻炼能力，扩充知识面所需的足够的时间和空间。而许多大学生进入大学后，不能适应这种变化，缺乏科学的学习方法，对学习产生畏难情绪，导致厌学[8]。（6）学生控制能力弱、抗挫能力差：过分强调自我意识和个人爱好，加之自我调控能力差，缺乏科学的学习方法，不能适应大学学习生活，必然会对学习产生畏拒情绪，导致学生厌学[5]。（7）学习专业兴趣不高：据调查，认为学习是一种乐趣的学生只占被调查者的13.8%。调查显示，被调查的学生中有48.6%非第一志愿录取，有44.1%的学生对自己所学的专业不很满意或不满意[3]。（8）学生自我管理

能力差，意志力薄弱。调查显示，25%的学生一天能坚持学习一到两个小时，9%的学生每天学习不到一个小时，甚至还有5%的学生回答为不清楚，没坚持学习过；还有一部分学生容易受到周围环境的影响，意志力较差，沉湎于网络等虚拟世界中不能自拔；还有一部分学生，由于抗挫能力不强，得不到老师和同学们的特别关注，因此在心理上产生不适感；也有一部分学生理想和现实的差距过大，心理上就处于消极防御的状态，把大部分时间都放在与学习无关的事上[7]。individual factors of College Students ' School-weariness, is why there is a profound school, society, and as the students individual learning subject, many more ignored personal factors affect their.There are several reasons:(1)after many students enter the University, then lost the goal.(2)some students focus on intellectual and moral light mentality.The purpose of learning is not for the country's rich, strong and prosperous, strong national strength, but to their own comfortable working environment, high working status.Consider the most is his all, patriotism, collectivism is weak.Countries spend a lot of money for students in college, is to go abroad to settle abroad.Unwilling to do contribution in ordinary jobs, it puts forward a new topic for the moral education of the contemporary college [2].(3)the professional interest and inconsistent, learning objectives are not clear.A large part of weariness was caused by major factors, mainly in the college students' studies on the lack of interest, mixed phenomenon serious, there is no clear learning objectives and dynamic [7].For the university how to complete their studies, their future should be what kind of person, and so on question no thought, no goal.Investigation shows, the students spare time surfing the Internet 3.9 percentage points more than the top self-study, shopping and gossiping students also accounted for a large proportion.(4)psychology is not mature enough, mind easy balance.Many students can not adapt to the transition from high school to university life, learning state change, the exchange will not with other students, become autism;some frustration in love, the learning process.(5)does not have the correct learning methods.Learning method in university is different from the middle school, the target requires students to have a certain ability of self-study and independent analysis, problem solving skills training in University;students are required to learn professional knowledge, but also provides the ability to exercise, expand enough required knowledge of time and space.While many college students after entering the University, they can not adapt to this change, the lack of scientific learning method, have the fear of emotions on learning, leading to learning [8].(6)the student control ability is weak, poor resistance to setbacks: too much emphasis on the sense of self and personal hobbies, and self control ability is poor, the lack of scientific learning method, meet the university life can not, will have to fear emotion on learning, leading to the students [5].(7)learn professional interest is not high: according to the survey, think learning is fun students accounted for only 13.8% of the respondents.Investigation shows, the students surveyed in 48.6% non first volunteer admission, 44.1% of the students of their own professional learning is not very satisfied or not satisfied with [3].(8)the student self-control ability is poor, weak willpower.Investigation shows, 25% of the students can learn from one to two hours a day, 9% of the students to study every day in less than an hour, or even 5% of the students answered is not clear, did not insist on learning;some students easily affected by the environment, poor willpower, indulge in the network virtual world in inextricably bogged down in;there are some students, because of anti-frustration ability is not strong, not to pay special attention to the teacher and the students, resulting in discomfort in the psychology;there is also a part of students' ideal and the reality gap is too large, the psychological defense is in negative state, spend most of their time on nothing to do with learning [7].

第二篇：中小学生厌学原因分析报告

中小学生厌学原因分析报告

所谓厌学，是指学生在主观上对学校学习活动失去兴趣，产生厌倦情绪和冷漠态度，从而讨厌学习、不愿学习、不愿主动求学的现象，并在客观上明显表现出来的行为。厌学现象是当今中学教育中存在的一种顽症，直接影响着我国基础教育的质量和水平。由于学生“厌学”现象而导致中学生“失学”现象，是“普高”的难点所在。为此，我们有必要去认真剖析一下当今中学生厌学的现象、成因，从而对症下药，去加以克服，从而在根本上杜绝由厌学而导致的“失学”现象，真正将“普高”工作落到实处。

一、学生“厌学”的几种表现：

首先表现在听课过程中。小学生在听课过程中注意力始终不集中，打哈欠，东张西望，左顾右盼。第二，表现在作业不能顺利完成，抄袭他人，甚至不做作业，不交作业。第三，表现在自理能力差，不会自学离开老师管制就不学习，考试时投机取巧，故意作弊。第四，表现在小病大养，无病呻吟，千方百计找理由，不上学甚至逃学等。

二、学生产生“厌学”现象的原因

第一，大气候的情况作用。随着我国升学和就业制度的改革，升学和就业已经取消了直通车，许多家长观念和社会上的市井观念中“读书无用”论又悄然兴起，甚至影响着中小学生的思想意识，使他们丧失了学习信念，产生求学无望的念头，自暴自弃。第二，传统的应试教育仅注意对尖子生培养，表现在课堂上，对学习成绩好的学生注意多，提问多，表扬多。对差生提问，少管理，多批评，甚至歧视差生，从而导致“差生”厌学现象。第三，教学方法不得当也是学生厌学的主要原因。部分教师知识水平不高、教法陈旧、不认真研究新时代少年的心理特征和变化特点，用简单的“注入式”、“填鸭式”教法进行讲课，使得课堂缺乏生气，内容枯燥无味。使学生产生厌学心理。第四，学生“根本不上班”，上课听不懂，在家庭中又得不到家长的及时辅导和重视，使学生越学越不会，越学越糊涂，干脆不去思考，不去学。第五，课业负担过重是学生产生厌学现象的一个重要成因。旧的教材设置模式、知识的难度系数比国外多数国家高，使学生不得不整日在题海中挣扎，久而久之，学生的“厌学”现象就油然而生……

综上分析，中学生厌学的表现和成因，我们如果不克服和杜绝学生厌学现象，将会直接影响到下一代素质教育的推进，我们有必要认真去研究和解决学生厌学的问题。具体途径有：

（1）培养孩子对学习的兴趣，兴趣是最好的老师。可与学生特长结合起来。其实特长与学习并不矛盾，众多事实表明，有特长的学生，他的学习一般也不错，因为它们可以相互影响，由于有特长、有兴趣，他们会经常受到来自学校和家庭的表扬和鼓励，他们的兴趣劲头也会潜移默化地移到学习方面来，从而相得益彰。让厌学学生重新认识自我价值，形成良好的自我意识，这是变厌学为乐学的重要一环。

（2）矫正学习心理。帮助厌学学生矫正厌学症，首先要矫治其厌学心理。教育过程中，教师要用爱这把钥匙开启僵化的心灵，要爱得真，爱得持久，多关心了解。

（3）辅导学生提高学习能力，营造学习环境。教学过程中做到五优先，即优先提问，优先答问，优先演算，优先批改，优先辅导。四经常，即经常考察，经常指导，经常鼓励，经常强化。很多厌学的学生一般都是由于学习跟不上，经常受到老师的批评，家长的责怪以及同学们的轻视。索性破罐子破摔，经常逃学，在外“鬼混”。因此，老师要及时想办法，尽量创造环境，让厌学学生在实践中培养兴趣，品尝到学习的成功感和趣味感，并逐步养成良好的学习习惯和正确的学习方法，进而树立信心、坚定信念，彻底矫治厌学的心理障碍。学生学习提高了，他们才会变得自信起来，那么学习的兴趣自然而然就会产生。

（4）尽量减轻学生的心理和学业负担。当孩子的心理和能力达不到和承受不了时，就会厌学。因此，老师要尽量减轻厌学学生学业负担，结合中学生心理特点施教，做到寓教于乐，劳逸结合。

（5）辅导学生的人际关系。由于学生来自不同文化、经济和涵养的家庭，他们的性格个性亦有很大差异，有些学生由于性格孤僻，不善交往，人际关系自然就差。如果老师和同学再对他们冷漠，他们就会更感孤独和不安，不良情绪，甚至厌世情绪就会产生。因此，对这些性格存在缺陷的同学，要伸出友爱之手，关心他们，帮助他们。教师的重视、同学的友好都有利于营造一个重学、乐学的氛围，消除厌学学生被抛弃、被歧视的感觉，对学习由厌恶感、恐惧感变为愉悦感、舒适感，从而积极、主动、愉快地开始新环境中的生活、学习。

（6）老师要注意批评的尺度，成功时让孩子感到成功的喜悦。中学生的承受能力远不如成年人，但作为成年人的老师，在批评学生时，就要注意场合和尺度，以激励为主，少用批评、责怪为妙。对学生学习上的任何进步都要及时给予肯定和表扬，让孩子们尝到成功的喜悦，这能克服学生的厌学心理。

（7）学校教育与家庭教育紧密结合，注意了解和掌握学生心理，因人而异，因材施教。做学生的“好朋友”、“知心人”。由“要我学”转变为“我要学”。

第三篇：中英文对照

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I don't know why I overlooked that problem.I haven't overlooked Chinese achievements in science.Sometimes you are too frank.High birthrates cannot be changed overnight.That book only told a pack of lies.They searched my room and found nothing.When it rained people in that small town had to stay in the house.

第四篇：中英文对照

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BELIMO 瑞士“搏力谋”阀门 BERONOR西班牙“北诺尔”电加热器 BILTUR 意大利“百得”燃烧器 BOSIC “柏诚”自控 BROAD 远大

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ZENNER德国“真兰”计量

第五篇：中英文对照

医院中英文对照

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