英语论文网

论文题目：Educational Factors Influence UK Children Success
论文语言：英语论文 English
论文专业：语言课
字数：1350
学校国家：英国
是否有数据处理要求：否
您的学校：Bangor
论文用于：Pre Undergraduate Assignment 本科预科作业
补充要求和说明：
Reference尽量多

Introduction介绍

其实，学校的学生表现有很多其他的因素。本文分析了个体智能差异、学生的学习动机、学生的学习策略、学习能力和教师与环境的作用等因素的影响。这些因素导致了学术上的成功。而每一个因素都很重要，对学生学习成绩有很重要的影响。Despite that students in England and Wales are all equally experiencing full time compulsory education, and the same National Curriculum, they are not all equally successful at school. Actually, there are many other factors influencing the performance of students at school. This article will analyze the influence of individual intelligent difference, the motivation of students, the learning strategy of students, their ability of learning transfer and the roles that teacher and environment play. They are all factors that lead to difference in academic success. And each factor is very important and affective to the study achievement of students.

首先，每个学生都有个别的智能差异。不是所有的学生都擅长理解和记住所有的科目。有些学生做得很好，但在另一个学科却很弱。有些学生是优秀的运动员，但笨拙的数学学习者。一些学生能较快地理解他们所学的知识，却忘记了它快，太（Neisser，2000）。学生的个体差异确实存在，同时学校的评价标准也比较简单。例如，爱迪生在学校表现不好，在早期的年龄下降了学校。学生的智力和兴趣各不相同。因此，一些学生特别是“良好的学习”，可以更轻松地学习。To begin with, there are individual intelligent differences among each and every student. Not all students are good at understanding and remembering all the subjects. Some students do well in one subject but are weak in another. Some students are excellent athletes but awkward math learners. Some students can quickly understand the knowledge they learned, but forget it quickly, too(Neisser, 2000). The individual difference among students do exists, at the same time the evaluation standard in school is relatively simple. For example, Edison performed badly at school and dropped school at early age. The intelligence and interest varies among students. So that some students are especially “good at learning”, and can learn in a more relaxing way.

Conclusion总结

In a word, though students are now being given as equal education as possible in England and Wales, there are still many reasons that lead to difference of academic success. The factors within students and teacher factors, environment factors are both very important. Multiple reasons lead to difference in learning achievement of students.

Reference文献

Brophy, J. E., & Good, T. L. (2003). Teacher-student relationships: Causes and consequences. London: Holt, Rinehart & Winston.
Elbaz, F. (1983). Teacher Thinking.A Study of Practical Knowledge.Croom Helm Curriculum Policy and Research Series.New York: Nichols Publishing Company.
Lizzio, A., Wilson, K., & Simons, R. (2002). University students' perceptions of the learning environment and academic outcomes: implications for theory and practice. Studies in Higher education, 27(1), 27-52.
McClelland, D. C. (2001).Achieving society.New York: Simon and Schuster.
McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (2000). The achievement motive.New York: Simon and Schuster.
McKeough, A., Lupart, J. L., & Marini, A. (2013).Teaching for transfer: Fostering generalization in learning. London: Routledge.本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。