工作经验对学习的影响如何评定?

发布网友 发布时间：2024-09-04 23:33

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热心网友 时间：2024-09-11 20:17

具体如下：

There are numerous and reliable ways by which one can measure the impact of employment on student achievement, and we used several in our research. 

We compared the grades of students who work a great deal with those who work in limited amounts or not at all. 

We also contrasted workers with non-workers, on different indicators of their commitment to education. 

Additionally, we followed students over time as they increased or decreased their work hours, and we assessed how different patterns of employment altered school performance and engagement.

要衡量工作经历对学生成就的影响有许多可靠的方法。在我们的研究中，我们采用了几种方法。我们比较了打很多工的学生和打工时间有限或者根本不打工的学生的学习成绩。

我们也对比了打工学生和不打工学生在学习投入程度方面的不同指征。另外，我们长期跟踪学生，了解他们在打工时间增加或减少时的表现。而且，我们还评估了不同的打工模式如何改变学习成绩和学习参与度。

We have simplified and classified the data and the results are clear: The stakes are high. A heavy commitment to a part-time job during the academic year, say, working 20 hours per week or more, undermines and significantly interferes with school achievement and commitment. 

Overall, our study offers proof that students who worked more than 20 hours weekly were not comparable to their classmates. They earned lower grades, spent less time on homework, cut class more often, and cheated more frequently. And they reported lower levels of commitment to school and more modest educational aspirations.

我们把数据加以简化和归类，得出的结论很明确：学生打工付出的代价很大。在学年中花过多精力兼职打工，比如，一周打工20个小时或更长时间，会影响和严重干扰学习成绩和学习投入程度。总的来说，我们的研究证明，每周打工超过20个小时的学生学习成绩不及班上其他同学。

他们的分数更低，花在作业上的时间更少，逃课更频繁，作弊更常见。而且据反映，他们的学习投入程度较低，学习志向也不够远大。

On the other hand, we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. 

Nevertheless, given that half of all employed seniors, about one-third of all juniors, and about one-fifth of all second-year students work above the 20-hourlimit, indications are that a large number of students are at risk of compromising their school careers with their part-time jobs.

但是，我们也发现了另外一种不同的模式。每周打工大约10个小时或更少的时间对学习成绩似乎没有持续的影响。不过，鉴于一半的大四打工学生、约三分之一的大三打工学生以及约五分之一的大二打工学生的打工时间都超过20个小时的上限，由此表明，有很多学生面临因打工而危及学业的风险。

Whereas it is true that more disengaged students are more likely to work long hours to begin with, it appears that working makes a marginal situation worse. In other words, over time, the more students work, the less committed to school they become. 

When students withdraw from the labor force or cut back on their work hours, however, the results are striking: Their interest in school is generated anew. This then is good news:The negative effects of working on schooling are not permanent.

虽说一开始确实是学习兴趣不大的学生更容易长时间地打工，但是打工看起来会让他们原本勉强的学习状况变得更糟。换言之，随着时间的推移，学生打工时间越长，他们对学习的投入就越少。但是，当学生退出打工队伍或者减少打工时间后，结果也引人注目：他们对学习的兴趣被重新激发起来。所以，这是个好消息，即打工对学习的负面影响并非是永久性的。

We uncovered numerous explanations for the undesirable effects of working on students' engagement in school. First, owing to their demanding work schedule, working students have less time to devote to school assignments. 

One common response to this time pressure is that they cut corners by taking easier classes, copying assignments from other students, cutting class, or refusing to do work assigned by their teachers. Over time, as these become established practices, students' commitment to school is eroded bit by bit.

我们发现了打工对学生学习参与度产生负面影响的很多种原因。首先，由于紧张的打工日程，打工的学生用来完成学校作业的时间就减少了。面临这样的时间压力，打工学生一个普遍的应付办法就是偷懒，比如选择较容易的课程、抄袭其他学生的作业、逃课或者不做老师布置的作业。时间一长，当这些变成习以为常的做法以后，学生对学习的投入也就一点一点地减少。

英文翻译注意事项：

一、突出主语

主语是一句话的灵魂，主语不对，整个句子必将是松散的，翻译过程中可适当增加或减少，不能太简单让人摸不着头脑，也不能太复杂让人产生迷惑。这方面的能力可以通过大量的联系来进行突破提升。

二、注意词的搭配

与英语不同，尽管中文中的一些词语顺序搭配并不是很正确，但很多情况下也并不会影响读者的理解。但是在英语中却不同了，译员们值得注意的是形容词和名词的搭配，副词和动词间的搭配，对译员来说，我们要选择合适的词语，这样英语就可以很快的翻译成汉语，并且准确率还非常的高。另外在并列用名词、动词的过程当中，一定要注意顺序，长的放在后面，重的放在后面，避免头重脚轻，除了这些，还要考虑音调等等。

热心网友 时间：2024-10-27 03:18

具体如下：

There are numerous and reliable ways by which one can measure the impact of employment on student achievement, and we used several in our research. 

We compared the grades of students who work a great deal with those who work in limited amounts or not at all. 

We also contrasted workers with non-workers, on different indicators of their commitment to education. 

Additionally, we followed students over time as they increased or decreased their work hours, and we assessed how different patterns of employment altered school performance and engagement.

要衡量工作经历对学生成就的影响有许多可靠的方法。在我们的研究中，我们采用了几种方法。我们比较了打很多工的学生和打工时间有限或者根本不打工的学生的学习成绩。

我们也对比了打工学生和不打工学生在学习投入程度方面的不同指征。另外，我们长期跟踪学生，了解他们在打工时间增加或减少时的表现。而且，我们还评估了不同的打工模式如何改变学习成绩和学习参与度。

We have simplified and classified the data and the results are clear: The stakes are high. A heavy commitment to a part-time job during the academic year, say, working 20 hours per week or more, undermines and significantly interferes with school achievement and commitment. 

Overall, our study offers proof that students who worked more than 20 hours weekly were not comparable to their classmates. They earned lower grades, spent less time on homework, cut class more often, and cheated more frequently. And they reported lower levels of commitment to school and more modest educational aspirations.

我们把数据加以简化和归类，得出的结论很明确：学生打工付出的代价很大。在学年中花过多精力兼职打工，比如，一周打工20个小时或更长时间，会影响和严重干扰学习成绩和学习投入程度。总的来说，我们的研究证明，每周打工超过20个小时的学生学习成绩不及班上其他同学。

他们的分数更低，花在作业上的时间更少，逃课更频繁，作弊更常见。而且据反映，他们的学习投入程度较低，学习志向也不够远大。

On the other hand, we also detected a different pattern. Working for approximately 10 hours per week or less seemingly does not take a consistent toll on school performance. 

Nevertheless, given that half of all employed seniors, about one-third of all juniors, and about one-fifth of all second-year students work above the 20-hourlimit, indications are that a large number of students are at risk of compromising their school careers with their part-time jobs.

但是，我们也发现了另外一种不同的模式。每周打工大约10个小时或更少的时间对学习成绩似乎没有持续的影响。不过，鉴于一半的大四打工学生、约三分之一的大三打工学生以及约五分之一的大二打工学生的打工时间都超过20个小时的上限，由此表明，有很多学生面临因打工而危及学业的风险。

Whereas it is true that more disengaged students are more likely to work long hours to begin with, it appears that working makes a marginal situation worse. In other words, over time, the more students work, the less committed to school they become. 

When students withdraw from the labor force or cut back on their work hours, however, the results are striking: Their interest in school is generated anew. This then is good news:The negative effects of working on schooling are not permanent.

虽说一开始确实是学习兴趣不大的学生更容易长时间地打工，但是打工看起来会让他们原本勉强的学习状况变得更糟。换言之，随着时间的推移，学生打工时间越长，他们对学习的投入就越少。但是，当学生退出打工队伍或者减少打工时间后，结果也引人注目：他们对学习的兴趣被重新激发起来。所以，这是个好消息，即打工对学习的负面影响并非是永久性的。

We uncovered numerous explanations for the undesirable effects of working on students' engagement in school. First, owing to their demanding work schedule, working students have less time to devote to school assignments. 

One common response to this time pressure is that they cut corners by taking easier classes, copying assignments from other students, cutting class, or refusing to do work assigned by their teachers. Over time, as these become established practices, students' commitment to school is eroded bit by bit.

我们发现了打工对学生学习参与度产生负面影响的很多种原因。首先，由于紧张的打工日程，打工的学生用来完成学校作业的时间就减少了。面临这样的时间压力，打工学生一个普遍的应付办法就是偷懒，比如选择较容易的课程、抄袭其他学生的作业、逃课或者不做老师布置的作业。时间一长，当这些变成习以为常的做法以后，学生对学习的投入也就一点一点地减少。

英文翻译注意事项：

一、突出主语

主语是一句话的灵魂，主语不对，整个句子必将是松散的，翻译过程中可适当增加或减少，不能太简单让人摸不着头脑，也不能太复杂让人产生迷惑。这方面的能力可以通过大量的联系来进行突破提升。

二、注意词的搭配

与英语不同，尽管中文中的一些词语顺序搭配并不是很正确，但很多情况下也并不会影响读者的理解。但是在英语中却不同了，译员们值得注意的是形容词和名词的搭配，副词和动词间的搭配，对译员来说，我们要选择合适的词语，这样英语就可以很快的翻译成汉语，并且准确率还非常的高。另外在并列用名词、动词的过程当中，一定要注意顺序，长的放在后面，重的放在后面，避免头重脚轻，除了这些，还要考虑音调等等。