underachiever

简明释义

英[ˌʌndərəˈtʃiːvə(r)]美[ˌʌndərəˈtʃiːvər]

n. 后进生；学校学习成绩低于智商的学生

复 数 u n d e r a c h i e v e r s

英英释义

单词用法

同义词

反义词

例句

1.Too much organization and preparation can turn them into an "over-motivated underachiever," a classic grinder who chokes when the outcome really counts.

太多组织和准备能让他变成一个“过度积极的落后人士”，一流的磨床会在成品计件后就堵塞。

2.Too much organization and preparation can turn them into an "over-motivated underachiever," a classic grinder who chokes when the outcome really counts.

太多组织和准备能让他变成一个“过度积极的落后人士”，一流的磨床会在成品计件后就堵塞。

3.While intelligent (with an I.Q. of 116), he was an underachiever who was quick to lose his temper.

尽管聪明（智商116），但是他却是一个老发脾气的后进生。

4.A comfort-zone underachiever (CZU) is a person who is highly qualified but doesn't like being challenged.

所谓的“安于现状者”指的是那些素质很高，却不喜欢挑战的人。

5.She Googled me, looked at my website, and wrote something along the lines of, "Wow you're so accomplished! I'm the greatest underachiever of all time."

她用 Googled 搜索了关于我的事 并看了我的网站还写下了这行字 "哇 你好有成就!

6.Deemed an underachiever in school, Qiu began reading on his own and subsequently began to write and paint.

他自幼对正规学业不感兴趣，反而喜欢自学，后来从事写作、绘画。

7.She will never gain weight, she will become a metabolic underachiever.

她永远不会发胖，只是新陈代谢不足。

8.If the solar system has an underachiever, it has to be Venus.

如果太阳系有一个后进生，那一定是金星。

9.He just wanted people to stop calling him disadvantaged, an underachiever.

他就是想要人们别再叫他贫穷的失败者。

10.The teacher tried to help the underachiever find ways to engage more with the material.

老师试图帮助这个学业表现不佳者找到更多与材料互动的方法。

11.Despite his intelligence, he is often labeled as an underachiever because he doesn't apply himself in school.

尽管他很聪明，但由于在学校不努力，他常常被贴上学业表现不佳者的标签。

12.Many people see her as an underachiever for not pursuing a more challenging career.

许多人认为她是一个学业表现不佳者，因为没有追求更具挑战性的职业。

13.His parents were disappointed that he turned out to be an underachiever despite his early promise.

他的父母对他最终成为一个学业表现不佳者感到失望，尽管他早期表现出色。

14.Some students become underachievers due to lack of motivation or support.

一些学生因为缺乏动力或支持而成为学业表现不佳者。

作文

In today’s competitive world, the term underachiever is often used to describe individuals who fail to reach their potential or expectations, particularly in academic or professional settings. This label can be misleading and may not fully capture the complexities of a person’s abilities and circumstances. Understanding what it means to be an underachiever requires a deeper exploration of various factors that contribute to this phenomenon.Firstly, it is essential to recognize that being an underachiever does not solely relate to academic performance. Many students may excel in creative fields, sports, or other areas but struggle with traditional educational metrics. For instance, a student who is passionate about art might receive low grades in mathematics, leading teachers and parents to label them as an underachiever. However, this perspective overlooks the diverse talents that the student possesses and the potential for success in other domains.Moreover, the reasons behind underachievement are varied and multifaceted. Personal issues such as lack of motivation, mental health struggles, or challenging home environments can significantly impact a person’s performance. An individual who faces emotional difficulties may find it hard to concentrate on studies, resulting in lower grades and the subsequent label of underachiever. It is crucial to understand these underlying factors rather than simply judging someone based on their academic results.Another aspect to consider is the role of societal expectations. In many cultures, there is immense pressure on individuals to achieve high academic standards. When someone does not meet these expectations, they are often quickly categorized as an underachiever. This labeling can be damaging, leading to a cycle of low self-esteem and further underperformance. Instead of fostering a supportive environment, society sometimes perpetuates stigma around those who do not fit the mold of a 'successful' individual.Additionally, the education system itself may contribute to the creation of underachievers. Traditional teaching methods often favor certain learning styles, leaving others at a disadvantage. Students who may thrive in hands-on learning environments or through experiential activities might struggle to keep up in conventional classrooms. This disconnect can lead to frustration and disengagement, reinforcing the idea of being an underachiever.To address the issue of underachievement, it is vital to adopt a more holistic approach. Educators and parents should focus on recognizing and nurturing individual strengths rather than solely concentrating on academic performance. Encouraging students to explore various interests and talents can help them discover their true potential, which may not align with traditional measures of success.In conclusion, the label of underachiever is often too simplistic and fails to account for the diverse range of human experiences and capabilities. By understanding the complexities behind underachievement, we can foster a more inclusive environment that values all forms of intelligence and creativity. Ultimately, it is essential to support individuals in realizing their potential, regardless of how it manifests in conventional terms. Everyone has unique gifts to offer, and recognizing this diversity is key to overcoming the stigma associated with being labeled an underachiever.

在当今竞争激烈的世界中，术语underachiever常用于描述那些未能达到潜力或期望的人，尤其是在学术或职业环境中。这个标签可能会产生误导，并可能无法完全捕捉一个人能力和环境的复杂性。理解成为underachiever意味着更深入地探讨导致这种现象的各种因素。首先，必须认识到，成为underachiever并不仅仅与学业表现有关。许多学生可能在创造性领域、体育或其他领域表现出色，但在传统的教育指标上却挣扎。例如，一个对艺术充满热情的学生可能在数学上获得低分，这导致老师和家长将他们标记为underachiever。然而，这种观点忽视了学生所拥有的多样才能以及在其他领域取得成功的潜力。此外，导致学业不佳的原因是多种多样且复杂的。个人问题，例如缺乏动力、心理健康问题或家庭环境的挑战，都会显著影响一个人的表现。一个面临情感困扰的人可能很难集中精力学习，从而导致成绩较低，进而被贴上underachiever的标签。理解这些潜在因素至关重要，而不是仅仅根据学业成绩来判断某人。另一个需要考虑的方面是社会期望的作用。在许多文化中，个人在学业上达到高标准的压力巨大。当某人未能满足这些期望时，他们往往会迅速被归类为underachiever。这种标签可能是有害的，导致自尊心低落和进一步的表现不佳。社会有时不仅未能营造支持性环境，反而加剧了对那些不符合“成功”个体模式的污名。此外，教育系统本身也可能助长了underachievers的产生。传统的教学方法往往偏向某些学习风格，使其他学习者处于不利地位。在动手学习或通过体验活动蓬勃发展的学生可能在常规课堂中难以跟上。这种脱节可能导致挫折和失去兴趣，从而加强了被视为underachiever的观念。为了解决学业不佳的问题，采取更全面的方法至关重要。教育工作者和家长应专注于识别和培养个人优势，而不仅仅是关注学业表现。鼓励学生探索各种兴趣和才能可以帮助他们发现自己的真正潜力，而这可能与传统的成功衡量标准不一致。总之，underachiever的标签往往过于简单，未能考虑到人类经验和能力的多样性。通过理解学业不佳背后的复杂性，我们可以培养更具包容性的环境，重视所有形式的智力和创造力。最终，支持个人实现其潜力至关重要，无论其表现形式如何。每个人都有独特的才能可以提供，认识到这种多样性是克服与被标记为underachiever相关的污名的关键。