uninteresting

简明释义

英[ʌnˈɪntrəstɪŋ]美[ʌnˈɪntrəstɪŋ;ʌnˈɪntrestɪŋ]

adj. 无趣味的，乏味的；令人厌倦的

英英释义

单词用法

同义词

反义词

例句

1.I've been working 15 years and I know some years I get everything first and some years I read only uninteresting parts.

我已经从影15年，我知道有几年我总是领先一部，而有的时候我就只能拿到些没意思的部分。

2.If you're boring, predictable, and uninteresting, then you're never going to have women calling you to hang out.

如果你这个人很无趣，能一眼看透，你压根就别惦记着女人会打电话邀你出去了。

3.The book was padded out with uninteresting descriptions.

这本书用些无趣的描写拉得太长。

4.Uninteresting elements are shown in gray, interesting ones in black, and landmarks in bold.

非兴趣元素以灰色显示，兴趣元素以黑色显示，里程碑为粗体。

5."No work is uninteresting if you can think how to do it differently," she says.

“如果你能思考如何把工作做得与众不同，那么没有什么工作是无聊的。”她说。

6.It was a party and I was vaguely involved in an uninteresting group conversation.

当时我在一个派对上，有一句没一句地参与着一个不太有趣的讨论。

7.The food was dull and uninteresting.

食物单调得很，一点也不吸引人。

8.Software companies, meanwhile, reckon such middlemen are offered only uninteresting information.

同时，软件公司则怀疑这种中介只能得到无价值的漏洞。

9.Her presentation was uninteresting and lacked any engaging visuals.

她的演示文稿无趣，缺乏吸引人的视觉效果。

10.He described the movie as uninteresting and predictable.

他形容这部电影为无趣且可预测。

11.I found the book quite uninteresting, despite its popularity.

尽管这本书很受欢迎，但我觉得它相当无趣。

12.The documentary was uninteresting and failed to capture my attention.

这部纪录片无趣，没有吸引我的注意力。

13.The lecture was so uninteresting that many students fell asleep.

这场讲座太无趣了，以至于许多学生都睡着了。

作文

In today's fast-paced world, where information is constantly at our fingertips, it is easy to encounter material that we find uninteresting. This term describes something that fails to capture our attention or engage our curiosity. For instance, when reading a textbook filled with dry facts and figures, one might quickly label it as uninteresting. The challenge lies in finding ways to make such content more engaging and relevant to our lives.Take the example of history classes. Many students often feel that learning about past events is uninteresting because they cannot see the direct connection to their lives. However, history is rich with stories of human experience, triumph, and failure. If educators can present these narratives in a compelling manner, they can transform what seems uninteresting into something vibrant and relatable. By incorporating multimedia elements, interactive discussions, and real-world applications, teachers can spark interest even in the most seemingly mundane topics.Moreover, the perception of uninteresting content can vary greatly from person to person. What one individual finds dull, another might find fascinating. This subjectivity highlights the importance of tailoring information to suit different audiences. For instance, a scientific article may appear uninteresting to someone without a background in science, but to a scientist, it could be a groundbreaking study. Thus, understanding the audience is crucial in determining how to present information effectively.Additionally, our personal experiences and interests play a significant role in shaping our perceptions of what is uninteresting. A person who loves literature may find a novel captivating, while someone who prefers action films might deem the same book uninteresting. This diversity of interests underscores the need for varied approaches to content delivery. Engaging storytelling, humor, and relatable examples can help bridge the gap between uninteresting and engaging content.Furthermore, the digital age has introduced new platforms for disseminating information. Social media, podcasts, and video content have transformed how we consume knowledge. These formats often make traditionally uninteresting subjects more palatable by presenting them in a visually appealing and entertaining manner. For example, a history podcast that incorporates sound effects and dramatic readings can bring the past to life, making it far less uninteresting than a conventional lecture.In conclusion, the term uninteresting reflects a lack of engagement and connection with the material at hand. However, with creativity and an understanding of audience preferences, it is possible to breathe life into content that may initially seem dull. By recognizing the subjective nature of interest and leveraging modern technology, we can turn uninteresting topics into captivating experiences that inspire curiosity and learning. Ultimately, the goal should be to foster a love for knowledge, transforming even the most uninteresting subjects into opportunities for growth and exploration.

在当今快节奏的世界中，信息不断触手可及，我们很容易遇到那些我们觉得无趣的材料。这个词描述了某些东西未能引起我们的注意或激发我们的好奇心。例如，当阅读一本充满干巴巴的事实和数据的教科书时，人们可能会迅速将其贴上无趣的标签。挑战在于找到方法使这些内容更具吸引力和与我们生活的相关性。以历史课为例。许多学生常常觉得学习过去的事件是无趣的，因为他们看不到与自己生活的直接联系。然而，历史充满了人类经历、胜利和失败的故事。如果教育工作者能够以引人入胜的方式呈现这些叙述，他们就能将看似无趣的内容转变为生动且相关的内容。通过融入多媒体元素、互动讨论和现实应用，教师可以激发对即使是最平淡话题的兴趣。此外，无趣内容的感知因人而异。一个人认为乏味的东西，另一个人可能会觉得迷人。这种主观性突显了根据不同受众量身定制信息的重要性。例如，一篇科学文章可能对没有科学背景的人来说显得无趣，但对科学家而言，它可能是一项开创性的研究。因此，理解受众对于有效呈现信息至关重要。此外，我们的个人经历和兴趣在塑造我们对无趣事物的看法方面也起着重要作用。一个热爱文学的人可能会发现一本小说引人入胜，而一个更喜欢动作电影的人可能会认为同一本书无趣。这种兴趣的多样性强调了内容传递需要多样化的方法。引人入胜的讲故事、幽默和相关的例子可以帮助弥合无趣与引人入胜内容之间的差距。此外，数字时代引入了新的信息传播平台。社交媒体、播客和视频内容改变了我们消费知识的方式。这些格式通常通过以视觉吸引和娱乐的方式呈现传统上无趣的主题，使其更易于接受。例如，一个结合音效和戏剧朗读的历史播客可以让过去栩栩如生，使其远不如传统讲座那样无趣。总之，无趣一词反映了与手头材料缺乏互动和联系。然而，通过创造力和对受众偏好的理解，可以为初看似沉闷的内容注入活力。通过认识到兴趣的主观性并利用现代科技，我们可以将无趣的主题转变为激发好奇心和学习的迷人体验。最终，目标应该是培养对知识的热爱，将即使是最无趣的主题变成成长和探索的机会。