indocile

简明释义

英[ɪnˈdəʊsaɪl]美[ɪnˈdɑːsəl]

adj. 难教导的，不顺从的

英英释义

单词用法

同义词

反义词

例句

1.If have any indocile broken hair, need only them gently backward sleek can.

如果有任何不听话的碎头发，只需要将它们轻轻向后梳拢即可。

2.If have any indocile broken hair, need only them gently backward sleek can.

如果有任何不听话的碎头发，只需要将它们轻轻向后梳拢即可。

3.The indocile 不驯服的 puppy would not sit still during obedience training.

这只不驯服的小狗在服从训练时无法安静下来。

4.The indocile 不驯服的 child refused to follow any of the rules set by his parents.

这个不驯服的孩子拒绝遵循父母设定的任何规则。

5.Her indocile 不驯服的 nature often led to conflicts with authority figures.

她的不驯服的性格常常导致与权威人士发生冲突。

6.Despite numerous training sessions, the horse remained indocile 不驯服的 and refused to follow commands.

尽管进行了多次训练，这匹马仍然保持不驯服的状态，拒绝听从指令。

7.The teacher found it challenging to manage the behavior of the indocile 不驯服的 students in her class.

老师发现很难管理她班上那些不驯服的学生的行为。

作文

In the realm of education, the term indocile refers to students who are resistant to guidance and instruction. These learners often exhibit a lack of willingness to comply with educational norms and expectations. Understanding the nature of indocile behavior is crucial for educators who aim to foster an inclusive and effective learning environment. Consider a classroom filled with eager students who are ready to absorb knowledge. In contrast, imagine a few individuals who stand out due to their indocile nature. These students may challenge authority, question the relevance of the curriculum, or refuse to engage in group activities. While such behaviors can be frustrating for teachers, they also present an opportunity for deeper engagement and understanding. The reasons behind indocile behavior can vary significantly. Some students may come from backgrounds where education was not prioritized, leading them to view schooling as a mere obligation rather than an opportunity for growth. Others might have experienced negative encounters with authority figures, resulting in a general distrust of teachers and the educational system. Additionally, certain personality traits, such as strong independence or a desire for autonomy, can contribute to a student's indocile disposition. Addressing indocile behavior requires a multifaceted approach. First and foremost, it is essential for educators to build strong relationships with their students. By taking the time to understand each student's unique background and perspective, teachers can create a more supportive atmosphere that encourages compliance and engagement. Establishing trust is key; when students feel respected and valued, they are more likely to respond positively to guidance. Furthermore, incorporating student interests into the curriculum can help mitigate indocile tendencies. When students see the relevance of what they are learning to their lives and aspirations, they are more inclined to participate actively. This could involve offering choices in assignments, allowing for creative expression, or connecting lessons to real-world scenarios. Another strategy involves setting clear expectations and consequences while also providing opportunities for students to voice their opinions and concerns. This balance of structure and freedom can help students feel empowered rather than constrained, reducing their indocile tendencies. Ultimately, it is important to recognize that indocile students are not inherently problematic; rather, they may simply be expressing their individuality and need for autonomy. By approaching these students with patience and understanding, educators can guide them toward becoming more engaged learners. In conclusion, the concept of indocile behavior in students presents both challenges and opportunities for educators. By fostering strong relationships, making learning relevant, and balancing structure with freedom, teachers can effectively address the needs of indocile students. Through these efforts, we can create a more inclusive and dynamic educational environment that benefits all learners, regardless of their initial resistance to instruction.

在教育领域，术语indocile指的是那些对指导和教学持抵触态度的学生。这些学习者通常表现出缺乏遵守教育规范和期望的意愿。理解indocile行为的本质对旨在促进包容性和有效学习环境的教育工作者至关重要。想象一个充满渴望吸收知识的学生的教室。相反，想象一些因其indocile特性而脱颖而出的个体。这些学生可能挑战权威，质疑课程的相关性，或拒绝参与小组活动。虽然这种行为可能让教师感到沮丧，但它们也为更深入的参与和理解提供了机会。导致indocile行为的原因可能各不相同。有些学生可能来自教育不被重视的背景，导致他们将上学视为一种义务，而不是成长的机会。其他人可能经历过与权威人物的负面接触，从而导致对教师和教育系统的普遍不信任。此外，某些个性特征，如强烈的独立性或对自主权的渴望，也可能导致学生的indocile倾向。解决indocile行为需要多方面的方法。首先，教育者与学生建立牢固关系至关重要。通过花时间了解每个学生独特的背景和观点，教师可以创造一个更支持的氛围，鼓励遵从和参与。建立信任是关键；当学生感到受到尊重和重视时，他们更有可能积极响应指导。此外，将学生的兴趣融入课程中可以帮助减轻indocile倾向。当学生看到所学内容与他们的生活和抱负的相关性时，他们更倾向于积极参与。这可以涉及在作业中提供选择，允许创造性表达，或将课程与现实场景联系起来。另一种策略是设定明确的期望和后果，同时也提供机会让学生表达他们的意见和担忧。这种结构与自由的平衡可以帮助学生感到被赋予权力，而不是受到限制，从而减少他们的indocile倾向。最终，重要的是要认识到indocile学生并非固有的问题；相反，他们可能只是表达自己的个性和对自主权的需求。通过耐心和理解地对待这些学生，教育者可以引导他们成为更积极的学习者。总之，学生中的indocile行为概念为教育者带来了挑战和机遇。通过促进良好的关系、使学习相关以及在结构与自由之间取得平衡，教师可以有效地满足indocile学生的需求。通过这些努力，我们可以创造一个更具包容性和活力的教育环境，使所有学习者受益，无论他们最初对教学的抵制程度如何。