lumping

简明释义

英[ˈlʌmpɪŋ]美[ˈlʌmpɪŋ]

adj. 重大的；很多的，丰富的

v. 合并；混为一谈；背负（重物）（lump 的现在分词）

英英释义

单词用法

同义词

反义词

例句

1.I'm not sure that lumping machine learning with all of these other techniques makes sense.

我不确定该结块机器学习与所有这些技术是不是有意义的。

2.Therefore, lumping them together, as is done in standard financial statements, impedes analysis.

如果将这些合并起来形成一个标准的财务报表的话，反而会妨碍我们分析。

3.Now critics are lumping the Fed's policy, known as quantitative easing, into the same category.

目前批评声音也将美联储的定量宽松政策归为人民币政策的同类。

4.A 28 lumped kinetk physical model for reforming reaction was established according to the lumping principles of petrochemicals components, and compared with other reported models.

根据石油化工组分合并集总的原理，提出了28集总的重整反应动力学物理模型，并与其它文献报导的重整反应模型作了对比。

5.Lumping me in with everyone else to hear the news?

把我跟其他人混为一谈一起听这个消息？

6.Therefore, lumping them together, as is standard in financial statements, impedes analysis.

因而，如果按照财务报告标准做法把它们混杂在一起会妨碍分析。

7.I am just lumping the two verbal sections together to indicate the total time.

我只是把语文的两个部分整合在一起表示了总时间。

8.Lumping access controls like this creates a problem because an exploited program inherits the access controls of the user.

很多这样的访问控制都会带来一个问题，因为所利用的程序能够继承用户的访问控制。

9.I'm your daughter lumping me in with everyone else to hear the news?

我是你女儿，让我和别人一起听到这个消息？

10.The teacher was criticized for lumping all the students together without considering their individual needs.

老师因未考虑学生的个体需求而被批评，直接将他们归为一类。

11.In the report, the researcher made the mistake of lumping all the data from different regions into one category.

在报告中，研究者犯了一个错误，将来自不同地区的数据归为一类。

12.When discussing the issue, she avoided lumping all the problems together and instead addressed them separately.

在讨论这个问题时，她避免了将所有问题归为一类，而是分别处理。

13.The manager's approach to lumping various tasks led to confusion among the team members.

经理将各种任务归为一类的做法导致团队成员之间的困惑。

14.Critics argue that lumping all genres of music together ignores the unique qualities of each.

批评者认为，将所有音乐类型归为一类忽视了每种音乐的独特性。

作文

In the realm of education, the concept of lumping students together based on generalized criteria often leads to misunderstandings and misjudgments. lumping refers to the practice of grouping individuals into a single category without acknowledging their unique qualities or differences. This can be particularly detrimental in a classroom setting, where each student possesses distinct abilities, learning styles, and backgrounds. For instance, when teachers lump students by age or grade level, they might overlook the fact that some students may be advanced in certain subjects while struggling in others. This oversight can result in a lack of personalized attention, which is essential for effective learning. Instead of fostering an environment that encourages individual growth, lumping can create a one-size-fits-all approach that fails to meet the diverse needs of the student population. Moreover, lumping can lead to stereotypes and biases. When students are categorized based on superficial characteristics, such as race, gender, or socioeconomic status, it reinforces negative perceptions and limits opportunities for those who might not fit the mold. For example, if a school lumps all students from a particular background into a low-expectation group, it diminishes their potential and can perpetuate cycles of underachievement. To combat the drawbacks of lumping, educators must strive for differentiation in their teaching methods. This involves recognizing and celebrating the individual strengths and weaknesses of each student. By implementing tailored instructional strategies, teachers can cater to the specific needs of their students, allowing them to thrive academically and socially. Additionally, schools should promote an inclusive culture that values diversity rather than homogenization. This can be achieved through collaborative projects, peer mentoring, and diverse curriculum materials that reflect various perspectives. By doing so, educators can dismantle the harmful effects of lumping and foster a more equitable learning environment. Furthermore, it is crucial for educators to engage in continuous professional development to stay informed about the best practices in teaching and learning. Workshops, seminars, and peer observations can provide valuable insights into how to avoid lumping and instead embrace a more individualized approach to education. In conclusion, the practice of lumping students into broad categories can have far-reaching consequences in the educational landscape. It not only undermines the unique talents and potentials of individual learners but also perpetuates stereotypes and inequities. By recognizing the importance of differentiation and inclusivity, educators can create a more supportive and effective learning environment that nurtures every student's growth. Ultimately, breaking free from the confines of lumping is essential for fostering a generation of learners who are empowered to reach their full potential.

在教育领域，将学生基于一般标准进行lumping的概念往往会导致误解和错误判断。lumping是指将个体归为一个类别，而不承认他们的独特品质或差异的做法。这在课堂环境中尤其有害，因为每个学生都具有不同的能力、学习风格和背景。 例如，当教师根据年龄或年级水平对学生进行lumping时，他们可能忽视某些学生在某些学科上可能是先进的，而在其他学科上却在挣扎。这种忽视可能导致缺乏个性化关注，而个性化关注对于有效学习至关重要。与其培养一个鼓励个体成长的环境，lumping却可能创造出一种适合所有人的方法，无法满足学生群体的多样化需求。 此外，lumping还可能导致刻板印象和偏见。当学生根据肤浅的特征（如种族、性别或社会经济地位）被分类时，这会加固负面看法，并限制那些可能不符合模式的人的机会。例如，如果一所学校将来自特定背景的所有学生lumping到一个低期望的群体中，这会削弱他们的潜力，并可能延续低成就的循环。 为了应对lumping的缺陷，教育工作者必须努力在教学方法中实现差异化。这涉及到识别和庆祝每个学生的个体优势和劣势。通过实施量身定制的教学策略，教师可以满足学生的具体需求，使他们在学术和社交方面蓬勃发展。 此外，学校应促进一种重视多样性而非同质化的包容文化。这可以通过合作项目、同伴辅导和反映各种观点的多样化课程材料来实现。通过这样做，教育工作者可以拆除lumping的有害影响，促进一个更公平的学习环境。 此外，教育工作者持续参与专业发展以了解最佳教学和学习实践至关重要。研讨会、讲座和同伴观察可以提供有关如何避免lumping并采用更个性化教育方法的宝贵见解。 总之，将学生简单归类为广泛类别的做法在教育领域可能产生深远的后果。它不仅削弱了个体学习者的独特才能和潜力，还维持了刻板印象和不平等。通过认识到差异化和包容性的重要性，教育工作者可以创造一个更支持和有效的学习环境，培养每个学生的成长。最终，摆脱lumping的束缚对于培养能够充分发挥潜力的一代学习者至关重要。