subnormality

简明释义

英[sʌbˈnɔː.mə.nəl.ɪ.ti]美[sʌbˈnɔr.məˌnæl.ɪ.ti]

低常状态

英英释义

单词用法

同义词

反义词

例句

1.Years ago, I worked in what was then called a subnormality hospital.

几年前，我在在一个名叫“亚常态”（弱智）的医院工作。

2.Years ago, I worked in what was then called a subnormality hospital.

几年前，我在在一个名叫“亚常态”（弱智）的医院工作。

3.The psychologist noted the child's subnormality in cognitive skills during the assessment.

心理学家在评估中注意到这个孩子的亚常态认知技能。

4.In the study, participants with subnormality in physical fitness were given special training.

在研究中，身体素质有亚常态的参与者接受了特别训练。

5.The report highlighted the subnormality of the infrastructure in rural areas.

报告强调了农村地区基础设施的亚常态。

6.Teachers are trained to recognize signs of subnormality in learning abilities among students.

教师接受培训，以识别学生学习能力中的亚常态迹象。

7.The doctor explained that the patient's subnormality in hormone levels could affect his health.

医生解释说，患者的荷尔蒙水平的亚常态可能会影响他的健康。

作文

The term subnormality refers to a condition that is below the normal range or standard. In various contexts, particularly in psychology and education, it can describe individuals who do not meet certain developmental or cognitive benchmarks. Understanding subnormality is crucial for educators, psychologists, and parents alike, as it helps them to provide appropriate support and interventions for those affected. In the educational context, students exhibiting subnormality may struggle with academic tasks compared to their peers. This can manifest in various ways, such as difficulty in reading, writing, or performing mathematical calculations. For instance, a child with a learning disability may demonstrate subnormality in their ability to grasp basic arithmetic concepts, which can lead to frustration and a sense of inadequacy. It is essential for teachers to recognize these challenges early on and adapt their teaching strategies to accommodate different learning needs. Moreover, understanding subnormality extends beyond academics. It also encompasses social and emotional development. Children who fall into this category may find it challenging to make friends or understand social cues, leading to isolation or low self-esteem. By fostering an inclusive environment and encouraging peer relationships, schools can help mitigate some of the negative impacts associated with subnormality. Activities that promote teamwork and collaboration can be particularly beneficial in assisting these children to build confidence and social skills. In the realm of psychology, subnormality often relates to cognitive functioning. Psychologists may assess individuals to determine if they exhibit subnormality in areas such as memory, problem-solving, or reasoning abilities. These assessments are vital in diagnosing conditions like intellectual disabilities or developmental disorders. Once identified, tailored therapeutic approaches can be employed to help individuals improve their cognitive skills and overall quality of life. It is important to note that subnormality should not be viewed as a label that defines an individual’s worth or potential. Many people who experience subnormality have unique strengths and talents that can be nurtured. For example, a student who struggles academically may excel in creative arts or athletics. Recognizing and celebrating these strengths can empower individuals with subnormality to pursue their passions and achieve personal success. Furthermore, society plays a significant role in shaping perceptions of subnormality. Stigmatization can lead to further marginalization of individuals who do not fit into societal norms. It is crucial to advocate for awareness and acceptance, ensuring that everyone understands that subnormality is just one aspect of a person’s identity. Through education and open dialogue, we can create a more inclusive society that values diversity in all its forms. In conclusion, the concept of subnormality is multifaceted and requires a compassionate understanding from educators, parents, and society at large. By recognizing the challenges faced by those with subnormality, we can implement supportive measures that foster growth and development. Ultimately, it is our responsibility to create environments where all individuals, regardless of their cognitive or developmental status, can thrive and reach their full potential. Only then can we move towards a more equitable and understanding world.

术语subnormality指的是低于正常范围或标准的状态。在心理学和教育等不同背景下，它可以描述那些未达到某些发展或认知基准的个体。理解subnormality对教育者、心理学家和父母来说至关重要，因为这有助于他们为受影响的人提供适当的支持和干预。 在教育背景中，表现出subnormality的学生可能在学业任务上与同龄人相比存在困难。这可以以多种方式表现出来，例如在阅读、写作或进行数学计算方面的困难。例如，一个有学习障碍的孩子可能在掌握基本算术概念方面表现出subnormality，这可能导致挫折感和自卑感。教师需要及早识别这些挑战，并调整教学策略以适应不同的学习需求。 此外，理解subnormality不仅限于学业。它还涉及社会和情感发展。处于这一类别的儿童可能会在交朋友或理解社交线索方面遇到挑战，从而导致孤立或自尊心低落。通过营造包容的环境并鼓励同伴关系，学校可以帮助减轻与subnormality相关的一些负面影响。促进团队合作和协作的活动对于帮助这些孩子建立信心和社交技能尤其有益。 在心理学领域，subnormality通常与认知功能有关。心理学家可能会评估个体，以确定他们是否在记忆、解决问题或推理能力等领域表现出subnormality。这些评估对于诊断智力残疾或发育障碍等情况至关重要。一旦被识别，就可以采用量身定制的治疗方法，帮助个体提高其认知技能和整体生活质量。 值得注意的是，subnormality不应被视为定义个体价值或潜力的标签。许多经历subnormality的人拥有独特的优势和才能，可以得到培养。例如，一个在学业上挣扎的学生可能在创意艺术或体育方面表现出色。认识和庆祝这些优势可以使具有subnormality的人追求自己的激情，实现个人成功。 此外，社会在塑造对subnormality的看法方面发挥着重要作用。污名化可能导致未能符合社会规范的个体进一步边缘化。倡导意识和接受至关重要，确保每个人都理解subnormality只是一个人身份的一个方面。通过教育和开放对话，我们可以创造一个更具包容性的社会，重视所有形式的多样性。 总之，subnormality的概念是多面的，需要教育者、父母和整个社会的同情理解。通过识别那些具有subnormality的人所面临的挑战，我们可以实施支持性措施，促进成长和发展。最终，我们有责任创造一个所有个体，无论其认知或发展状态如何，都能蓬勃发展并实现其全部潜力的环境。只有这样，我们才能朝着一个更加公平和理解的世界迈进。