澳洲广告学论文代写:教学和学习理论

澳洲广告学论文代写:教学和学习理论

尽管同意这一原则,专家已经确定了困难,可能会出现实施建构主义的教学和学习理论。基奥和内勒(1996)的质疑,考虑到每个学生的先验知识的合理性,和斯氏和加拉赫(2005)认为在方法上的变化可能会对教师提出的困难。在她的研究报告中,下巴(2006)讨论了平衡教师的责任,作为准确的科学事实的提供者与他们之间的困难,促进儿童发起的学习。考虑到这些专家的预约方式查看建构主义教学和学习科学作为一个具有挑战性的过程,科学知识的获取,可以通过对儿童发育过程的理解,从教师提供健全的学科知识的个人查询机会承诺的融合实现的主要目标。 总之,教师首先要认识到“儿童不是空容器”,而是他们有丰富的科学知识和经验,以建构和适应新思想。教师应该接受和培养好奇心,促进批判性思维和提供创造性的学习环境(TDA。,2008、8),便于有目的的探索与社会互动。小心,应该考虑到国家科学目标课程;然而,往往是与法定检验准备的情况下(科学技术、议会办公室2003),它不应该被视为一个约束创造力或启动返回无意义的死记硬背的学习策略过去(石头,1984,pg.64)。应探索评估机会,并有效地使用结果通知和启用一个包容性的,个性化的课程,让孩子成为积极参与者拥有自己的学习。

澳洲广告学论文代写:教学和学习理论

Despite agreeing with this principle, experts have identified difficulties that could occur by implementing the constructivist teaching and learning theories. Keogh & Naylor (1996) have questioned the plausibility of considering the prior knowledge of every pupil, and Skidmore & Gallagher (2005) acknowledged the difficulties that a change in approach might present to teachers. In her research report, Chin (2006) discusses difficulties between balancing the responsibility of teachers as providers of accurate scientific facts with them being facilitators of child-initiated learning. Considering each of these experts’ reservations means viewing constructivist teaching and learning in science as a challenging process where the acquisition of scientific knowledge is the main goal that can be achieved through the amalgamation of an understanding of children’s developmental processes and the commitment from teachers to providing opportunities for personal enquiry with sound subject knowledge.In summary, teachers need to first recognize that ‘children are not empty vessels’ but that they have a valuable wealth of scientific knowledge and experience on which to construct and adapt new ideas. Teachers should embrace and nurture curiosity, promote critical thinking and provide creative learning environments (TDA., 2008, Q8) that facilitate purposeful exploration and social interaction. Careful consideration has to be given towards the National Curriculum for Science objectives; however, as is often the case with preparation for statutory testing (The Parliamentary Office of Science and Technology, 2003), it should not be seen as a constraint that restricts creativity or that initiates a return to the meaningless rote learning strategies of the past (Stones, 1984, pg.64). Assessment opportunities should be explored, and the results used effectively to inform and enable an inclusive, personalised curriculum that allows children to become active participants with ownership of their own learning.

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