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加拿大阿尔伯塔论文代写:青春期到成年的思维

威尔斯将认知发展定义为“从童年到青春期到成年的思维过程的建构,包括记忆、解决问题和决策”,根据研究文章,学生的认知发展可以通过社会交往得到改善。研究结果适用于教师在课堂教学中的应用,有利于提高学生的学习兴趣,对于以友谊为基础的配对和分组,在做任务时给学生带来许多好处。基本上,学生更喜欢有一对朋友的工作,他们是封闭的。这是因为他们已经更好地了解对方,不要感到尴尬或羞耻,分享他们的想法和想法时,与他们互动。他们也会更积极地参与,在互动和享受一起做的任务。教师可以明显地观察到他们会有更好的产品相比,熟人配对。然而,教师不应该让学生只做友谊和同一个人的所有时间的任务。教师可以为每个任务切换配对。这样做的目的实际上是让学生更好地了解其他学生在课堂上,除了促进他们的关系。所以,当老师经常这样做的时候,他们会逐渐习惯彼此,并且能够和另一个人一起工作,即使他们并不亲密。

加拿大阿尔伯塔论文代写:青春期到成年的思维

Wells define cognitive development as “the construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adolescence to adulthood.” Based on the research article, cognitive development of the students can be improved by social interaction. The findings are applicable and useful for the teachers to apply in the teaching and lesson in the classroom so that it will boost the students’ interest in learning.For friendship-based pairings and groupings, it gives many benefits to the students when doing tasks. Basically, students are more prefer to have pair work with friends that they are closed to. This is because they already know each other better and do not feel embarrass or shame to share their thoughts and ideas when interact with them. They also will participate more actively during the interaction and enjoy doing the tasks together. Teachers can obviously observe that they will have better products compared to the acquaintance pairings. However, teachers should not let students to just do the tasks based on friendship and with the same person all the time. Teachers may switch the pairings for every task. The purpose of doing this is actually to let the students get to know other students in the classroom better, besides to foster their relationships. So, when teachers do this frequently, they progressively will get used to each other and will be able to work with another person, even though they are not intimate.

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