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加拿大留学生论文代写:孩子的学习模式

不同的学习模式通常被贴上“基于游戏”和“正式”的标签,但这往往忽略了学习模式有很多的事实。认为,孩子学习在许多不同的方式,通过主动学习,社会参与有意义的活动,通过新信息相关的先验知识,通过战略思维,通过反思性思维,通过重组先验知识,通过理解,不是简单的背诵,通过实践,在其他方法,所有这些都受到个体发展差异。选择正确的学习方法。,最可能达到预期学习结果的方法)通常是将学习方法与个别儿童的能力相匹配,从而培养一种有动机的学习氛围。然而,这种方法可以是困难的和孩子们在课堂上的混合能力,导致挫折的情况下发生在明亮的孩子,谁不觉得足够挑战,能力较差的孩子,觉得自己无法应付的事情是谁问的,是困难的时候有很多评估孩子做准备。因此,一个良好的基础阶段或关键阶段的教师需要具备的技能之一是,能够将孩子的能力与最好的学习方法相匹配,从而达到对每个孩子最有效的学习模式。然而,这在实践中是非常困难的,与教师在这些层面被时间紧迫,提供一定的学习成果的压力下,随着新基础阶段的发展概况(QCA看到王凯,2007年间,2008),例如,已基本上设置基础课程阶段的孩子,通过国家课程开始在关键阶段1的水平。

加拿大留学生论文代写:孩子的学习模式

The different modes of learning are usually labelled ‘play-based’ and ‘formal’ but this, however, tends to ignore the fact that there are many modes of learning. argues, children learn in many different ways, through active learning, social participation, meaningful activities, by relating new information to prior knowledge, through strategic thinking, by engaging in reflective thinking, by restructuring prior knowledge, through understanding, not simply memorisation, and through practice, amongst other methods, all of which are subject to individual developmental differences. Choosing the ‘correct’ method for learning (i.e., the method most likely to achieve the desired learning outcome) is usually a case of matching the method of learning to the individual child in terms of their abilities, thus fostering an atmosphere of motivated learning.This approach can, however, be difficult in classrooms with children of mixed abilities, leading to situations of frustration occurring in the bright children, who do not feel sufficiently challenged, and in the less able children, who feel they cannot cope with the things that are asked of them and is difficult when there are so many assessments to prepare children for. One of the skills, therefore, that a good Foundation Stage or Key Stage 1 teacher needs to possess is the ability to match a child’s ability to the best learning method for them in order to achieve the most efficient mode of learning for each and every child. This can, however, in practice be very difficult, with teachers at these levels being pressed for time and under pressure to deliver certain learning outcomes, with the development of the new Foundation Stage Profiles (see DfES, 2007 and QCA, 2008), for example, which have basically set a curriculum for Foundation Stage children and through the National Curriculum which begins at Key Stage 1 level.

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