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加拿大欧洲问题研究代写论文:主体的知识和态度

然而,课程改革的实施需要不同利益相关方的合作,更具体的是教育者和学生。此外,教师对主体的知识和态度以及学生的期望是这些变化的重要挑战。在牙买加介绍ESD,首先通过讲座、项目和讨论来分析这个概念。儿童能够涉及与社会、环境和经济有关的许多问题。例如,他们分析了暴力的根源、影响和替代暴力的方式(下,2006年)。根据Down(2006),挑战是平衡ESD内容和教学大纲的要求。许多教育工作者起初认为,将这一概念融入到课程中是不必要的。然而,经过广泛的研究,他们认识到,在一个支离破碎的方法中,ESD的线索已经包含在课程中了。然而,ESD本身提供了一种更全面的学习方法。另一方面,学生本身对教学大纲有固定的期望,但是他们对这个概念有积极的反应。他们认为,ESD允许更丰富的课程,在当今世界非常重要。

加拿大欧洲问题研究代写论文:主体的知识和态度

However, the implementation of changes in the curriculum requires the collaboration of various stakeholders, more specifically educators and students. In addition, teachers’ knowledge and attitude to the subject and students’ expectations are important challenges to these changes. Introducing ESD in Jamaica, began with analyzing the very concept through lectures, projects and discussions. Children were able to relate to a number of issues related to the society, the environment and the economy. For instance, they analyzed the root causes of violence, the impact and alternatives to violence in their society (Down, 2006). According to Down (2006), the challenge is balancing ESD content and syllabus demands. Many educators at first argued that integrating this concept in the curriculum was unnecessary. After extensive research however, they came to the realization that strands of ESD was already included in lessons in a fragmented approach. However, ESD in itself offered a more holistic approach to learning. On the other hand, pupils themselves have fixed expectations of the syllabus, but they positively responded to the concept. They believed that ESD allowed for more enriching classes and was very relevant in today’s world.

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