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加拿大幼儿教育学论文代写:个人学习

个人学习与老师的孩子按照自己的节奏学习最少的指导。它好处的学生能力不同,其中一些最小的学前教育。潘(1995)指出“尽管研究表明可能有冲洗效果,但有可能立即开始学校的差异。我会让学生去探索这个话题本身爱德华兹和默瑟(1987)哀叹在常识有证据表明,教师往往占据主导地位发生了什么在教室里,防止孩子变得不那么独立。(院长:1992)为了完成任务,学生问的问题。我将解释“什么”和“如何”的问题,而学生将学习问更好的问题,费雪(1995)说,他们搬到“为什么”和“为什么”的问题,引发老师的更复杂的反应。通常情况下,我总是问关闭结束的问题。个人学习,我训练学生问好问题提供知识挑战根据布鲁姆的分类的教学技能,从简单的知识/召回问题通过要求理解/解释问题和应用,然后分析/综合和评价解释为费雪(1995)也定义了一个好问题符合模式,提供学习进步和生产力的挑战。因此我支持布鲁纳的“脚手架新学习的想法。

加拿大幼儿教育学论文代写:个人学习

Individual learning is children learn at their own pace with teacher’s minimal guidance. It benefits pupils which abilities differ as some of them had minimal pre-school education. Penn (1995) cited “even though studies suggest there might be wash-out effect, but there may be immediate differences in starting school. I will let pupils to explore the topic by themselves as Edwards and Mercer (1987) lament there is evidence in common knowledge by that teachers tend to dominate what happens in the classroom that prevent children to become less independent. (Dean:1992) In order to complete task, pupils will ask question. I will explain “what” and “how” questions whereas pupils will learn to ask better question as Fisher (1995) says they move to “why” and “what for” questions that trigger more complex responses from the teacher. More often than not, I always ended up asking closed ended questions. With individual learning, I train pupils to ask good questions that provides intellectual challenges according to Bloom’s taxonomy of teaching skills, that move from simple knowledge / recall questions through questions that ask for comprehension / explanation, and application, then analysis / synthesis, and evaluation as explained by Fisher (1995) which also defined a good question fits into a pattern that offer progressive and productive challenge to learning. Hence I support Bruner’s idea of “scaffolding to new learning.

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