英国伦敦代写作业:学习风格和偏好

2019-05-15 03:12

为了吸引学生的注意力，教师们提出了几种策略，并开设了一些课程，帮助教育工作者更有效地向学生传授知识和技能。意识到孩子有能力成为积极的学习者，他们不再把教学策略局限于枯燥的讲座、令人眼花缭乱的笔试和口试，以及学生对预期问题的背诵答案。教具也从使用抽认卡、黑板示范和课本扩展到更具体的材料，如实际的三维物体、立体模型和多媒体材料。同样，活动也在向以学习者为中心的方向发展，因为教师们逐渐认识到，他们的学生在指导自己的学习方面也发挥了作用。这并不是说老师们正在慢慢失去对学生学习的控制。事实上，他们是刺激和鼓励学生追求知识的重要人物。在皮亚杰建构主义教育的实践中，教师需要警惕地引导学生的学习路径。他们需要为学生创造机会来锻炼自己的学习能力。合作学习、直接教学、多媒体、计算机通讯等教育策略可以结合起来，以适应学生的学习风格和偏好。
英国伦敦代写作业:学习风格和偏好
Teachers come up with several strategies in capturing their students’ attention, and courses are offered in helping educators become more efficient in imparting knowledge and skills to their pupils. Aware that children are capable of being active learners, they no longer limit their teaching strategies to boring lectures, dizzying written and oral examinations and students’ delivery of memorized answers to expected questions. Teaching aids have likewise expanded from using flashcards, blackboard demonstrations and textbooks to more concrete materials like actual 3-dimensional objects, dioramas and multimedia materials. Activities are likewise evolving to be more learner-centered, as teachers are coming to terms that their students have a hand in directing their own learning. This is not to say that teachers are slowly losing their hold on the learning of their students. In fact, they are important figures in stimulating and encouraging their students’ pursuit of knowledge.In the practice of Piaget’s Constructivist Education, teachers need to be vigilant in guiding their students’ learning paths. They need to create opportunities for their students to exercise the construction of their own learning. Educational strategies such as cooperative learning, direct instruction, multimedia, computer mediated communications may be combined in a way that suits the learning styles and preferences of the students.