曼彻斯特代写Essay:教师新系统

2017-05-23 00:48

什么也不能忘记这里是“教师”谁是促进新的“系统”和“工具”这一改革的条件。在上述情况下，很明显，“恐怖操演”（球，2003：216）已采取的受害者，在这种情况下，英国人的头，带着最好的意图，相信他仍然是在传统的教师能力的功能。他甚至可能同意Chua的看法，他认为，教育的目的是改变现状为首选，即学生更熟悉，更熟练，因此等教师的设计师，谁雇用的设计师式认知”、“…协商逻辑指导任何活动旨在改变情况为首选。”（Chua，2009：159，160）。然而，这个老师可能不同意，甚至被意识到的操演等政策技术的引进可能已经悄然开始重新配置他的设计师式认知能力；他的“…认知轨迹[现在]引导的目的仅仅是在所谓的水平，传递规模，面向[…]可见生产的，曼彻斯特代写Essay可衡量的成果”（球，2003：216；Chua，2009：160）。老师的“认知的灵魂已经占有的施事话语”（Chua，2009：162），即使这短暂的例子显示，对政策的影响性技术的真实和重要的。表演教育政策改革的浪潮没有语言或文化的界限；日本教育家，像他们的英国同行，越来越多地测量，审核和评估在他们的教学环境下，他们的研究和日常管理，都在“自由”和“自治”的名字（球，2003：217）。
曼彻斯特代写Essay:教师新系统
What also must not be forgotten here is the condition of the 'teacher' who is promoting the new 'systems' and 'tools' of this reform. In the above scenario, it was apparent that the 'terrors of performativity' (Ball, 2003: 216) had already taken a victim, in this case, the Head of English who, with the best of intentions, believed he was still functioning in the capacity of a traditional teacher. He may have even agreed with Chua, who contends, the aim of teaching is to transform a situation into a preferred one, i.e. students that are more knowledgeable, more skilled etc. and that teachers are therefore 'designers', who employ 'designerly cognition', "…the deliberative logic that guides any activity aiming to transform a situation into a preferred one." (Chua, 2009: 159, 160). However, this teacher may not have agreed, or even been aware that the introduction of such policy technologies of performativity may have quietly begun reconfiguring his designerly cognitive abilities; His "… cognitive trajectory [now] guided to aim merely at what one might call the horizontal, transitive dimensions, geared towards the production of […] visible, measurable outcomes" (Ball, 2003: 216; Chua, 2009: 160). The teacher's "'cognitive soul' had been taken possession of by the performative discourse" (Chua, 2009: 162).As even this ephemeral example demonstrates, the effects of policy technologies of performativity are real and significant. The tidal wave of performative education policy reforms knows no linguistic or cultural boundaries; Japanese educators, like their UK counterparts, are becoming increasingly measured, audited and assessed within the context of their teaching, their research and their day-to-day administration, all in the name of 'freedom' and 'autonomy' (Ball, 2003: 217).

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