俄亥俄论文代写:威尔斯建议

2017-04-08 00:39

威尔斯建议，谈话和听力一直被忽视作为一个重点领域，因为普遍采用的教学传输模式（威尔斯，1992）。这些与现代学习理论是不相容的，这表明小组工作比教师主导的讨论更能有效地进行谈话和听力。在过去的五十年中，课堂话语的研究一致表明，谈论最多的是由老师和缺乏开放性提问（Fisher，2006节）。小组讨论在儿童中是非常重要的发展的技能与儿童必须积极建设自己的学习。工作组应该被鼓励的一种方式，让孩子们参与和分享观点（英国，2003，p.12）。有研究表明，虽然儿童被分为学校在英国相当一段时间，协同工作是罕见的（1981西蒙威洛克斯，）。亚力山大最近进行的研究表明，这仍然是经常的情况下，有很多谈话发生在课堂上的特点是短暂的，而不是持续的相互作用，主要是封闭的问题，这是集中在孩子们给出一个单一的“正确”的答案.
俄亥俄论文代写:威尔斯建议
Wells has suggested that talking and listening has been neglected as a focus area because of the widespread adoption of transmission modes for teaching (Wells, 1992). These are incompatible with modern theories of learning which suggest that group work can facilitate talking and listening much more effectively than teacher led discussion. Studies of talk in the classroom in the past fifty years have consistently shown that most of the talking is done by the teacher and there is a lack of open questioning (Fisher, 2006, p.34). Group discussion among children is vital for the development of a number of skills tying in with the idea that children must be active in the construction of their own learning. Group work should be encouraged as a way of allowing children to participate and shares ideas (DfES, 2003, p.12). Research has shown that although children have been grouped in schools for quite some time in the UK, collaborative work was rare (Simon and Willocks, 1981). Recent research carried out by Alexander has shown that this remains the case very often, with a lot of talking that occurs in classrooms being characterised by brief rather than sustained interactions, dominated by closed questions which are focused on children giving a single “correct” answer

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