西雅图代写Essay:发展智力

2017-06-24 16:53

其他理论家约翰·杜威和玛利娅·蒙台梭利也在以儿童为中心的学习理论发展中发挥了重要作用。尽管他们认为一些指导对于孩子们帮助他们发展智力很重要，但他们对儿童自由在教育中的作用和教师在课堂中的作用有不同的观点。杜威认为，民主教育的基础是以儿童为中心，学习意味着体验。作为一个progressivist，他认为在孩子的功能以及在较大的民主社会和实现个人成就的能力的发展。杜威强调，通过观察建立儿童的智力自由比他们的意志自由更重要。因此，他召集教师作为孩子整体利益的代表。他们应该在孩子身上培养自制力，这将有助于教师理解教育的目的。相比之下，蒙台梭利则把教师的权威视为他们给予孩子的支持，而不是他们的“尊严”。她相信有秩序的环境和适当的材料将促进儿童的发展。教师，因此，应准备的动机和激励孩子发展没有任何直接的指导。我认为所有四个理论结合有利于我在教育和儿童中心论的理解概念化的课堂情境。皮亚杰的认知建构主义理论帮助我理解了当儿童有探索和建构知识的自由时，他们做出选择和体验。维果茨基的社会建构主义理论可以帮助我了解孩子的发展和成人的指导来达到他们的最近发展区的能力。杜威对儿童智力自由促进学习的理解，将有助于我对个人成长的指导。最后，蒙台梭利支持每一个孩子学习内在动力的潜力，将帮助我消除阻碍学习的一切障碍。
西雅图代写Essay:发展智力
Other theorists, John Dewey and Maria Montessori, have also played a significant role in child-centred learning theory development. Despite the similarities in their belief that some guidance is important for children to help them develop their intelligence, they both have different perspectives about the role of children’s freedom in education and the teacher’s role in the classroom. Dewey believes that democratic schooling is based on child-centeredness where learning means experiencing. Being a progressivist, he believes in the development of the ability in children to function well in the larger democratic society and attain personal fulfilment. Dewey emphasises that the construction of children’s freedom of intelligence via observation is more important than their freedom of will. Therefore, he summons up the teachers to act as a representative of the children’s interests as a whole. They should create self-control in children, which will assist the teacher to understand the aim of education.Montessori, by contrast, sees teachers’ authority in the support they give to the children rather than in their “dignity”. She believes that orderly environment and appropriate materials will promote children’s development. Teachers, therefore, should prepare motives and inspire children to develop without any direct instruction.I think the combination of all four theories is beneficial for my understanding of child-centeredness in education and in conceptualised classroom situations. Piaget’s cognitive constructivist theory helps me understand when children have freedom to explore and construct knowledge, they make choice and experience. Vygotsky’s social constructivist theory can help me understand children’s ability to develop with adult guidance to attain their ZPD. Dewey’s understanding of children’s freedom of intelligence to promote learning will assist me how to nurture this with guidance for each individual’s constant growth. Finally, Montessori’s support of each child’s potential to have inner drive to learn, will help me remove all the obstacles that impede learning.

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