南安普顿代写Essay:字母和声音

2017-06-19 18:02

我选择做这项活动，因为它是物理和交互的。我认为这将是一项活动，将立即参与儿童，因为它是基于一个熟悉的党的游戏，许多儿童认可。这不是太复杂，这是一种有趣的方式加强孩子们已经学会的字母和声音。的一些重要发现玫瑰评论说“做幼儿的语音工作应多感官为了抓住他们的兴趣，维持他们的动机，增强学习的想象力和令人兴奋的方式”（玫瑰评论，2006）。这就是这项特殊活动的目的。班上的一些孩子对书几乎不感兴趣，他们并不总是热衷于写彩虹文，这是他们练习字母形成的语音课的另一部分。然而这一活动，旨在让所有的孩子提供的惊喜和发行对象，大多数孩子会有兴趣的元素。一个特别的研究所做调查的拼音教学的多种方法在伦敦开展。教师利用课程教学相关的拼写规则使用多感官的方法。老师们使用了一系列的资源来教孩子们拼写规则，例如：力量表演和说话木偶。孩子们应该学习40个新单词和他们需要知道的规则，以便拼写正确。每一个单词都由恐龙木偶或一个男孩木偶赠送给孩子们。这40个词被分成十个块，这样每个孩子都有机会拼写单词，每个单词都根据他们认为单词拼写的方式来进行。为了更好地理解这种方法对孩子的影响，教师们在学习前、后几周和几周后，对他们的拼写能力进行了评估。人们发现孩子们取得了很大进步。采用多种方法让孩子们参与学习任务的重要途径，是增强孩子们已经学到了什么。他们发现，电源点介绍的刺激和孩子们的木偶订婚（GTC，2007）。他们能够集中精力在需要认真倾听和集中注意力的任务上。通过使用这种方法，孩子们被鼓励在他们的工作中投入精力，这意味着取得了一些真正的成就。
南安普顿代写Essay:字母和声音
I chose to do this activity as it was physical and interactive. I felt it would be an activity that would engage the children instantly as it is based on a familiar party game that many of the children recognised. It was not too complicated and it was a fun way of reinforcing the letters and sounds that the children had already learnt. Some key findings of the Rose review state that "the phonic work done with young children should be multi-sensory in order to capture their interest, sustain their motivation and to reinforce learning in imaginative and exciting ways" (Rose Review, 2006). This was the aim for this particular activity. Some of the children within the class showed very little interest in books and were not always keen to do their rainbow writing, which was another part of their phonics lessons to practice the formation of the letters. This activity, however, was designed to engage all of the children by offering an element of surprise and offering objects that most children would have an interest in.One particular study done to look into the multisensory approach to the teaching of phonics was carried out in London. The teachers used a programme teaching related spelling rules using a multisensory approach. The teachers used a range of resources to teach the children the spelling rules such as power point presentations and talking puppets. The children were expected to learn 40 new words and the rules they needed to know in order to spell them correctly. Each word was presented to the children by either a dinosaur puppet or a boy puppet. The 40 words were split into blocks of ten and so that each child was given the chance to try and spell each word they were given coloured cards to hold up depending on how they thought the word was spelled. To gain a good understanding of the impact this approach had on the children their spelling ability was assessed by the teachers before the study, immediately after and a few weeks after. The children were found to have made good progress. Using the multisensory approach allowed the children to be involved in the learning task and was an important way of reinforcing what the children had already learned. They found the power point presentation stimulating and the children were engaged by the puppets (GTC, 2007). They were able to concentrate for large periods of time on tasks that required careful listening and concentration. By using this method the children became encouraged to put effort into their work that meant some real achievements were made.

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