格里菲斯代写Essay:中部和上部

2017-06-05 04:31

在中部和上部的院级教学应该从具体的考虑，开始建立起来，在适用的情况下，更多的抽象推理。”（儿童1997，p.203）。皮亚杰的不同成熟阶段的理论提出了一个有趣的问题，教师和教育部门。如果一个学生由于年龄的原因被转移到一个更高级的班级，或者当他们达到学习能力的阶段时，他们是否应该提升到一个水平？从两个不同的阶级的经验，很明显，这些边界是不明确的，导致皮亚杰相信。如果一所学校是根据学生的认知发展阶段来教授学生的；在他们的同学年龄差距过大之前，学生能被拖多久？一些学生可能毕竟没有达到形式运算阶段。维果茨基的理论认为，儿童的心理过程是通过孩子与其他人比自己更了解。（科祖林2003，第19页）。他认为，有一个最近发展区（ZPD），实际表现的儿童区和其潜在的认识水平之间的边界。孩子能有更多的主管协助访问他们的最近发展区”（科祖林2003页）的人指导他们。（HARRIS柴克林2003页）。维果茨基的社会建构主义理论脱离教学说教的方法，这往往导致学生发展他们自己的误解，不能够科学知识灵活的应用到新的情况（卡尔波夫2003，pp.67-73），一个更社会化的引导下，学习积极的方法，让学生学会从他们的老师、同事和自己。
格里菲斯代写Essay:中部和上部
Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piaget's theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, it's quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage.Vygotsky's theory says that the child's higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a child's Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more 'competent' (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43).Vygotsky's Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge 'flexibly' to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves.

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