南澳代写essay:教学实践

2017-05-29 01:59

在我的第一次教学实践中，我目睹了这种教学形式。不可否认，这种形式起初稍微让人困惑，为什么老师会这样教，但是在观察了这些课程之后，我逐渐意识到孩子们更多的参与和愿意参与。一节课的一个例子就是历史，教孩子在维多利亚。老师给孩子们读了一个故事，然后孩子们去设计维多利亚时代的娃娃，他们不得不设计衣服，写一个关于洋娃娃的故事。尽管孩子们在设计娃娃，男孩仍然参加，每个孩子都离开了，因为它学到了一些重要的东西。布劳迪（1988）上所说的话相信创造力生产技能知识的使用。他的例子是粘土，木材和雕刻。但现代的例子是，切割，绘画，缝纫和编织。每个根据布劳迪”随着孩子心智的发展按照自己的目的。”福禄贝尔（1887）在他的哲学是由卢梭、裴斯泰洛齐的影响。他认为，儿童的自由和个性是通过遵循永恒的发展规律，而不是像卢梭所说的，保护他们免受“非自然”社会的影响。他认为年幼的孩子通过他们的感官而不是通过推理来学习，因此通过创造性地教学，孩子们将学习和理解更多被教导的东西。
南澳代写essay:教学实践
Whilst on my first teaching practise I witnessed this form of teaching. Admittedly this form was at first slightly confusing as to why the teacher taught this way, but after observing the lessons, I came to realise that children were a lot more engaged and willing to participate. An example of a lesson taught was that of History where children were looking at the Victorians. The teacher read the children a story and then the children went away to design Victorian dolls, which they had to design clothes for and write a story about the doll. Even though the children were designing dolls, boys were still taking part and every child came away with having learnt something of importance because of it. Broudy (1988) backs up what has been said by believing that creativity produces skills in the use of knowledge. His examples were of clay, wood and carving. But modern day examples would be, cutting, painting, sewing and weaving. Each has according to Broudy "its own purpose in accordance with the progress of the development of children's minds."Froebel (1887) in his philosophy was influenced by Rousseau and Pestalozzi. He believed that children's freedom and individuality were achieved by following the eternal law of development rather than, as Rousseau argued, by protecting them from "unnatural" society. He believed that young children learn through their senses rather than through reasoning, therefore by teaching in a creative way children will learn and understand more of what is being taught.