多伦多代写Assignment:教学风格
ASSIGNMENT代写

多伦多代写Assignment:教学风格

2017-07-15 21:22

正如之前研究人员提出的一些建议,性别特定的课堂可能是利用师生性别相容的途径之一。教育已经朝着以学习者为中心的方向发展,但学校真的在实践吗?以学生的眼光为中心的学习者在学生眼中可能有所不同。重点应该放在学生身上,因此有必要考虑学生认为什么对他们最有利。他们对教师性别的看法可能是一个有争议的问题,尤其是不同性别的教师可能会对结果感到不满。然而,这是为了改善学生的学习过程。全国单一性别公共教育协会的Leonard Sax博士建议,在学校上课的时候,男性和女性应该分开是有很多原因的。他指出这些原因,他发现有学习方式的大脑性别差异和性别差异。性别特定的教室能满足这两个不同的因素有两个不同的大脑,不同的教学风格,被放进自己的组。教学风格.男性倾向于在他们的概念化是演绎的,而女性更喜欢归纳练习(Gurian,2001)。多伦多代写Assignment:教学风格.此外,男孩往往比女孩的抽象推理(Gurian,2001)。女孩通常喜欢使用的教具和学习对象,而男孩可以从黑板的指示,学习更容易。这种差异可以解释为什么在这项研究中,男女学生对基于教师性别的课堂感兴趣有不同的看法。在性别特定的课堂上,教师可以很容易地调整他们的教学风格,以适应男女学习风格的这些差异。针对性别的教室也为教育者提供了调整学习环境以适应大多数学生的机会。他们允许老师以这样一种方式组织一门课,让学生们更感兴趣,并对他们所学的东西更感兴趣。这种联系营造了一种氛围,让学生更专注于自己的任务,减少对他人学习的干扰。
多伦多代写Assignment:教学风格
Like some of the previous recommendation made by researchers before this study, a gender specific classroom could be one of the way to utilized the teacher-student gender compatibility. Education already moving towards applying learner-centered , but does schools really practice it? Learner-centered in the eyes of the school might be different in the eyes of the student. Focus should be on the students, therefore there is a need to consider what students thinks on what is best for them. Giving them a say on teacher's gender they prefer could be a controversial issue especially teachers of different gender might be offended by the results. Nevertheless, it is for the betterment of the students learning process. Dr. Leonard Sax of the National Association for Single-Sex Public Education suggests there are a large number of reasons why males and females should be separated during class time at school. He points out two of these reasons as he reveals that there are gender differences in the brain and gender differences in learning styles.Gender specific classrooms could cater these two different factors by having two different brains and two different teaching styles, being put into their own group. Males tend to be deductive in their conceptualizations, while females prefer inductive exercises (Gurian, 2001). In addition, boys tend to do better with abstract reasoning than girls (Gurian, 2001). Girls often prefer to learn using manipulatives and objects, whereas boys can learn much more easily from chalkboard instructions. This difference could explain why in this study, male and female students have different view on looking at what makes a class interesting, based on teacher's gender. In gender specific classrooms, teachers can easily adapt their teaching styles, to accommodate these differences in the learning styles of males and females. Gender specific classrooms also afford the opportunity for educators to tailor the learning environment to suit the majority of students. They allow the teacher to organize a lesson in such a way that the students may feel more connected to it and take much more of an interest in what they are learning. This connection creates an atmosphere in which students are much more focused on their tasks and less disruptive to the learning of others.