耶鲁代写Assignment:他们的视野

2017-06-22 17:26

当孩子早上起来向老师打招呼时，她的指示是简单而解放的：找一个你想参加并享受的活动。虽然这似乎是错误的指令给予孩子的注意力和方向和支持结构的必要性的progressivist意识形态性质，是一种拒绝孩子的形式和结构中心的活动。目前已在过去几十年的这样的结构演变，所有传统的教育理论有很多激进和拒绝。然而，课程和以儿童为中心的功能的结合是一个框架，它以积极和进步的方式定义了现代英国教育制度。作为世界儿童继续扩大他们的视野，包括各种文化、价值体系，和学习的机会，独立思考的需要内部产生的认知发展继续渗透了参与活动的性质和能力。在当今这个要求苛刻的社会里，更多的孩子被要求去解释和行动，耶鲁代写Assignment:他们的视野而不是在历史上的任何一个点上。在无形的教育或无政府主义学习关键的指责怨恨，孩子的基本理论为中心的教育是定义一个真正的教育这个全球社会的重要成员。在过去的几十年中，这一思想的发展和扩大识别激活认知发展无数的方法，但基本保持一致：激发孩子在自主格式的，学习成为一种可持续的认识，这将有助于未来所有的社会活动和支持性的学习。理解是不限于这是强加给安排在传统的办公桌学生的文本证据。归根结底，认知发展的本质挑战教育者在扩大课程中纳入经验和证据，使儿童和教师在参与学习和教育设施的课程中统一起来。
耶鲁代写Assignment:他们的视野
As the child rises to greet his teacher that morning, her instructions are simple and liberating: find an activity that you would like to participate in and enjoy. While this instruction is seemingly errant given the nature of child attention spans and necessity for direction and a support structure, the progressivist ideology is one which rejects form and structure for more child-centred activity. There have been many evolutions of such structures over the past decades, many radical and rejecting of all traditionalist educational theories. Yet the integration of both curriculum and child-centred function is one framework which has served to define the modern British educational system in a positive and progressive fashion. As the world’s children continue to expand their horizons to include a variety of cultures, value systems, and learning opportunities, the need for independent thought and a capability for internally generated cognitive development continues to pervade the nature of participative activity. More children are challenged to interpret and act upon their perceptions in today’s demanding society than at any other point in history. In spite of critical rebuke for formless education or anarchical learning, the fundamental theories of child-centred education are essential to defining a truly educated member of this global community. Over the decades, this ideology has evolved and expanded to identify countless methods of activating cognitive development, yet the underpinnings remain the same: inspire the child to learn in an autonomous format and that learning becomes a sustainable and supportive cognition which will assist in all future social activities. Understanding is not limited to the textual evidence which is thrust upon pupils arranged in traditionalist desks. Ultimately, the very nature of cognitive development challenges educators to include both experience and evidence in a broadening curriculum which aligns child and instructor within a curriculum of participative learning and educational facility.

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