新西兰代写作业:管理教育

2018-02-13 19:41

管理教育和发展实践者应认识到，个人的学习偏好可能因认知风格而异，而这种多样性应由从业者通过使用各种教学方法来承认和容纳。研究人员还认为,管理教育和发展将受益于采用多种方式表示这将使个体处理信息在他们的习惯性模式(即视觉或口头)和使用教学设备(概述,总结和不同类型的组织者)弥补弱点的个人习惯的组织模式和构建信息在内存中。为了鼓励自我意识，从而促进学习和策略的发展，管理教育和发展实践者应该使用风格和评估的概念。因此，在21世纪的教育和发展中，必须充分利用文体的概念。尤金·萨德尔·史密斯(Eugene Sadler-Smith)和理查德·赖德(Richard Riding)(2000)的研究旨在探讨“世卫组织分析(WA)”和“语言描述”(VI)对管理教育和发展的认知风格的影响。研究表明，在实践层面上，风格可能会对学习行为产生多方面的影响;通过与信息的呈现方式或结构相互作用;通过影响一个人参与特定类型的学习行为的倾向，或者通过使用个人的个人风格的意识来作为元认知意识的基础。
新西兰代写作业:管理教育
Management education and development practitioners should recognize that individuals' learning preferences are likely to vary as a result of cognitive style and that this diversity should be acknowledged and accommodated by practitioners through the use of a variety of instructional methods. Researchers also argue that management education and development will benefit from adopting a variety of modes of presentation which will enable individuals to process information in their habitual modes (i.e. visual or verbal) and using instructional devices (overviews, summaries and different types of advance organizers) which compensate for the weaknesses of individuals' habitual modes of organizing and structuring information in memory. In order to encourage self-awareness and hence facilitate learning and strategy development, management education and development practitioners should use the notion of style and its assessment. Therefore, it is now imperative to fully utilize the notion of style in the education and development of managers in the 21st century. The study by Eugene Sadler-Smith and Richard Riding (2000) aims to consider the implications of the Wholist-Analytic (WA) and Verbalizer-Imager (VI) dimensions of cognitive style for management education and development. The study presents and examines that at a practical level, the style may exert an influence over learning behavior in a number of ways; by interacting with the mode or structure of the presentation of information; by influencing an individual's propensity to engage in particular types of learning behavior or through using an awareness of individual's personal styles as a basis for meta-cognitive awareness

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