澳洲作业代写:学习者方法集中

2017-07-24 14:12

由于社会的变化，他在一个不断变化的课程斯腾豪斯保持适合所有的需要，尤其是学习者为他的方法是集中在他们身边。教师应该引导者和没有独裁和孩子应该不断给予的机会，有助于课堂讨论和借鉴的地方。这不仅能提高学习者的理解和测试您的课作为一个老师的水平，但也提供反馈如何热情的学习者对你的主题。澳洲作业代写:学习者方法集中.Paolo Freire认为，课程是一个政治方面，它有权免费或者主导参与的结果。他的解放课程有五个方面：对话、实践、发展意识、经验和基督教教学。课程应该增加价值，而对话涉及到尊重，不应该是人们互相反对，而是人们在互相合作。对话应加强社区和建设社区投资实践，一个字用弗莱雷与世界如何改变和塑造，在他看来这不仅是促进教师和学生的知识，但要在世界上有所作为的Paolo如此专注于价值和行动。第三，保罗相信和那些不能为自己站起来的人一起工作，就像母亲为她的孩子所做的那样。他努力追求这种力量的自觉性，从而改变现实。他相信教育是由参与其中的人生活出来的，它为教育实践创造了新的和创新的思想。
澳洲作业代写:学习者方法集中
Due to the change in society, Stenhouse maintains his view on an ever-changing curriculum to suit the needs of all, especially the learners as his approach was centred on and around them. Teachers should take the place of facilitators and guides not as authoritarians and children should constantly be given an opportunity to contribute to classroom discussions and lessons. This will not only enhance the learners understanding and test the level on which your lesson as a teacher is on, but also provide feedback on how enthusiastic learners are about your subject.Paolo Freire believed that curriculums were a political aspect as it had the power to either free or dominate those involved in the outcome. His five aspects of a liberating curriculum were evident in his work: dialogue; praxis; developing consciousness; experience and Christian teaching. The curriculum should add value and the dialogue, which involves respect, shouldn't be that people are working against each other but rather that people are working with each other. Dialogue should enhance the community and build community investment.Praxis, a word used by Freire associated with how the world is changed and shaped, in his view this was not only to advance the knowledge of teachers and learners but to make a difference in the world thus Paolo focused on values and actions. Thirdly Paolo believed in working with those who couldn't stand up for themselves, as a mother would for her baby. He strived for conscientiousness of such power that it would alter reality. He believed in education being lived out by those involved in it which gave rise to new and innovative ideas for educational practise.