essay修改:程序教学

essay修改:程序教学

但是,建构主义并不完全否定教师的作用。老师提出的形式引导帮助学生参与该组织。因此创建基于调查的协作环境。学生在需要时能够获得他们的老师,同时也能够专注于构建。因此,口译工作是按照他们的优点和缺点。在大多数行为主义的学习理论等,程序教学作为事实上的标准教育环境时,可以看出收入成为收购的过程(狙击兵,1991)。另一方面,在建构主义学习的过程变成了施工方法。组的参与者能够认识和构建的知识基于个人经验在集团工作,数据收集和更多。

essay修改:程序教学
因为每个参与者自己的部分的工作,也有可能让他们锻炼一定的自主权与他们进行理论工作。工作作为一个团体我们发现社会的学习过程变得更加考虑我们共享的消息数据聚集的地方,突出和优先级的数据被认为是基于谈判的推理,然后必须提供什么和不应该也是谈判。这也是一种从实践经验中学习,学习者可以通过经验学习,主动和自由选择的意思,他们作为一个群体。学生参与这一组,我们能够与许多选择我们活跃的实验阶段的科尔布的过程(,反观&土地,2012)。

essay修改:程序教学

However, constructivism does not completely negate the role of the teacher either. The teacher is also presented in the form of a guide who helps the student participants in the group. An inquiry based collaborative environment is hence created. Students are able to have access to their teachers and when required and at the same time are also able to focus on constructing. And hence, interpreting the work is as per their strengths and weaknesses. In most learning theories such as that of behaviourism and programmed instruction that is used as a de facto standard when it comes to the educational environment, it is observed that earning becomes a process of acquisition (Yager, 1991). On the other hand, in the constructivist method learning becomes a process of construction. The participants of the group were able to contextualize and construct the knowledge based on their personal experiences of working in the group, the data collection and more.

essay修改:程序教学
Since each of the participants had their own section of work, it was possible for them to also exercise some amount of autonomy as they were carrying on with theory work. Working as a group we found that the learning process became more of a social consideration where we shared the news data we gathered, the prominence and the priority of the data was considered and then based on negotiations the reasoning for what had to be presented and what should not be presented was also negotiated. This was also a form of experiential learning where the learner was able to learn by experience, by mean of active and free choices that they made as a group. As a student participant in this group, we were able to relate mort of the choices we made to active experimentation phase of the Kolb’s process (Jonassen, & Land, 2012).

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