论文代写:教育学

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04/05/2018

论文代写:教育学

学校的孩子需要一种保护他们的兴趣和发展他们的才能的教育,这样做可以帮助他们认识到每个孩子都是不同的。这种差异必须得到承认,才能充分发挥学生的才能。年轻人有不同的背景经历、兴趣和训练,因此在学习领域被认为是不同的。教师和学校环境的责任是认识到孩子的不同需求,并根据他们的多样性和知识优势来规划他们的教育。必须为儿童创造平等的机会和条件,但在创造这种平等的过程中,有必要试图为多样化的学生提供现有的课程或计划。Minow(1990)质疑“什么时候对待人们不同的方式强调他们的差异,并在此基础上对他们进行侮辱或阻碍?”什么时候对待人们同样会变得麻木不仁,可能会在这个基础上给他们打上烙印或者阻碍他们?”(20页)。

论文代写:教育学
帮助学生了解他们的多样性,绝不能造成儿童问题恶化的局面。有时,当孩子被认为是不同的学习者时,孩子就会被孤立。当学生被贴上不同的标签时,学习问题就会出现(Norwich, 2009;哈特et al .,2004)。为了避免这个问题,有必要学习一种包容的学习教学法。一个包容性的教育学是一个旨在扩展现有的课程计划,以帮助有困难的孩子在当前的课程计划。因此,包容性教育学的目标是扩展并使学生能够体验到困难,这是所有人通常都能得到的材料(Florian和黑霍金斯,2011;Florian和索兰托,2013)。本研究的目的是对中国幼儿教育课程的包容性实践进行分析回顾。在行动框架中使用了IPAA的教学方法。

论文代写:教育学

School children need an education that protects their interests and develops their talents, and in doing so, it can help recognize that each child is different. This difference has to be acknowledged in order to develop the talents of the students in full justice. Young people have different background experiences, interests and trainings, and hence it would be different when considered in the learning realm. It is the duty of the instructor and the school environment to recognize the different needs of the children and plan for their education based on their diversities and knowledge strengths. Equality in access and provision has to be created for the child, but in creating such equality, it is necessary to attempt to extend an existing lesson or plan for diversified students. Minow (1990) questioned “When does treating people differently emphasize their differences and stigmatise or hinder them on that basis? And when does treating people the same become insensitive to their difference and likely to stigmatise or hinder them on that basis?” (p. 20).

论文代写:教育学
Helping students by understanding their diversity should in no way create a situation where the problem of the child is exacerbated. Sometimes, it could so happen that when a child is deemed as a different learner, then the child becomes isolated. Issues of learning will arise as the student becomes labelled as being different (Norwich, 2009; Hart et al., 2004). In order to avoid this issue, it is necessary to have a learning pedagogy that is inclusive. An inclusive pedagogy is one that aims to extend the existing lesson plans in order to help children who have difficulties with the current lesson plan. The aim of inclusive pedagogy is hence to extend and make available to students experience difficulties, the same material that is ordinarily available to everybody (Florian and Black-Hawkins, 2011; Florian and Spratt, 2013). The purpose of this research is to conduct an analytic review of inclusive practice in a lesson program for early childhood education in China. The IPAA inclusive pedagogical approach in action framework is made use of here.

 

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