阿德莱德代写assignment:知识是相互建立和建构

2018-05-09 17:14

维果斯基强调学习的社会环境，知识是相互建立和建构的。使用学生的近端发展区和脚手架的原则可以使用。教他们如何搭建脚手架。在课堂上，老师应该建立一个课程计划，包括一些指导实践(老师帮助学生做一项新的活动或技能)和一些独立的实践(学生在学习之后，在那里练习自己的技能)。例如，在数学课上，你可以通过展示分数相乘的信息，并展示一些例子，在黑板上把分数相乘。然后你在黑板上再写一些分数相乘的问题，然后让学生帮你解决问题，通过一个小组来讨论这个过程。最后，你给学生们一些更多的问题，他们必须自己把分数相乘。通过这种方式，你让学生们不知道如何将分数相乘，知道如何自己做;你把他们带进了最近的发展区域(库克)。
阿德莱德代写assignment:知识是相互建立和建构
Vygotsky emphasizes the social contexts of learning and that knowledge is mutually built and constructed. The principles of using the students' zone of proximal development and scaffolding can be used. Show them how to scaffold. In a classroom, the teacher should set up a lesson plan to include some guided practice (where the teacher assists the students in doing a new activity or skill) and some independent practice (where the students practice the skill on their own after learning about it). In a math class, for example, you might scaffold a lesson by presenting information on multiplying fractions and showing a few examples where you multiply fractions on the chalk board. Then you put a few more fraction-multiplication problems on the board and ask the students to help you solve the problems by talking them through the process as a group. Finally, you give the students a few more problems where they have to multiply fractions on their own. In this way, you took the students from not knowing anything about multiplying fractions to knowing how to do it on their own; you brought them through the zone of proximal development (Cook).

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