布里斯班代写assignment:学校教育

2017-06-19 17:45

学校教育是比较正式的与家人或同伴群体中由于学生们的学习成绩总是测试和评估（奥恩斯坦和Levine，2006）。那么，学校的主要功能是什么？虽然学校的正式和准确的目的是教学生智力和技术技能，但它也教会了学习者的文化价值观和态度，为他们作为社会中被接受的公民的角色做准备。例如，学校里的学生被要求做所接受的事情，他们必须遵守规章制度。学校是把孩子从家里赶出来并把他们介绍给更大的社会的主要因素，也是学生对客观的官僚组织的介绍（卡尔霍恩，《光与凯勒》，1994）。这些经验是从所谓的隐性课程，指什么，除了学术内容，从他们所做的或应该做的学校或不成文的社会规则和期望的行为，我们都知道学习的学生，但从来没有教（比伯，1994）。由于许多原因，学习者必须了解并帮助自己学习隐藏的课程。首先，隐藏课程的缺乏理解将导致儿童和青少年在这一领域犯下错误的社会可接受性的障碍。此外，对隐性课程缺乏认识，也会增加不确定性和压力水平，从而影响学习的注意力和可用性。最后，自尊和独立性可以大大降低，因为当一个人不理解隐藏的课程时，存在着许多错误的机会。
布里斯班代写assignment:学校教育
Education in school is more relatively formal comparing to that in family or in peer-group contexts because students' academic performances are always tested and evaluated (Ornstein & Levine, 2006). So, what are the key functions of school? While the official and precise purpose of school is to teach students intellectual and technical skills, it also teaches learners cultural values and attitudes that prepare them for their roles as an accepted citizen in the society. For example, students at school are expected to do the accepted things, and they have to obey the rules and regulations. School is the primary agent for weaning children from home and introducing them to the larger society, and it is also the student's introduction to impersonal, bureaucratic organization (Calhoun, Light & Keller, 1994). These experiences are obtained from what is called the hidden curriculum -- a term used to refer to what, other than academic content, students learn from what they do or are expected to do in school or the unwritten social rules and expectations of behavior that we all seem to know, but were never taught (Bieber, 1994). For many reasons, it is essential that learners be aware of and assist themselves in learning the hidden curriculum. First, the lack of understanding in hidden curriculum will result in barriers to social acceptability when children and youth make errors in this area. In addition, the lack of awareness of the hidden curriculum can also be a large contributor to increasing uncertainty and stress levels, which can affect attention and availability to learning. Finally, self-esteem and independence can be greatly reduced, given the number of opportunities for error that exist when a person does not understand the hidden curriculum.

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