美国代写assignment:教育学家和心理学家
ASSIGNMENT代写

美国代写assignment:教育学家和心理学家

2017-06-24 16:50

以儿童为中心的学习已经被多年的几个教育学家和心理学家的主张。它的基本重点是儿童在教育方面的个人利益和需要,在发展速度和教师控制的性质方面可能有所不同。“儿童中心”一词与儿童对课程和教师在课堂中的角色的个人需求和决定有关。然而,由于儿童发展理论不同,以孩子为中心的学习,也不同于教室。在儿童发展理论的先驱,皮亚杰和Lev Vygostsky,观察认知和社会建构主义理论分配给每个孩子,在他们的发展中所起的社会背景差异较大。他们都支持个人知识建构的理念。然而,皮亚杰认为知识是个人和环境的产物。Vygostky,另一方面,主张构建知识由于社会互动和内在的指导。皮亚杰和vygostky不同促进学习与发展的关系:皮亚杰认为,发展是学习,而维果茨基认为学习导致发展与发展中起着至关重要的作用。他指出:“…唯一的“好的学习”,这是推进发展”(维果茨基,社会心理和最近发展区,2002:113)。然而,两位理论家都强调同侪互动和合作促进儿童学习。由于皮亚杰和Vygostky的以儿童为中心的方法有很大的不同,他们在课堂中的应用也。皮亚杰的方法依赖于儿童的自由和适当的学习环境,孩子们通过自己探索事物来学习。那些与维果茨基的方法,提供了一个指导老师和孩子之间的平衡开始的教室,那里的老师提供帮助,确保孩子们能够达到一个更高的水平在他们的最近发展区。
美国代写assignment:教育学家和心理学家
Child-centred learning has been advocated by several educationalists and psychologists for many years. Its basic emphasis is children’s individual interests and needs in education, which may vary in terms of development rates and the nature of the teacher’s control. The term ‘child-centeredness’ is related to children’s individual needs and decisions about the curriculum and the teacher’s role in the classroom. However, since child development theories vary, child-centred learning also varies in a classroom.Pioneers in child development theory, Jean Piaget and Lev Vygostsky, observe considerable differences between cognitive and social constructivist theories assigned to each individual child and the social context of play in their development. They both support the idea of knowledge construction by individuals. However, Piaget believes that knowledge is a product of the individual and the environment. Vygostky, on the other hand, advocates the idea that knowledge is constructed due to social interaction and then internalised by guidance.Piaget and Vygostky differently promote the relationship between learning and development: Piaget believes that development follows learning, whilst Vygotsky shows that learning leads to development and plays a vital role in it. He states that “…the only ‘good learning’ is that which is in advance of development” (Vygotsky, Mind in Society and the ZPD, 2002:113). Both theorists emphasise, though, that peer interaction and cooperation promote children’s learning. Since Piaget’s and Vygostky’s child-centred approaches vary greatly, their implication in a classroom varies as well. Piaget’s approach relies on the liberty of children and appropriate environment for learning, where children learn by exploring things by themselves. Those with Vygotsky’s approach, provide a balance between teacher-directed and child-initiated classroom, where teachers provide assistance to ensure that the children are able to attain a higher level within their ZPD.