澳洲作业代写:保罗·弗莱雷

2017-05-11 00:36

保罗·弗莱雷，一个巴西教育家，是一个在第二十世纪末南美洲最有影响力的理论家。Freire发展了他的教育观念从五十年代和六十年代初他的作品教学的成人文盲的批判性分析。他的教育理念注重实践，首先介绍了他书中的一个术语，被压迫者教育学。实践是反映个人和他们的更广泛的社区之间的关系。积极的学习经验是实践的核心，一个理论或课程成为生活经验的一部分。第二十一世纪的教室是多元文化的，容纳每个学生的需要、兴趣和学习风格，给许多教育工作者带来了挑战。弗雷雷教育哲学的批判可以用理论和实践的桥梁，在课程研究的行动之间的差距，实践涉及批判性思维、分析、行动、反思之间的持续的关系和对话。根据Freire的说法，行动发生时，学生尝试构建解决方案。行动和反思是通过合作和对话实现的。作为他们的教育积极参与者，学生必须超越记忆，并开始批判性思考和分析他们的经验。在实践中，教育工作者使用积极的技术，如解决问题的活动，实验和对话，向学生介绍信息和问题，然后鼓励学生反思和讨论他们做了什么，以及他们的理解是如何改变。这种积极的学习过程，让学生不再是被动的知识接受者。相反，他们成为动态的合作伙伴连接知识行动，并能够塑造他们的课堂环境，以满足他们的需求和兴趣。
澳洲作业代写:保罗·弗莱雷
Paulo Freire, a Brazilian educationalist, was one of the most influential theorists of South America in the late twentieth century. Freire developed his conception of education from the critical analysis of his work teaching illiterate adults in the 1950s and early 1960s. His educational philosophy focused on praxis, a term first introduced in his book, Pedagogy of the Oppressed. Praxis is reflective of a relationship between individuals and their wider community. The active learning experience is the core of praxis whereby a theory or lesson becomes part of a lived experience. Classrooms of the 21st Century are culturally diverse and accommodating the needs, interests, and learning styles of each individual student pose challenges for many educators. The critical pedagogic philosophy of Freire can be used to bridge the gap between theory and practice and action in curriculum studies.Praxis involves the ongoing relationship between critical thinking, analysis, action, reflection, and dialogue. According to Freire, the action occurs when students attempt and construct solutions. Action and reflection are achieved through collaboration and dialogue. As active participants in their education, students must move beyond memorization and begin to think critically and analyze their experiences. In practice, educators use active techniques such as problem-solving activities, experiments, and dialogues, to introduce students to information and issues and then encourage students to reflect on and discuss what they did and how their understanding is changed. This active learning process allows students to no longer be passive recipients of knowledge. Instead, they become dynamic partners linking knowledge to action and are able to shape their classroom environment in order to meet their needs and interests.