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英国工程论文代写:课堂教学模式

当代课堂教学模式的研究表明,积极运用学习策略教学模型结果为有意义的学习传统,被动讲座关于保留材料,激发学生和发展思维能力[3]。这反过来导致改善学生的表现,以传统的测试,以及创造积极的学生的态度学习过程[4]。此外,由于主动学习策略包含多种学习方式,这样的策略是符合教育模型基于理论的学习和动机。然而,并不是所有这些支持主动学习是令人信服的。例如,[5]承认教学的改进测量instructor-centered教学策略对学生学习在两个在线课程小,得出结论,缺乏实证原则对实证支持主动学习。他们只是没有多的数据证实了有利影响其他(非合作或社会)类型的主动学习。尽管如此,实证支持主动学习是广泛的。然而,混乱是添加到问题时,各种各样的教学方法标记为主动学习。虽然有强大的支持采用主动学习,它并不总是清楚被提拔的差异方法标记为主动学习。因此,最好是主动学习的方法,而不是一个方法和认识到,不同的方法分别是最好的评估。

英国工程论文代写:课堂教学模式

Contemporary research on classroom instructional modes suggest that teaching models employing active learning strategies result into meaningful learning over traditional, passive lectures with regards to retention of material, motivating students and developing thinking skills [3]. This in turn results in improved student’s performance, as measured by traditional tests, as well as creating positive student’s attitudes towards the learning process [4]. Moreover, because active learning strategies incorporate multiple learning styles, such strategies are consistent with educational models based on theories of learning and motivation. However, not all of these supports for active learning are compelling. For example, [5] conceded that the measured improvements of learner-centered over instructor-centered instructional strategy on students’ learning in two online courses were small, and concluded that the principles lack substantial evidence with respect to empirical support for active learning. They simply did not have much data confirming beneficial effects of other (non-cooperative or social) kinds of active learning. Despite this, the empirical support for active learning is extensive. However, confusion is added to the issue when the variety of instructional methods labeled as active learning is considered. Although there is strong support for the adoption of active learning, it is not always clear what is being promoted given the differences in the approaches labeled as active learning. Therefore, it is best to think of active learning as an approach rather than a method and to recognize that different methods are best assessed separately.

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