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澳洲莫道克論文代寫:教師的認知

Keywords:澳洲莫道克論文代寫

本研究的重點是教師的認知和在線課堂教學過程。特別是,本研究旨在探討教師的教學方法進行語法教學的相關條款,無論他們采用歸納或演繹的方法。本研究的基本原理是檢查教師的認知和格言(決策過程),他們的教學方法,當他們教相關條款,在網上課堂的語法課程之一。本研究的目的是建立以闡明這些心理過程和了解教師使用教學方法策略時的相關條款。本研究的結果表明,參與教師從事類似的過程在教學定語從句。即使他們要求學生通知或確定功能的“誰”和“哪個”的關系從句的例句,他們仍然傾向于使用演繹的方法來教他們的學生。一半的學生反映他們的老師使用演繹教學法。研究結果與本研究開始時的假設不一致。結果表明,教師的教學方法是由他們的教育計劃的構建,教學前的培訓課程、教學經驗的英語教學環境和社會教育環境;他們大多不是由文化背景的影響,我認為會這樣。在下面的段落中,研究結果的總結,他們的教學方法論的影響,研究的局限性和猜測將闡述和討論。
澳洲莫道克論文代寫:教師的認知
The focus of this study was on teacher cognitions and the teaching process within online classrooms. In particular, this study was intended to explore teachers' teaching methodologies when performing grammatical instruction for relative clauses, whether they applied an inductive or deductive approach. The rationales of this study were to examine teachers' cognitions and maxims (decision-making processes) for their teaching methodologies when they teach relative clauses, one of the grammar lessons within the online classroom. The purpose of this study was established to elucidate these mental processes and to understand the methodological strategies teachers employ when teaching relative clauses.Findings from this research indicate that the teacher participants engaged in similar processes when teaching relative clauses. Even though they requested their students to notify or identify the functions of 'who' and 'which' in the relative clauses from example sentences, they still tended to use deductive approaches to teach their students. Half of the students reflected that their teachers taught using deductive methods. The research results were not consistent with my assumption at the beginning of this study. The results indicated that teachers' teaching methodologies are constructed by their educational programmes, pre-teaching training courses, teaching experiences and socio-educational contexts in the ESL teaching environment; they are not mostly influenced by cultural backgrounds, as I had presumed would be the case. In the following paragraphs, a summary of the research results, their implications for pedagogical methodology, research limitations and speculations will be stated and discussed.

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