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澳洲臥龍崗論文代寫:南非幼兒發展

Keywords:澳洲臥龍崗論文代寫

第2章集中于南非幼兒發展的歷史和政治背景,發現不同年級的教師具有不同的培訓經歷。這影響了他們執行算術。第3章深入描述了自1998以來教師必須實施的課程政策的制定與實施。再次,教師的實踐之后,不得不在他們的教室實現算術做出重大的范式轉變。隨著擬議的介紹,另一個課程的變化,上限(南非)。Dobe,2010f)2011,基礎階段的教師,包括R級教師和醫生,需要做另一個思想轉變以課堂實施的計算。然而,報告的任務小組的審查國家課程聲明的執行情況(南非)。美國能源部,2009)警告說,如果教師沒有明確的課程政策和課程實施應如何理解,它不能指望教師實施這樣的課程。然而,我們必須認識到,變化的豐富性讓許多老師迷惑不解,我們最近的課程史在相對較短的時間內受到了根本性的改變。結果是高水平的混亂之間的教師周圍什么,他們預計做。這些過去的變化在教師的理解和實踐中留下了痕跡,特別是課程2005(南非)。DOE,2009,p. 24)。4章試圖闡明四學習理論,特別是建構主義理論,涉及到等級R通過游戲學習的重要性計算的實現,包括探索、實驗、發現、選擇和解決問題是突出了皮亞杰,維果茨基,布魯納。然而,在6章的音像磁帶轉錄,表明許多教師不使用這些寶貴的教學策略。這一發現與基線研究報告(南非)相呼應。ECDoE(2008a)規定如下,大部分教室沒有展示學習通過積極探索環境發生。孩子們要么玩自己(沒有結構化的播放材料),靜靜地坐著等待,或是“教”1年級的工作,在傳統的方式(誦經的她,所以她一次又一次)(第89頁)。
澳洲臥龍崗論文代寫:南非幼兒發展
<标题> Chapter 2 which focussed on the historical and political context of Early Childhood Development in South Africa revealed that Grade R teachers came from different backgrounds with different training experiences. This impacted on their implementation of numeracy. Chapter 3 has described in depth the curriculum policy development and implementation teachers had to implement since 1998. Again, teachers' practice as then, had to make major paradigm shifts in implementing numeracy in their classrooms. With the proposed introduction of, yet another curriculum change, the CAPS (South Africa. Dobe, 2010f) in 2011, Foundation Phase teachers, including Grade R teachers and practitioners, need to make another mind shift regarding the implementation of numeracy in their classrooms. However, the Report of the Task Team for the Review of the Implementation of the National Curriculum Statement (South Africa. DoE, 2009) warns that if teachers do not have a clear understanding of curriculum policy and how curriculum implementation should take place, it cannot then be expected of teachers to implement such a curriculum. It must, however, be recognized that the abundance of change has left many teachers bewildered.Our recent curriculum history has been characterized by radical change within a relatively short period. The result has been a high level of confusion amongst teachers around what they are expected to do. These past changes have left tracks in teachers' current understandings and practice, particular tracks of Curriculum 2005 (South Africa. DoE, 2009, p. 24).Chapter 4 attempts to clarify how four learning theories, and especially constructivism, relate to the implementation of numeracy in Grade R. The importance of learning through play, which includes exploration, experimenting, discovery, making choices and problem-solving was highlighted by Piaget, Vygotsky, and Bruner. However, the transcriptions of the audio-video tapes in Chapter 6, reveal that many teachers are not using these valuable teaching strategies. This finding is echoed by the Baseline Study Report (South Africa. ECDoE, (2008a) which states as follow.The majority of classrooms did not demonstrate learning occurring through active exploration of the environment. Children were either playing by themselves (without structured play materials), sitting waiting quietly, or being 'taught' Grade 1 work in the traditional way (chanting's she si so so' over and over again) (p. 89).

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