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新西兰地理学作业代写:学校气氛

当学校气氛受到和平的价值观和态度的启发时,隐藏在课程中的和平机会最大化。师生互动、教材中的课程设计、教学方法和学校的整体生活都必须面向和平。和平教育的教育策略是整合。综合方法有一个优势,在“单独的学科方法”。建构主义心理学建立了儿童建构知识的整体。当知识根植于合适的情境中时,学习者就变得更有意义和更愉快。在综合的方法,课程和主题成为车辆传达和平消息在有意义的情况下。这种方法不仅使主题健康和位于,但也激励学生学习和联系什么,他们了解自己的设置。它提供的背景和连接,探索,思考,反映,并内化积极的倾向。因此,每一位教师都成为和平教育家。师生互动、课本教学和教育学教学,学校管理和行政人员都必须面向和平教育。

新西兰地理学作业代写:学校气氛

The peace opportunities hidden in the curriculum are maximized when the school atmosphere is inspired with the values and attitudes of peace. Teacher-student interactions, lesson designs in textbooks, the pedagogic approach and the total life of school must all be oriented towards peace. The pedagogic strategy for education for peace is that of integration. The integrated approach has an edge over the “separate subject approach”. Constructivist psychology has established that children construct knowledge holistically. When knowledge is rooted in suitable contexts, it becomes more meaningful and enjoyable for the learner. In the integrated approach, the lessons and topics become the vehicles to convey peace messages in meaningful contexts. This approach not only makes the subject matter wholesome and situated but also motivates students to learn and to relate what they learn to their own settings. It provides contexts and connections to explore, think, reflect, and internalize positive dispositions. Thus, every teacher becomes a peace educator. Teacher-student interactions, textbook lessons and the pedagogy for teaching them, and the school management and administrative staff must all be oriented to education for peace.

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