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新西兰惠灵顿维多利亚大学代写:隐式或隐性课程

他是对的,因为大部分时间老师对某些孩子的表现不太好,因为他们来自不同的文化和教育背景,有着不同的学习风格。尽管在课堂上有这样的孩子,老师们还是被迫接受教育,这对她来说是一项艰巨的任务。在我的教育和我的教学生涯,我已经注意到,许多教师降低学术标准适合所有学习者的需求,推动的后座不情愿的工人阶级和避免他们参与课堂活动,避免某些儿童之间的眼神交流和互动。这类教师的行为在被贴上标签的学生中产生了歧视,如低组、森和LD,这些学生禁止这些学生像其他孩子一样学习。在我们的学校里,对3岁的孩子来说,第二次世界大战应该作为历史课的一部分来教授。老师评论课,因为他们的目标低能力组太难以理解和世界大战视频剪辑太硬让他们掌握因此,她建议调整单元,根据能力选择目标的任意子引用霍林斯(1996)解释说,任意子(1990)讨论的课程,根据社会阶层分化,揭示了隐式或隐性课程。计划的课程与所有社会阶层团体相似;然而,隐藏的课程包含了与每个群体不同的资本关系。

新西兰惠灵顿维多利亚大学代写:隐式或隐性课程

He is right because most of the time teachers perform ineffectively with certain children because they come from different cultural and educational backgrounds and have different learning styles. Despite of having children like these in class the teachers are forced to educate all which is a challenging task for her. During my own education and my teaching career I have noticed that many teachers bring the academic standards down to fit all learners’ needs, pushing the reluctant workers to the back seats of the class & avoiding them taking part in class activities and avoiding eye contact and interactions between certain children when needed. This type of behaviour of the teachers created discrimination among labelled pupils such as low group, SEN and LD which prohibited these learners to learn like other children. In our school for year-3 children the topic World War-2 should be taught as part of the History lesson. The teacher commented on the objectives of the lesson as they are too hard for the low ability group to understand and the video clip on World War-2 is too hard for them to grasp therefore, she was advised to adapt the unit and choose the objectives according to the abilities as Anyon cited in Hollins (1996) explains,Anyon’s (1990) discussion of the curriculum, differentiated according to social class, reveals the implicit or hidden curriculum. The planned curriculum was similar for all social class groups; however, the hidden curriculum included a relationship to capital that was different for each group.

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