本文讨论了4-5岁儿童(基础阶段儿童)和关键阶段1学生的基于游戏和正式的教学方法。本文将从基础阶段和关键阶段1学生的期望学习成果出发，以基础阶段概况评估和关键阶段1的国家课程为框架，以及这其中包含的各种评估。这篇文章然后继续看的因素通常同意在成功的学习是重要的,和各种型号的“游戏为主”和“正式”学习应用于这些年龄的儿童,在基础阶段的背景下档案评估和关键阶段1的国家课程,和各种评估这体现了。这篇文章的结论是，无论采用何种学习方法，其他因素(如年龄、性别和社会经济状况)在决定学习结果时往往更为重要，因此，在基础阶段和关键阶段的教学中使用的方法相对不重要:重要的是教育孩子们,孩子们的学习过程是通过一个适当的评估儿童的能力和首选的学习风格和教学孩子尝试在尽可能的个人基础,因为这个年龄的孩子都有个人学习需求,基于其特定的发展阶段和其他外部因素影响孩子学习和动机学习的孩子有多少。
新西兰早教论文代写:基础阶段儿童
This essay debates play-based and formal approaches to teaching and learning for 4-5 year olds (Foundation Stage children) and for Key Stage 1 pupils. The essay will begin by looking at what is expected of Foundation Stage and Key Stage 1 level pupils, in terms of the desired learning outcomes, as framed by the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay then moves on to look at the factors that are generally agreed to be important in successful learning, and the various models of ‘play-based’ and ‘formal’ learning as applied to these ages of children, within the context of the Foundation Stage Profile assessments and the National Curriculum for Key Stage 1, and the various assessments this embodies. The essay concludes that whatever learning approach is used, other factors (such as age, gender and socioeconomic) are often more important in determining learning outcomes and that, as such, the methods that are employed in teaching children at Foundation Stage and Key Stage 1 are relatively unimportant: what is important is that children are taught, that children’s learning process is enabled through an adequate assessment of children’s abilities and preferred style of learning and that the teaching of children is attempted on as individual a basis as possible, given that children of this age all have individual learning needs, based on their specific developmental stage and other, external, factors that influence how well the child learns and how much motivation the child has to learn.
