代寫論文:教育項目實踐

29 6月 代寫論文:教育項目實踐

代寫論文:教育項目實踐
我參加的教育項目是我所在的大學的一個正式課程,在那裡,班級被分成三個小組,目的是為了政治辯論。我們參加了一場辯論,在辯論中我們主張反對美國介入外交事務,特別是在軍事介入的背景下。我們的每個小組都選擇了一個美國參與的特定問題。我們的小組關注的是美國在埃及的參與。每個小組的目標是從兩個不同的角度提出這個問題。我們要考慮到美國參與的好處和負面問題。我們組有四名參與者,其中兩名參與者收集了關於美國參與的好處的數據,其中兩名參與者收集了關於反對派立場的數據。我的角色是一名學生參與者,在教育工作者的目標中,讓我們承擔這個任務是由課程工作目標決定的多重因素。首先,這個任務是在課程剛開始時分配的,我們大多數人對彼此都很陌生。

代寫論文:教育項目實踐

所以課程是讓我們參與,互相了解的一種方式。第二,課堂上的大部分課程作業是體驗學習和建構主義學習。所以小組工作中的方法和活動也是如此一致。在第1部分中提出的學習活動,在這裡對學習理論和教學模式,包括學習者的特點進行了批判。運用建構主義學習理論。老師想讓學生參與者做一個練習。對於在某些班級工作的學生,他們被要求遵循一定的方法,並且這個方法被給予那些被期望遵循它的學生。相反,在這堂課上,教育者並沒有直接讓我們知道方法,而是讓我們做了一個關於政治練習的測試,學生被分成小組,讓他們學習這個概念。學生們被允許建立他們自己的世界,或者更確切地說是他們自己的方法,以確定對他們有用的研究方法。

代寫論文:教育項目實踐

The educational program where I participated in was a formal class at my University where the class was divided into three groups for the purpose of a political debate. We took part in a debate where we argued for an against the US involvement in foreign issues, especially in the context of military involvement. Each of our groups had picked a specific issue in which the US was involved in. Our group was focused on the US involvement in Egypt. The goal of each of the groups was to present the issue from two different perspectives. We were to think about the pros of US involvement and also the negative issues. There were four participants in our group and two of the participants collected data on the pros of US involvement and two of the participants collected data on the opposition stance. My role was that of a student participant and in the educator’s objective in making us take up this task was multi-fold as dictated from the course work objectives.Primarily, this task was assigned when the course just began and most of us were new to each other.

代寫論文:教育項目實踐
So the course work was a way to make us participate and get to know one another. Secondly, most of the coursework in the class was able experiential learning and constructivist learning. So the methods and activities in the group work were also so aligned. The learning activity that was presented in Part 1 is being critiqued here with reference to learning theories and models of teaching and learning, including the characteristics of the learners.The learning theory of constructivism was applied. The instructor wanted the student participants to engage in an exercise. For working in some classes, students are asked to follow a certain methodology, and the method is given to students who are expected to follow it. Instead in this class the educator instead of directly letting us know the method, made us do a test run on the political exercise where student participants were divided as groups and made to learn the concept. The students were allowed to construct their own world, or rather their own methods in order to identify the ways of research that would work for them.