英国邓迪论文代写:建设性的谈话
Keywords:英国邓迪论文代写
只有在过去的40年左右，在课堂上讲话的数量和质量进行了研究和评估。一个关键的问题是，在课堂上有建设性的谈话仍不足（亚力山大，2008节）。主要的国家战略，介绍了几乎触及2003在所有对话（DFES，2003a引剑桥初审，2009：第15页）和作为一个结果，老师都没有意见，如何有效利用谈学习。这不是在欧洲其他地方的情况。亚力山大（2008－99页）报道，在法国的对话在课堂上有更大的重点。他指出，良好的演讲技巧、推理和论证的能力将确定一个受过教育的人在法国，而在英国，好的读者和作家的价值高于社会。尽管这种强调阅读和写作技巧在英国，英国工业联合会2006，拼写和语法技能是一个低标准的报告（亚力山大，2008：99页）。国家课程要求孩子从五岁读，但圣人（2000：p.135）认为，孩子们有时被要求之前，他们已经开发出必要的语言与沟通，阅读理解能力阅读。国家战略认为，说话是一种必备的技能而不是一个可以教（亚力山大，2008：p），但这并不意味着教师不能支持儿童语言的发展。语言可以在课堂上建模和鼓励，这将特别有利于儿童作为第二语言的英语，在那里它可能不说话或有效地支持在家里。
英国邓迪论文代写:建设性的谈话
My investigation was based on two science tasks on floating and sinking, a topic in which the children had very little prior knowledge. The same four children attended two twenty minute sessions and my aim was to develop their knowledge on why objects float or sink (see Appendices A and B for lesson plans).I planned the tasks after observing the teacher and children in a wide range of subjects (Appendices C and D) to gain an understanding of the teacher's practices and record how the talk was used in the classroom. I particularly observed the types of questions the teacher used, the use of exploratory and presentational talk, how the children were grouped together and the use of dialogic teaching, to see their influence on the children's learning and the teacher's assessment opportunities. Reflecting upon the effectiveness of these methods influenced my own lessons within the class (Appendix E). I used a lot of talk within these lessons, so the post-lesson evaluations (Appendix F) allowed me to observe which talk methods were the most effective, which in turn influenced my science task plans.My TE1 partner observed and took notes of the discussion and activities during these tasks (Appendix G). Worksheets also allowed me to record the children's ideas (Appendices H and I). The first science task was to assess the children's initial understanding of floating and sinking. I documented the general misconceptions that were stated during this session (Appendix J). The second science task, influenced by these misconceptions, provided the children with experiences aimed to develop their understanding.
