英国肯特大学代写作业:认知能力

Keywords:英国肯特大学代写作业:认知能力

有些人可能通过天生的认知能力来获得这种能力，而有些人则必须通过有意识的反思技巧来构建这种能力。然而，该模块的经验告诉我，它不是一个选项:人际关系的有效性基本上要求个人行使这一功能，或开发它，视情况而定。正如博尔顿所解释的，“反思性实践和反思性不是一门学科，而是一种应该渗透到课程中的教学方法。”(5)这并不是说正式定义的学科知识、学术技能或教学职位本身在课程过程中就不那么重要或无足轻重了。然而，它确实表明，管理学习动态的能力，以及通过人际关系的发展来证明这一点的能力，已经变得更加突出。公平地说,就像弗雷泽和Bosanquet,“……学生课程及其受体的影响变化…”(6),我发现,在互动的学习环境,课程的有效性并定义在很大程度上取决于我们是学习者,特别是通过我们愿意贡献新的知识的看法。在这方面，正如Fraser和Bosanquet所指出的，“与该学科相关的知识和该学科领域的研究性质的变化，也会影响该课程的结构和学习目标……”
英国肯特大学代写作业:认知能力
Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum.’ (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ‘…Students are the receptors of the curriculum and their impact upon it varies…’ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme…