以前解决研究来源集体观看演示了学生在学习语音的重要性和评估过程以及一个教育者的能力成功地实现学习者为中心的教学风格。此外,诺尔斯(1980)理论Androgogy意味着学习者合作协作将导致更高意义上的意识在他/她自己的责任和义务。因此,通过平衡创造性教学的应用技术,与以教师为中心的教学方法在高中的环境中,并通过学生被允许发挥更积极的作用在他/她自己的教育方法和目标,我们也许能够影响学生学业自我效能感;直接形式的积极的变化在他们的未来学术目标导向的行为。此外,学习者的过程变得更有意义,因此,允许个人投资课堂程序。这授权可以导致积极和成功的成就在青少年的高等教育经历,贷款信誉理论前提,以便利在教室会更顺利,更重大转变高中生进入大学生活,通过积极影响他/她的责任和义务以及通过直接提高个人准备的技能学习。因此,参与者有更强烈的学术自我效能感通过改善学术关系,学术活动和学术推理技能。
澳洲时尚学作业代写:解决研究来源
The previously addressed research sources collectively viewed have demonstrated the importance of the student voice in the learning and assessment process as well as an educator's ability to successfully implement a learner centered teaching style. Moreover, Knowles (1980) Theory of Androgogy implies learners working together collaboratively will lead to a higher sense of one's awareness in his/her own sense of accountability and responsibility. Thus, by balancing creative application of learner-centered techniques, together with teacher-centered instructional techniques in a high school environment, and through the student being allowed to play a more active role in his/her own educational methods and objectives we may be able to impact student academic self-efficacy; in the direct form of positive changes in their future academic goal directed behavior. In addition, the process becomes more meaningful to the learner; thus, allowing for a personal investment in classroom procedures. This empowerment could then lead to positive and successful accomplishments in the adolescent's post-secondary experiences, lending credibility to the theoretical premise that student-centered facilitation within the classroom leads to a smoother and more significant transition for a high school student entering college life, by positively impacting his/her sense of accountability and responsibility as well as by directly enhancing personal readiness skills to learn. Hence, the participants come away with a stronger sense of academic self-efficacy by improved academic relationships, academic activities and academic reasoning skills.
