高中学生来表与不同程度的学术准备,以及一个几乎完全从传统的教师为中心的教育方法。研究成人教育领域的明显,学生接触到学习者为中心的教学都是个人内心中,人际关系更学术成功(梅里厄姆& Caffarella,1991)。因此,最直接的问题是,学习者的应用文献集中在高中教学,而不是大学教学,最多是稀疏的。如果我们要建立一个学习和教学理论和实践之间的桥梁高中和高等教育,似乎逻辑广泛探索和应用学习者为中心从成人教育领域的技术,将提高学生的责任意识,责任,学术准备因素,因此学术自我效能。由于认知能力的平均高中生和大学新生开始本质上相同的情况下,适当的方法似乎是使用一个学习者为中心的设计,促进实践针对学术推理能力的增强,以及学术经验/活动和学术关系,高中的学生。这是真的,因为考虑到委托对公共教育目前的联邦、州和地方政府模型,很明显,最好的行动研究计划将整体需要解决学术推理技能收购由于标准化的测试需求,学术关系由于增加对学生的期望社会调整青春期晚期和学术经验/活动由于挥之不去的教学责任和措施有效性的问题,周围的教学新模式。因此,学术自我效能或未来的面向目标的学术计划似乎最合乎逻辑的方式来评估如果学生参加学习者为中心的教学是过桥更频繁和更大的动机从高中到中学后教育生活。
澳洲土木工程论文代写:高中生的问题
High school students come to the table with varying degrees of academic readiness, as well as an education that is almost exclusively from traditional teacher centered methodology. The research in the field of adult education is clear that students exposed to learner centered instruction are both intrapersonally and interpersonally more academically successful (Merriam & Caffarella, 1991). Thus, the immediate problem is that the applied literature for learner centered instruction in high school, as opposed to college instruction, is at best sparse. If we are to build a learning and instructional bridge of both theory and practice between high school and higher education, it seems logical to extensively explore and apply learner centered techniques from the field of adult education that will improve the student's sense of accountability, responsibility, academic readiness factors, hence academic self-efficacy. Given the cognitive capacity of the average high school senior and the beginning college freshman as essentially equal, the appropriate approach seems likely to be the use a learner centered design to promote practice targeting the enhancement of academic reasoning skills, as well as academic experiences/activities and academic relationships, of the high school student. This is true because given the mandates imposed on public education by current federal, state, and local governmental models, it is clear that the best action research plan will holistically need to address academic reasoning skills acquisition due to standardized testing requirements, academic relationships due to increasing expectations for student social adjustment in late adolescence, and academic experiences/activities due to lingering questions of instructional liability and validity measures, surrounding new models of instruction. Consequently, academic self-efficacy or future goal oriented academic plans seems the most logical way to assess if students participating in learner centered instruction are crossing the bridge more frequently and with greater motivation from high school to post-secondary education life.
