美国明尼苏达代写作业:教学及评核的看法

2019-04-05 02:32

本研究旨在调查幼稚园教师对课程、教学及评核的看法。数据收集采用开放式问卷、访谈和观察。阿拉伯联合酋长国的44名幼儿园教师回答了调查表;六名教师随后接受了采访。结果显示，一些教师认为，官方课程不适合发展，因为它更注重学术而不是儿童在社会、身体、情感和智力方面的发展。研究结果亦显示，这些幼稚园教师在发展上适当的做法并没有得到充分的认同，而他们的教学及评核实践强调使用直接的教学方法教授学术技巧。本研究显示，这些教师对幼儿园所教内容的满意度存在一定程度的模糊性。这种模糊性表现在教师的回答中;当被问及对幼儿园课堂内容的满意度时，大多数人持肯定态度。然而，与此同时，大多数教师承认，课程有很多负面的一面，这可能是这种模糊的原因。另一个原因可能是，在阿联酋，幼儿教育仍然处于过渡阶段，因为它正在从旧的体系向新的体系过渡。为增加和评估家长参与，实施了三项行动策略:(1)要求家长和孩子在家一起计划;(2)观察孩子在“计划-做-复习”期间的玩耍情况;(3)询问父母通过计划参与的情况。由于父母和孩子在家一起计划，制定了更明确的活动计划。计划在家庭和幼儿园继续进行和发展。在家规划导致了儿童、工作人员和父母之间的定期互动。工作人员报告说，家庭计划产生的“生活游戏”是基于孩子们自己的生活。
美国明尼苏达代写作业:教学及评核的看法
Study aimed at investigating kindergarten teachers’ views of the curriculum, instruction, and assessment. Data were collected by an open-ended questionnaire, interviews, and observations. Forty-four kindergarten teachers in the United Arab Emirates responded to the questionnaire; six teachers were later interviewed. Results revealed that some teachers believe that the official curriculum is not developmentally appropriate, as it focuses more on academics rather than on child development in social, physical, emotional, and intellectual aspects. Results also revealed that the vision of developmentally appropriate practices among these kindergarten teachers has not been well-acknowledged and that their instructional and assessment practices emphasize teaching academic skills, using a direct instructional approach. This study shows revealed that there is a degree of ambiguity among these teachers about their satisfaction with what is introduced to children in kindergarten. This ambiguity appears in the teachers’ responses; the majority was positive when asked about their level of satisfaction regarding what is introduced in the kindergarten classroom. At the same time, however, the majority of the teachers conceded that there are many negative sides of the curriculum this might be the reason behind this ambiguity. Another reason might be that in the UAE, early childhood education is still in the transition stage, as it is moving from the old system to the new one.Bridge.H.,(2001) his study obsereved that children often parents involvement planned rich play activities that were connected to their home culture. Three action strategies were implemented to increase and evaluate parental involvement: (1) ask parents and children to plan together at home; (2) observe children’s play during ‘Plan-do-Review’ time; (3) ask parents about their involvement through planning. As a result of parents and children planning together at home, clearer plans of activity were produced. Plans were continued and developed at both home and preschool. Planning at home resulted in a regular pattern of interaction between children, staff and parents. Staff reported that planning at home produced ‘living play’ that was based upon children’s own lives.

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