美国洛杉矶代写Assignment:循证实践运动

2017-08-10 14:50

循证实践运动并没有重复“职业”的定义，它涉及到明确的要求。它建议实践应该比以前更直接地被研究证据引导。此外，教育作为一种职业，或一种职业的集合，一直是一个复杂和有争议的。众所周知，在大多数国家，教师没有获得任何的自主权由其他专业人士如律师和医生了。此外，他们的实践所依据的知识主体往往是学科知识。因此，在最近的几十年里，在英国和其他一些国家，对小学教师的学科知识薄弱的把握，特别是在科学和数学领域，一直负责什么已被确定为教育绩效水平较差（traianou，2007，第11页）。与此相反，在循证实践开始之前，研究知识已经很好地塑造了教育实践。让·皮亚杰和维果斯基这两位著名的教育研究人员几十年前就开始工作，他们的思想对教育实践产生了不同的建议。显而易见，皮亚杰的名字经常被“发现学习”和进步教育的倡导者所采用，这两种方法强烈地强调了学习者的自主性。此外，他还强调儿童学习的认知结构，发挥的重要作用，更普遍的是，学习者学习什么取决于他们的起点（e891教育咨询、学习指导，p.18）。在这一点上，同样重要的是要提到，维果茨基借鉴了皮亚杰的著作，他们都认为学习者应该积极地建构他们对世界的理解。他们都否认学习是对外界刺激的被动反应，但它远远超出了儿童学习的范围。事实上，它对所有教育形式都有一个重要的信息。此外，哈格里夫斯确实提到了“教学不是目前研究型职业”，他继续说：“我毫不怀疑，如果是这样，教学会更有效和更令人满意的”（哈格里夫斯，Hammersley，2009，第3页）。
美国洛杉矶代写Assignment:循证实践运动
The movement for evidence-based practice does not repeat the ideas of the definition of a 'profession', it does involve distinctive requirements. It proposes that practice should be guided much more directly by research evidence than previously. Furthermore, education as a profession, or a collection of professions, has always been a complex and contested one. It is well known that, in most countries, schoolteachers have never gained any autonomy and power achieved by other professions such as lawyers and doctors. In addition, the main body of knowledge on which their practice was supposed to be based was very often subject knowledge. Thus, in recent decades, in the UK and some other societies, a weak grasp of subject knowledge on the part of primary-school teachers, especially in the areas of science and mathematics, has been held responsible for what has been identified as poor levels of educational performance (Traianou, 2007, p.11). In contrast to this, research knowledge has been shaping the educational practice well before the evidence-based practice began. Jean Piaget and Lev Vygotsky, the two famous educational researchers have worked a few decades ago and their ideas have been generated diverse recommendations for educational practice. It is obvious since Piaget's name often has been invoked by advocates of "discovery learning" and progressive education two approaches that strongly emphasise the autonomy of the learner. Furthermore, his work also highlights the important role that cognitive structures play in children's learning, and, more generally, that what learners learn will depend on where they are starting from (E891 Educational Enquiry, Study Guide, p.18). At this point, it is also important to mention that Vygotsky drew on Piaget's work, and they both believed that learners should actively construct their understanding of the world. They both denied that learning is a passive response to external stimuli but it has implications well beyond the context of children's learning. Indeed, it carries an important message about all forms of education. In addition, Hargreaves literally mentions "Teaching is not at present research-based profession" and he continues "I have no doubt that if it were, teaching would be more effective and more satisfying" (Hargreaves, in Hammersley, 2009, p.3).

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