新西兰代写assignment:教育结构

2018-05-09 17:53

这一理论对教育结构有很大的影响。在他晚年，马斯洛意识到激励个人需要一个环境的先决条件——刺激或挑战。马斯洛首先需要生理上的满足是非常基本的。这个问题简单地问学生是否在一个舒适和安全的环境中学习。在简单的英语中，学生是不是饿了，太冷了，太热了，是不是环境刺激了学习?如果一个学生的身体状况与学生的需求不匹配，他/她就不会被鼓励去学习或达到更高的要求。同样，如果学生不感到安全(通过第二种需要，安全)，他们将无法集中学习。一致的期望和教师的接受和不评判的态度也能培养学生对他们的老师有安全感和信心。当学生感到受到另一个学生或老师的威胁时，他/她可能不会像希望的那样进步。此外，在许多情况下，他/她从教育中恢复过来，而不是对其作出反应。为了减少威胁感，教师可以表现出保护和爱的感觉，这是第三层次的需要。
新西兰代写assignment:教育结构
This theory had a great impact on educational structures. In his later years, Maslow realised that an environmental precondition of stimulation, or challenge, was needed to motivate individuals. Maslow's first need of physiological satisfactoriness is very basic. This question simply asks if students are in a comfortable and safe surrounding for their learning. In plain English, are students hungry, too cold, too hot and is the environment stimulating to learn in? If a student's physical surrounding does not match properly with the student's need, he/she will not be encouraged to learn or to reach any higher need. Similarly, if students do not feel safe (via the second need, security), they will not be able to focus learning something. Consistent expectations and the accepting and non-judgmental attitude of the teachers can also produce students who feel secured and confident in their teachers. On the occasion that a student feels threatened by another student or by the teacher, he/she may not progress as well as hoped. Furthermore in many cases, he/she reverts from the education rather than responding to it. In order to lessen feelings of threat, a teacher can manifest feelings of protection and love, which is the third hierarchal need.

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