新西兰代写assignment:教育年轻人

2019-09-28 20:22

虽然从理论上讲，教育年轻人的教学设计应该由年轻人个人来主导，但我发现，过去和现在的教育体系似乎都更注重社会控制和减少个人对既定社会规范的偏离。与结果表和得到全面结果的经过证明的方法相比，从事学习的年轻人以及他们最有效学习的方法似乎是次要的考虑因素。实际上，个别的年轻人已经在教育政策中迷失了方向。在英国，Connexions是高度个性化的，它为学生提供个人面试和咨询方案，这些都是在学校的正常课程之外进行的，旨在帮助学生找到最有效的发展道路。然而，该计划几乎完全针对那些被认为“成绩不佳”或在某种程度上“不满”的学生。当出现问题时，人们就会求助于这里。这一观点认为，学校里所有的年轻人都应该追求一种标准，而任何不把这种标准归因于这一点的学生都是“成绩不佳”。“它的系统非但没有颂扬个性，反而似乎在打击个性，并寻求将个性最小化的方法;让每个学生回到一个更容易接受的工作或学习的道路上。
新西兰代写assignment:教育年轻人
Whilst pedagogical design for educating young people should, in theory, have individual young people themselves at its helm, I have found that education systems both past and present seem to focus more on social control and on reducing individual deviation from set social norm. The young people engaged in learning, and the methods by which they learn most effectively, seem to be secondary considerations compared to results tables and proven methods of gaining those results overall. Actual, individual young people have been lost in the midst of educational policy.In the UK, Connexions is highly individualistic in that it offers individual students personal interviews, and schemes of consultation which take place outside of the school’s normal curriculum, and which aim to help the student find the most effective path for their own development. However, the scheme has focused almost entirely on students who are judged to be ‘underachieving,’ or in some way ‘disaffected.’ It is the resort turned to when something appears to have gone wrong. This assumes that there is one norm which all young people in school should aspire to, and that any students who do not ascribe to this are ‘underachieving.’ Rather than celebrating individuality, its systems seem to discourage it and to seek ways of minimising it; and getting the individual student back onto a more acceptable path of work or study.

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