澳洲堪培拉论文代写:课堂学习质量

Keywords:澳洲堪培拉论文代写

本文旨在探讨小组作业对小学生的认知影响及其对课堂学习质量的贡献。本文将考察群体工作中的互动和行为是否对谈话事件的认知需求产生影响。同样的，它将确定同侪互动是否可以通过谈话来加强学习，小组工作可以被称为促进学生互动和参与的教学策略。因此，它使孩子接触到与他人工作和思考的不同方式和方法。小组工作促进了学生之间的归属感，有助于防止孤立、匿名和害羞，这些倾向往往伴随着学生在学校学习。小组工作给了一个互相学习的机会。有人认为，学生比老师更倾向于相互学习。通过小组工作，可以通过结对或小组合作来实现几个学习目标。通过这个，可以让学生总结他们的主要观点，比较他们的知识，复习考试的问题，解决问题以及生成类进步甚至在他们的技能和理解的评论。它已被建立，学生工作组倾向于学习妥协和解决争论的方法。同时，他们在科学、数学和阅读方面取得了快速的进步。伦敦大学学院的这项研究认为，教师只应充当群体的“指导者”，而不是以传统方式直接教孩子。这样做，孩子们将更专注于他们的课堂工作，澳洲堪培拉论文代写:课堂学习质量同时学生讨论的结果将增加一倍以上。项目研究员Ed Baines说：“小组工作是为学生的学习需要服务的。老师应该做的是鼓励学生克服他们的个人困难。教师不应该支配一个群体，而应该支持它。”
澳洲堪培拉论文代写:课堂学习质量
The purpose of this paper is to establish the cognitive impact of group work on primary school children and its contribution to the quality of learning in the classroom. The paper will establish if interactions and behaviours observed during group work have any effect on cognitive demand of talk episodes. On the same note, it will establish if peer interactions enhance learning through talk.Group work can be termed as a pedagogical strategy which facilitates interaction and participation among pupils. Consequently, it exposes children to different ways and approaches of working and thinking with others. Group work promotes a sense of belonging among pupils that can help to combat isolation, anonymity and shyness that always tend to accompany pupils at school. Working in groups gives one an opportunity to learn from one another. It has been argued that pupils tend to learn from one another better than they do from their teachers. Through group work, several learning goals could be achieved through collaboration either in pairs or in small groups. Through this, pupils can summarise their main points, compare their knowledge, review examination problems, solve problems as well as generate comments on class progress or even on their skills and comprehension.It has been established that pupils working in groups tend to learn ways of compromising and solving petty arguments. At the same time, they make rapid progress in science, mathematics and reading. The study from the Institute of London University argues that teachers are only supposed to act as "guides on the side" of the groups but not to teach children directly in a traditional way. By so doing, the children will become more focused in their class work and at the same time the outcome from the discussions among pupils will be more than doubled. Ed Baines, a project researcher said that: "Group work serves the learning needs of pupils. What teachers should do is encourage pupils to get over their personal difficulties. Teachers shouldn't dominate a group but support it."