教育干预方法论 Intervention Methodology in Education [4]
论文作者:www.51lunwen.org论文属性:作业 Assignment登出时间:2017-11-22编辑:cinq点击率:9781
论文字数:2000论文编号:org201711221444055949语种:英语 English地区:英国价格:免费论文
关键词:教育学assignment范文干预方法论
摘要:本文是留学生Education Assignment范文,主要内容是是通过相关研究理论,对教育干预方法论的应用进行分析研究。
herself “Io sto bene”. Students can understand little here or if they don’t. Teacher can use physical signs to teach them like pointing his / her hand toward black board and can say, “Si tratta di una lavagna”, (It is a blackboard). Here too students will not understand. But then teacher can try to point his / her finger on window and can say, “è una finestra” (it is a window), can point finger on door and can say, “è una porta” (it is a door). Here students can understand “è una” means nothing but It is. Teacher can try few new simple sentences later on. Like How are you doing?, How are you? , What are you doing? What am I doing, What we are doing?, What she is doing?, What principal is doing? In Italian language. “Come stai?, Come stai? , Che cosa stai facendo? Che cosa sto facendo, che cosa stiamo facendo?, Che cosa sta facendo?, Che cosa principale sta facendo?” . Here students can understand few basic words and able to respond them. Teacher can tell “bye bye , have agood day, see you” (bye bye avere una buona giornata) at the end of class.It is very interesting and quick learning technique. Here one who is teaches and one who is learning both can enjoy. Both can communicate with each other freely and both can feel comfortable after little time. Prospects of using this method is, it is quick, easy to implement and comfortable technique. In additon to this it technique can help the students to memorize words, sentences for long time, can help student in building vocabulary easily.The only disadvantage of this method is, in the starting phase students may get confused. Students may feel boarded or confused in early days as they don’t know much what was going. But a good teacher can overcome this problem via applying proper timing and gestures. So teachers and students all can enjoy study. Proper use of gestures and physical movement plays major part in success of this type of reference interventions. Teacher who use proper timing and gestures can use reference intervention more efficiently than who cannot use it. One can make subject more lucid and interesting with help of reference method. But if teacher don’t use it efficiently may be this reference intervention methodology won’t work as it supposed to be. It is not methodology’s failure but it is failure of particular teacher (Anon., n.d.). One can use Intervention methodology for language and other type of teaching too. For language teaching responsive intervention methodology and scaffolded interventions are mainly used due to their above described features and prospects. One can use both responsive intervention methodology and scaffolded intervention methodology at once. Means one can use a combination of both intervention methodologies responsive and scaffolded.
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。