美国加州洛杉矶代写:战术决定的方式

Keywords:美国加州洛杉矶代写

Lynch的研究（1990:119）说明教师做战术决定的方式（S）采用了特殊的课堂教学程序”（行动），与他们的心理脚本交织在一起，（信仰）。因此，教师的信念隐藏在他们的行动下成为一个安全的，也许是一个临时的教师，以使课堂决策。最近，博格确定了一个方面，连接到教师的实际指令在教室里。他所谓的“教师认知”。博格定义的术语为“教学不可观测的认知维度…它是教师所知道、相信和思考的东西（博格，2003：81）。这是基于过去的实证研究，表明之间的心理连接构建和课堂教师的实际指导，并在假设教师积极进行教学，思维决策者选择利用复杂的、面向实际的、个性化的，与知识、思想和信仰的上下文敏感的网络，（博格，2003:81）。虽然相当大的账户已支付教师的认知，很少引用了“语境因素可能促进或阻碍了教师的种类决定能够让（Borg，2003:98）。这意味着教师的知识可以影响甚至知情的特定语境因素或是命名为“文化教学”（Feiman Nemser和floden，1986）。这个概念意味着社会和机构的背景下，教师的工作通知他们的做法和行动在课堂上。（理查兹和洛克哈特，1996）。它还提高了课堂和制度文化环境的作用，在构建教师的信念和知识，例如，与其他教师，管理员，学生和工作环境的相互作用。
美国加州洛杉矶代写:战术决定的方式
Lynch's study (1990:119) illustrated the way teachers make 'tactical decision(s) to adopt a particular classroom procedure' (actions) which are entwined with their mental scripts, (beliefs). Consequently, teachers' beliefs hidden underneath their actions become a safe and perhaps a temporary resort for teachers in order to make classroom decisions. Recently, Borg identified one aspect that connects to teacher's actual instructions in the classroom. It is so-called by him as "teacher cognition". Borg defines this term as ' the unobservable cognitive dimension of teaching ... it is what teachers know, believe and think' (Borg, 2003: 81). This is based on past substantial research, which shows the connection between the psychological constructs and teachers' actual instructions in the classrooms, and also on the assumption that 'teachers are active, thinking decision-makers who make instructional choices by drawing on complex, practically-oriented, personalised, and context-sensitive networks of knowledge, thoughts, and beliefs' (Borg, 2003:81). Although a considerable account has been paid recently to teacher cognition, very little reference has been made to 'the contextual factors which may have facilitated or hindered the kinds of decisions teachers were able to make' (Borg, 2003:98). This implies that teacher's knowledge can be influenced and even informed by particular contextual factors or what is named as the 'culture of teaching' by (Feiman-Nemser & Floden, 1986). This notion implies that the social and institutional contexts in which teachers work inform their practices and actions in the classroom. (Richards & Lockhart, 1996:30). It also raises the role of the classroom and the institution cultural environment in constructing teachers' beliefs and knowledge; for example, interactions with other teachers, administrators, students and the working environment.