加拿大代写论文:构建思维

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关键的第二阶段开始构思理念在学生的心目中，他们是能够影响沥青，通过唱歌和玩乐器的声音和音调。这是一个至关重要的进步，因为它将提供第一个有形的机会，音乐教师充分评估不同的个人技能的儿童。在本质上，当学生开始掌握一定的工具，在课堂音乐学习自然的能力将变得明显。在这个阶段，成就的水平成为一个基准的进步的阶级和更多的指标，每个学生的个人能力。这，反过来，意味着个人的需求必须考虑因为一些学生将致力于“从关键阶段2研究方案则需要工作的水平更接近关键阶段4”（Philpott，2004）。因此，如何有效地评价和区分个别学生是当前音乐教师最关键的两个阶段。惠灵顿（2006:107）说：“中学学科教师面临的主要挑战是识别自己班上最聪明的学生，使用的教学策略，挑战这些学生。”

加拿大代写论文:构建思维

Key stage two begins to conceptualise the idea in the pupils’ minds that they are able to affect the pitch, sound and tone of music through singing and through playing instruments. This is a crucial progression as it will provide the first tangible opportunity for the music teacher to adequately assess the differing individual skills of the children. In essence, as the pupils begin to master certain instruments, natural aptitudes for musical learning within the classroom will become apparent. At this stage, the levels of attainment become less of a benchmark for the progression of the class and more of an indicator as to the individual abilities of each student. This, in turn, means that individual needs must be taken into consideration because some students will be working towards “programmes of study from key stage 2 while others will need to work at levels more akin to key stage 4” (Philpott, 2004:123). Therefore, the ability to effectively assess and differentiate between individual students is the most pressing concern for music teachers of key stage two. As Wellington (2006:107) declares:“The main challenge for the secondary school subject teacher is to identify the most able pupils in their classes and to use teaching strategies which challenge these pupils.”