美国宾夕法尼亚论文代写:数字故事

Keywords:美国宾夕法尼亚论文代写

我开始让自己更多的在数字故事使孩子开始时对各图写文字作为从业人员应“支持和脚手架个别儿童写作的机会会出现”（DFE，2012年31）。我想知道孩子的写作技巧，使我能支持她达到自己的最大潜力在识字她的最近发展区内（ZPD）。最近发展区是指之间的距离一个孩子可以做独立和他们有可能会随着更多知识的成人和同伴的支持（心、工具2014）。例如，我提供的儿童短篇故事和几句话的卡片有关她的故事，她可以用。从几个选项中，她能够选择她想要使用的单词，例如“构建”而不是“make”。有几个拼写错误，她发明了自己通过文字的声音但我鼓励孩子没有纠正她因为孩子的拼读可以反映出他们试图在连接关系的语言的发音的字母系统的持续（怀特海，2010）。我可以看出孩子写字时的信心增强了，写字时毫不迟疑。通过这个，我意识到孩子在识字的积极发展为孩子的写作技巧与早期学习目标在EYFS，她能写简单的句子，能读能正确拼写一些单词和发音合理（DFE，2012b）。随后，我把她所有的竣工图纸一起使用PowerPoint，因为它是一个简单的、容易理解的软件，用户可以创建和设计自己的幻灯片，没有太多的困难和新的学习者是合适的（茫茫，no date未注明出版日期）。孩子很兴奋，因为这是她第一次看到一个数字形式的故事，此外，她参与创建它。PowerPoint的功能，孩子可以轻松地选择动画/效果，使她能够更好地描绘她的故事。例如，孩子选择了拉开窗帘的效果来展示故事的开始。在数字故事中使用的软件效果使孩子能够有效地链接他们的故事，并展示他们对自己故事的理解，孩子们可以提高他们的阅读理解能力（沃格尔，2007）。通过使用效果呈现故事的吸引力和互动的方式，我相信它会支持孩子的素养通过连接词来形象，根据布鲁纳的学习，从年龄在他的第二个表象，标志性的模式，1-6岁儿童，孩子们学到的信息存储在图像形式（麦克劳德，2008）。我也选择了用录音机记录下孩子的声音，因为“写真实的声音能够让你注意和理解”（Elbow，1981:299尼尔森，2010引）。录音使孩子能够表达她不能用文字写的东西（尼尔森，2010），因此孩子觉得没有障碍去探索自己的词汇，当她说她没有在她的故事中说的话时，我能看到这一点。孩子想把音乐放在她的声音旁边，我同意，因为她在创作故事时会表现出她的情感和表情。在完成剪辑后，我播放了幻灯片，并赞扬了她的伟大作品，因为她的故事很有趣，再重读一遍，就能让孩子知道她的努力是值得的（劳伦斯，1998）。
美国宾夕法尼亚论文代写:数字故事
I started to involve myself more in the making of digital story when the child started to write text on each drawing as practitioners should “support and scaffold individual children’s writing as opportunities arise” (DfE, 2012a:31). I wanted to know the child’s writing skill so that I can support her to reach her maximum potential in literacy within her Zone of Proximal Development (ZPD). ZPD refers to the distance between what a child can do independently and what they could potentially do with the support of more knowledgeable adults and peers (Tools of the Mind, 2014). For example, I provided the child with short stories and few words’ flashcards related to her story that she can use. From the few options, she was able to choose which words she wanted to use, for instance, the word ‘build’ instead of ‘make’. There were a few spelling error where she invented herself through the sounds of the words but I encourage the child to continue without correcting her because children’s invented spelling can reflects their attempts in connecting the relationships of language’s sounds to the alphabetic system (Whitehead, 2010). I could see the child’s confidence in writing increased when she write without looking hesitant. Through this, I realised the child is developing positively in literacy as the child’s writing skill matched the early learning goals in EYFS where she could write simple sentences that can be read and could spell some words correctly and some phonetically reasonable (DfE, 2012b).Subsequently, I put all her completed drawings together using PowerPoint because it is an easy and accessible software where users can create and design their slides without much difficulties and it is suitable for new learners (Boundless, n.d). The child was very excited as it was her first time seeing a story in a digital form, moreover, she was involved in creating it. PowerPoint has the function where the child can easily choose the animation/effect that allowed her to portray her story better. For example, the child chose the curtain opening effect to display the starting of her story. The software effects that are used in a digital story enable children to link their story effectively and demonstrate understanding of their own story where children get to improve their reading comprehension (Vogel, 2007). Through the attractive and interactive way of presenting the story telling using the effects, I believe it will support the child’s literacy learning through the linking of words to image as according to Bruner, children from the age 1-6 years in his second mode of representation, iconic, the information that children had learned is stored in the form of images (McLeod, 2008). I also chose to use voice recorder to record the child’s voice because “writing with real voice has the power to make you pay attention and understand” (Elbow, 1981:299 cited in Nilsson, 2010). Voice recording had allow the child to express things she cannot write in words (Nilsson, 2010), therefore the child felt no barrier to explore her own vocabulary and I can see this when she said words that she did not write in her story. The child wanted to put music alongside with her voice and I agreed as it will display her emotions and expressions when she was creating the story. After completing the editing, I played the slides and praised her for her great work as treating her story interesting and reread it again can show the child that her effort was worth it (Lawrence, 1998).