美國教育學作業代寫 快樂活動

孩子們在教室里最快樂的時候是他們在活動、唱歌和邊做邊學。這與所有的研究結果是一致的。音樂和運動對大腦有好處,但對靈魂也有好處。Jones(2010)說隨著音樂的移動可以提高孩子們對他們身體的專注力和他們能做什么。它還可以幫助他們發展自信的感覺和精細的運動技能。Isenberg和Jalongo(2001)認為,將日常體育活動融入課堂的重要性在于,兒童最初的運動活動體驗會激發他們日后的知識、概念發展、能力和觀點,因此選擇合適的教學策略至關重要。溫伯格(1998)說,音樂處于劣勢,因為它太有趣了。他還問,如此令人愉快的事情在教育中真的至關重要嗎?毫無疑問,他的回答是肯定的。音樂為交流和表達,創造和配對學習提供了廣闊的空間,它對大腦有好處,可以增加學習和認知的發展。如果學生在學校里過得開心,他們就更有可能投入到學習中去,并感覺他們的教室有一個積極的學習環境。音樂和運動與大腦發育和學習有許多聯系。兒童天生就會在日常生活中使用音樂。所有的文章似乎都同意音樂和運動應該在每個教室都有一席之地。同樣重要的是要認識到,音樂和動作的整合方式在每個層次和每個老師之間看起來都是不同的。關于音樂和運動對課堂氣氛的影響的研究并不多。然而,大多數文章都同意音樂和運動對兒童以及他們的心理情感成長有好處,但我們發現很少有研究直接涉及這方面的研究。我們認為這是由于很難測量課堂氣氛。一個人可能會覺得是一個積極的或有趣的環境,另一個人可能不會。這更像是一種觀點vs.事實。高質量的幼兒教育課程將把音樂和運動融入到日常活動中。(莫里斯Izumi-Taylor梅雷迪思,希克斯,2012)為了使這個音樂和運動教育學成為中央在自己的教育哲學,教師、孩子,學校領導必須合作設想和理解這意味著什么教和學音樂和運動的核心學生的教育經驗。

美國教育學作業代寫 快樂活動

Children are happiest in the classroom when they are moving, singing, and learning by doing. This is parallel to what all of the research says. While music and movement are good for the brain, they are also good for the soul. Jones (2010) says that movement to music advances children’s mindfulness of their bodies and what they can do. It can also aid them in developing feelings of self-confidence and fine motor skills. Isenberg and Jalongo (2001) see the importance of a classroom that incorporates daily physical activities when they say that children’s initial experiences with movement activities inspire their later knowledge, concept development, abilities, and outlooks, so selecting proper teaching strategies is critical. Weinberger (1998) says that music is at a disadvantage because it is so much fun. He also asks, can anything so pleasurable really be vital in education? His answer is, unquestionably yes. Music offers vast occasions for communication and expression, for creativity and paired learning—plus, it’s good for the brain and can increase learning and cognitive development. Students are more likely to be engaged and to feel that their classroom has a positive learning environment if they are happy while in school. Music and movement have many connections to brain development and to learning. Children innately move to and use music in their daily lives. The articles seemed to all agree that music and movement should have a place in each classroom. It is also important to recognize that the way the music and movement are integrated can look different at each level and from teacher to teacher. Not as much research was found on the effects of music and movement on the classroom climate. However, most all of the articles agree that music and movement are good for children and for their psycho-emotional growth, but we found little research that directly dealt with this aspect of the study. We feel that this is due to the fact that it is hard to measure classroom climate. What one may feel is a positive or fun environment, another may not. This is more of an opinion vs. fact.A high quality early childhood educational curriculum will integrate music and movement into everyday activities. (Izumi-Taylor, Morris, Meredith, & Hicks, 2012) In order for this pedagogy of music and movement to become central in one’s own educational philosophy, teachers, children, and school leaders must collaborate to envision and understand what it means to teach and learn with music and movement at the heart of a student’s experiences in education.

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