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悉尼Report代寫:主動學習作為一種新的學習方式

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悉尼Report代寫:主動學習作為一種新的學習方式

,對大學生和教師都是重要而有效的。本文將說明什么是積極學習,積極學習如何成功地影響大學生的學習。然后給出結論和幾點建議。本報告獲得的信息來自期刊和論文。通過對本報告的研究,明確了積極學習對不同地區大學生的影響,對他們有積極的作用。

1。介紹
許多教育專家認為,與傳統或被動學習相比,大學生在積極的學習環境中學習得更多。所以主動學習獲得了負載的倡導者和越來越顯著(Bell & kahrhoff,2006)。本報告將闡明積極學習的意義,并著重探討積極學習對大學生的積極影響,有助于他們獲得學業上的成功。本報告將對積極學習提出結論,并為大學生成為主動學習者提供一些切實可行的建議。
2。主動學習
2.1定義
主動學習是課程班的所有學生都被要求做而不是只是聽相關的任何東西,看和做筆記(費爾德和布倫特,2009)。換句話說,主動學習是一個過程,所有的學生都積極參與建立的事實,了解事實,通過引導和指導者的活動和任務完成的想法和經驗(Bell & kahrhoff,2006)。例如,學生提出問題,分組討論,提出自己的觀點,做角色扮演,做案例研究。任何一種活動都能使所有的學生都參與到學習中去。
2.2積極學習對大學生的積極作用
事實上,主動學習對大學生有好處,因為它對大學生產生了積極的影響,使他們更容易獲得學業上的成功。原因如下。
首先,在主動學習中,學生有更多的交流機會。這是因為學生經常被要求在小組中工作,他們每個人都有足夠的時間單獨提出他們的意見。通過小組活動,學生不僅可以把自己的想法說出來也可以討論的隊友,有時候他們想說服別人同意他或她,或者有時被要求做一個最后的結論為一組,這樣,學生與他人交流(馬林柯維奇& prostck,1993)。有了良好的溝通和交流技巧,大學生會更加合作和自信,這些素質可以使他們的學院更成功。
第二,積極學習的學生接受概念理解的能力要強于不理解的學生。由于學生參與課堂活動,為了解決了導師的問題,他們要收集數據,分析、解釋、比較和評價的信息,因此,培養學生的高級思維水平(Pundak,ET,al,2009)。思維水平越高,學生對概念理解的理解就越深,理解的程度越高,學習的積極性就越高。為了達到學術上的成功,良好的概念理解能力是一個很好的幫助。

悉尼Report代寫:主動學習作為一種新的學習方式
Active learning, as a kind of new learning approach, is important and efficient to both university students and instructors. This report will illustrate what is active learning and how can active learning successfully influence university students in academy. Then the conclusion and a few recommendations will be given. The information obtained in this report comes from journals and papers. Through the research of this report, it is clear that active learning influences university students in various areas and is good for them.

1. Introduction
Many educational experts agree that university students study more in an active learning environment compared to those study in the traditional or passive approach. So active learning has gained load of advocates and become more and more significant (Bell & Kahrhoff, 2006). This report will throw light on the meaning of active learning and focus on the positive effects of active learning to university students which is good for them to gain academic success. Then this report will draw a conclusion on active learning and provide some practical recommendations for university students to become active learners.
2. Active learning
2.1 Definition
Active learning is anything related to course that all students in class are asked to do rather than just listening, watching and taking notes (Felder & Brent, 2009). In other words, active learning is a process where all students are actively involved in establishing the understanding of truths, facts, ideas and experience through the guiding and completion of instructors directed activities and tasks (Bell & Kahrhoff, 2006). For example, students put up questions, make discussion in groups, present their own opinions, make role plays and do case studies. It is any kind of activity that makes all students be engaged in the learning.
2.2 The positive effects of active learning to university students in academy
In fact, active learning is beneficial for university students, because it has several overwhelming positive effects on university students and makes it easier for them to obtain academic success. The reasons are as follows.
Firstly, in active learning, students have more chances to communicate. This is because students are often asked to working in small groups and each of them has adequate time to put forward their opinions individually. And through group work, students can not only speak out their own ideas but also can make discussion with teammates, and sometimes they want to persuade others to agree with him or her, or sometimes they are asked to make one final conclusion as a group, so in this way, students have to communicate with others (Marincovich & Prostck, 1993). And with a good skill in communication or interaction, university students will be more cooperative and confident, and these qualities can make their academy more successful.
Secondly, students taught in active learning receive a stronger ability to making conceptual understanding than those are not. Since students take part in the activities in class, in order to tackle the problems given by instructors, they have to collect data, analyze, interpret, make comparison and evaluate the information, as a result, students develop a higher thinking level (Pundak, et,al., 2009). A higher thinking level makes attribution for students to achieve conceptual understanding, the deeper they think, the more they understand, that is to say, active learning propels students to consider. And in order to achieve academic success, a good capacity of making conceptual understanding is a good help.


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悉尼Report代寫:主動學習作為一種新的學習方式

V:essayok
EssayHP
EssayHP為你提供最好的essay代寫服務。
悉尼Report代寫:主動學習作為一種新的學習方式

,對大學生和教師都是重要而有效的。本文將說明什么是積極學習,積極學習如何成功地影響大學生的學習。然后給出結論和幾點建議。本報告獲得的信息來自期刊和論文。通過對本報告的研究,明確了積極學習對不同地區大學生的影響,對他們有積極的作用。

1。介紹
許多教育專家認為,與傳統或被動學習相比,大學生在積極的學習環境中學習得更多。所以主動學習獲得了負載的倡導者和越來越顯著(Bell & kahrhoff,2006)。本報告將闡明積極學習的意義,并著重探討積極學習對大學生的積極影響,有助于他們獲得學業上的成功。本報告將對積極學習提出結論,并為大學生成為主動學習者提供一些切實可行的建議。
2。主動學習
2.1定義
主動學習是課程班的所有學生都被要求做而不是只是聽相關的任何東西,看和做筆記(費爾德和布倫特,2009)。換句話說,主動學習是一個過程,所有的學生都積極參與建立的事實,了解事實,通過引導和指導者的活動和任務完成的想法和經驗(Bell & kahrhoff,2006)。例如,學生提出問題,分組討論,提出自己的觀點,做角色扮演,做案例研究。任何一種活動都能使所有的學生都參與到學習中去。
2.2積極學習對大學生的積極作用
事實上,主動學習對大學生有好處,因為它對大學生產生了積極的影響,使他們更容易獲得學業上的成功。原因如下。
首先,在主動學習中,學生有更多的交流機會。這是因為學生經常被要求在小組中工作,他們每個人都有足夠的時間單獨提出他們的意見。通過小組活動,學生不僅可以把自己的想法說出來也可以討論的隊友,有時候他們想說服別人同意他或她,或者有時被要求做一個最后的結論為一組,這樣,學生與他人交流(馬林柯維奇& prostck,1993)。有了良好的溝通和交流技巧,大學生會更加合作和自信,這些素質可以使他們的學院更成功。
第二,積極學習的學生接受概念理解的能力要強于不理解的學生。由于學生參與課堂活動,為了解決了導師的問題,他們要收集數據,分析、解釋、比較和評價的信息,因此,培養學生的高級思維水平(Pundak,ET,al,2009)。思維水平越高,學生對概念理解的理解就越深,理解的程度越高,學習的積極性就越高。為了達到學術上的成功,良好的概念理解能力是一個很好的幫助。

悉尼Report代寫:主動學習作為一種新的學習方式
Active learning, as a kind of new learning approach, is important and efficient to both university students and instructors. This report will illustrate what is active learning and how can active learning successfully influence university students in academy. Then the conclusion and a few recommendations will be given. The information obtained in this report comes from journals and papers. Through the research of this report, it is clear that active learning influences university students in various areas and is good for them.

1. Introduction
Many educational experts agree that university students study more in an active learning environment compared to those study in the traditional or passive approach. So active learning has gained load of advocates and become more and more significant (Bell & Kahrhoff, 2006). This report will throw light on the meaning of active learning and focus on the positive effects of active learning to university students which is good for them to gain academic success. Then this report will draw a conclusion on active learning and provide some practical recommendations for university students to become active learners.
2. Active learning
2.1 Definition
Active learning is anything related to course that all students in class are asked to do rather than just listening, watching and taking notes (Felder & Brent, 2009). In other words, active learning is a process where all students are actively involved in establishing the understanding of truths, facts, ideas and experience through the guiding and completion of instructors directed activities and tasks (Bell & Kahrhoff, 2006). For example, students put up questions, make discussion in groups, present their own opinions, make role plays and do case studies. It is any kind of activity that makes all students be engaged in the learning.
2.2 The positive effects of active learning to university students in academy
In fact, active learning is beneficial for university students, because it has several overwhelming positive effects on university students and makes it easier for them to obtain academic success. The reasons are as follows.
Firstly, in active learning, students have more chances to communicate. This is because students are often asked to working in small groups and each of them has adequate time to put forward their opinions individually. And through group work, students can not only speak out their own ideas but also can make discussion with teammates, and sometimes they want to persuade others to agree with him or her, or sometimes they are asked to make one final conclusion as a group, so in this way, students have to communicate with others (Marincovich & Prostck, 1993). And with a good skill in communication or interaction, university students will be more cooperative and confident, and these qualities can make their academy more successful.
Secondly, students taught in active learning receive a stronger ability to making conceptual understanding than those are not. Since students take part in the activities in class, in order to tackle the problems given by instructors, they have to collect data, analyze, interpret, make comparison and evaluate the information, as a result, students develop a higher thinking level (Pundak, et,al., 2009). A higher thinking level makes attribution for students to achieve conceptual understanding, the deeper they think, the more they understand, that is to say, active learning propels students to consider. And in order to achieve academic success, a good capacity of making conceptual understanding is a good help.


編輯團隊由海歸留學生,英語專八畢業生及相關專業寫手組成,旨在為您提供高品質的代寫服務。

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