学院论文代写:成人教育与普通教育的差异

17 10月 学院论文代写:成人教育与普通教育的差异

学院论文代写:成人教育与普通教育的差异

大多数成人是在被动和传统的课堂教学,然而,重要的是要注意到成人学习者涉及到与大学生相比的关键差异。许多成人学习者不得不感知不同的情境和责任,从而进一步干扰学习过程。大多数成年人自愿参加教育项目,同时围绕工作和家庭责任管理他们的课程(Illeris, 2007)。此外,大多数成人学习者具有较高的动机和任务导向。成年人还必须面对许多挑战,比如各种各样的职业机会,更少的机会依赖于稳定的社会结构,甚至要应付年迈的父母和家庭责任。

学院论文代写:成人教育与普通教育的差异
Reeves(1994)和Gold(1999)讨论了自上个世纪以来出现的两大教育理念。建构主义和指导性的学习和教学方法往往处于连续体的两端。从正常意义上讲,教育者选择的学习和教学方法与连续体保持一致(Fidishun, 2000)。instructivism的方法,老师已经设定的目标性能和开发一个系统的方法来学习的内容是独立于学习者,和这个哲学建构主义强调学习者和学习者的探索自我的诠释——方向(Ntiri,2013)。

学院论文代写:成人教育与普通教育的差异

Majority of the adults were taught in a passive and traditional classroom, however, it is important to note that adult learners involve key differences in comparison with college students. A number of adult learners have to perceive different situations and responsibilities that further results in interfering with the process of learning. Majority of the adults make voluntary entry in educational programs, while managing their classes around the responsibilities of work and family (Illeris, 2007). In addition, majority of the adult learners have higher motivation and task orientation. Adults also have to face a number of challenges like various career opportunities, fewer opportunities to rely on stable social structure, and even deal with ageing parents and family responsibility.

学院论文代写:成人教育与普通教育的差异
Reeves (1994) and Gold (1999) discussed two major philosophies of education emerging since the past century. The approaches of constructivism and instructivism towards learning and teaching tend to be lying at both sides of the continuum. In the normal sense, educators make a choice of approach towards learning and teaching lying in alignment with the continuum (Fidishun, 2000). In the approach of instructivism, the instructor has been setting the objectives of performance and developing a systematic approach to the content of learning that is separate from the learner, and the philosophy of constructivism lays emphasis on the interpretations of learner and the learner by exploring self- directions (Ntiri, 2013).