澳洲莫道克论文代写:教师的认知

Keywords:澳洲莫道克论文代写

本研究的重点是教师的认知和在线课堂教学过程。特别是，本研究旨在探讨教师的教学方法进行语法教学的相关条款，无论他们采用归纳或演绎的方法。本研究的基本原理是检查教师的认知和格言（决策过程），他们的教学方法，当他们教相关条款，在网上课堂的语法课程之一。本研究的目的是建立以阐明这些心理过程和了解教师使用教学方法策略时的相关条款。本研究的结果表明，参与教师从事类似的过程在教学定语从句。即使他们要求学生通知或确定功能的“谁”和“哪个”的关系从句的例句，他们仍然倾向于使用演绎的方法来教他们的学生。一半的学生反映他们的老师使用演绎教学法。研究结果与本研究开始时的假设不一致。结果表明，教师的教学方法是由他们的教育计划的构建，教学前的培训课程、教学经验的英语教学环境和社会教育环境；他们大多不是由文化背景的影响，我认为会这样。在下面的段落中，研究结果的总结，他们的教学方法论的影响，研究的局限性和猜测将阐述和讨论。
澳洲莫道克论文代写:教师的认知
The focus of this study was on teacher cognitions and the teaching process within online classrooms. In particular, this study was intended to explore teachers' teaching methodologies when performing grammatical instruction for relative clauses, whether they applied an inductive or deductive approach. The rationales of this study were to examine teachers' cognitions and maxims (decision-making processes) for their teaching methodologies when they teach relative clauses, one of the grammar lessons within the online classroom. The purpose of this study was established to elucidate these mental processes and to understand the methodological strategies teachers employ when teaching relative clauses.Findings from this research indicate that the teacher participants engaged in similar processes when teaching relative clauses. Even though they requested their students to notify or identify the functions of 'who' and 'which' in the relative clauses from example sentences, they still tended to use deductive approaches to teach their students. Half of the students reflected that their teachers taught using deductive methods. The research results were not consistent with my assumption at the beginning of this study. The results indicated that teachers' teaching methodologies are constructed by their educational programmes, pre-teaching training courses, teaching experiences and socio-educational contexts in the ESL teaching environment; they are not mostly influenced by cultural backgrounds, as I had presumed would be the case. In the following paragraphs, a summary of the research results, their implications for pedagogical methodology, research limitations and speculations will be stated and discussed.