澳洲西澳大学代写:课堂上讲话的数量
Keywords:澳洲西澳大学代写
只有在过去的40年左右，在课堂上讲话的数量和质量进行了研究和评估。一个关键的问题是，在课堂上有建设性的谈话仍不足（亚力山大，2008节）。主要的国家战略，介绍了几乎触及2003在所有对话（DFES，2003a引剑桥初审，2009：第15页）和作为一个结果，老师都没有意见，如何有效利用谈学习。这不是在欧洲其他地方的情况。亚力山大（2008－99页）报道，在法国的对话在课堂上有更大的重点。他指出，良好的演讲技巧、推理和论证的能力将确定一个受过教育的人在法国，而在英国，好的读者和作家的价值高于社会。尽管这种强调阅读和写作技巧在英国，英国工业联合会2006，拼写和语法技能是一个低标准的报告（亚力山大，2008：99页）。国家课程要求孩子从五岁读，但圣人（2000：p.135）认为，孩子们有时被要求之前，他们已经开发出必要的语言与沟通，阅读理解能力阅读。国家战略认为，说话是一种必备的技能而不是一个可以教（亚力山大，2008：p），但这并不意味着教师不能支持儿童语言的发展。语言可以在课堂上建模和鼓励，这将特别有利于儿童作为第二语言的英语，在那里它可能不说话或有效地支持在家里。
澳洲西澳大学代写:课堂上讲话的数量
It is only during the last 40 years or so that the quantity and quality of talk in the classroom has been studied and evaluated. A key concern is that constructive talk in the classroom is still underused (Alexander, 2008: p.92). The Primary National Strategy which was introduced in 2003 barely touches upon talk at all (DfES, 2003a cited in Cambridge Primary Review, 2009: p.15) and as a result teachers are left with little advice on how to use talk effectively for learning.This isn't the case elsewhere in Europe. Alexander (2008: p.99) reported that in France dialogue has a much greater emphasis in the classroom. He noted that good skills in speech, reasoning and the ability to argue would identify an educated person in France, whereas in Britain good readers and writers are valued higher in society.Despite this emphasis on reading and writing skills in Britain, the Confederation of British Industry reported in 2006 that spelling and grammar skills are of a low standard (Alexander, 2008: p.99). The National Curriculum requires children to read from age five, but Sage (2000: p.135) thinks that children are sometimes being required to read before they have developed the necessary language and communication skills to read with comprehension. The National Strategies argue that talk is an acquired skill rather than one that can be taught (Alexander, 2008: p.100), but this does not mean that the teacher cannot support children's talk development. Language can be modelled and encouraged in the classroom and this would particularly benefit children with English as a second language, where it may not be spoken or supported effectively at home.
