Thesis On Teaching Strategies

Thesis On Teaching Strategies-46
The teaching strategies are closely related to the students’ knowledge acquirement.

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Relations within the classroom are governed by the interrelationship of students and teachers and have a significant impact on the set goals of the curriculum.

In accordance with the teaching content, individual characteristics of each student and their personal competences and affinities, teachers plan, create and apply different teaching strategies.

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Students are the focal point of the teaching process.

Relations and processes within the teaching process are closely connected to students’ emotions and their contentment with the teaching.Social forms of work should be aligned with teaching strategies with the aim of encouraging students to be active, develop knowledge and acquire skills.Particular attention should be paid to the influence of information technology on teaching strategies.”Emotional impressions of the teaching process regulate the relation of students to teaching and their degree of activity” (Poljak, 1990).A student who learns and creates in a pleasant atmosphere, with no feeling of fear, thinks faster and solves problems more creatively (Vizek-Vidović, Vlahović-Štetić, Rijavec and Miljković, 2014).Teaching strategies are also related to learning styles.Understanding their students’ learning styles will help teachers to additionally motivate any particular student during the teaching process to work harder by providing them the opportunity to solve certain tasks or problems in the way they are inclined to (Desforges, 2001).It is the duty of the teacher to set an example for the students how to actively listen and thus improve and develop quality communication processes in the classroom on daily basis.The modern teacher is expected to be able to motivate students to work with their communication skills and to prevent many unwanted student behaviors (Itković, 1999).The development of education through history is mentioned and important philosophers and thinkers, as well as experts in didactics whose work has made an impact on the development of didactics as a scientific discipline and on the contemporary didactic thought are singled out.Didactic theories and deliberations of their authors (Klafki, Schulz, von Cube, Mölle and Winkle, 1992) are described and mentioned according to their relation to the doctoral thesis.

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