美国康奈尔论文代写:“认知”或“自治”

Keywords:美国康奈尔论文代写

首先是“认知”或“自治”的模式，这占据了在过去的二十年里，特别是与国家课程，然后是在全国扫盲战略引进英国教育政策（NLS）在上世纪90年代。两者都试图改变识字教学在小学和中学。古德温和Findlay（2003）的NLS的目的鼓励神秘学科教学和参与帮助学生在每门课程的所有学科专家识字。然而，强调“自主”的识字模式是一个失败的承认不断变化的性质识字。这种技能为基础的观点，一个普遍的或资质代表识字的意义，在有限的心理操作。因此，如果我们把识字教学看作是掌握一些重要的，但基本上基本的技术技能，如拼写和书写系统的控制，也许如何塑造简单的书面句子。素养成为一个相对简单的和没有问题的事情，学会在早期并用，不管以何种方式出现适当的重用。根据华尔街（1995），这种传统的识字定义是基于“自治模式”的，因为它是从社会、文化和历史背景中提取出来的。当处理作为一个技术技能或心理操作独立的社会背景下，识字与后果，它嵌入的社会情况无关。此外，街（1995）解释说，它有限的社会结构的概念和特定的文化形式的关注。因此，在一个自主的模式，识字是分离的社会背景，并认为是一个独立的变量，使联想识字与象征性的元素，如进步，社会流动性和经济稳定（哇，1996）。在我们的社会中，识字的好处是神话般的品质，正如街道所暗示的，“识字神话”对那些识字的人提出了错误的期望，相比那些被称为“懒惰”的文盲，或者更糟糕的是无法学习。这种情况使政府能够将注意力从社会问题转移到个人缺点上.
美国康奈尔论文代写:“认知”或“自治”
The first is the 'cognitive' or 'autonomous' model, which has dominated educational policy for the last two decades especially in the UK with the introduction of the National Curriculum which then was preceded by the National Literacy Strategy (NLS) in the late 90s. Both of which attempted to 'transform' literacy teaching in the primary and secondary school. Goodwyn and Findlay (2003) are encouraged by the aim of the NLS to demystify subject teaching and to involve all subject specialist in helping pupils become literate within each subject. However, the emphasis on the 'autonomous' literacy model is a failure to acknowledge the ever-changing nature of literacy. This skills-based view of a universal or aptitude represents the meaning of literacy in terms of limited mental operations. Therefore, if we view literacy teaching and learning as a matter of mastering certain important, but essentially basic technical skills in control of such things as the spelling and writing system, and perhaps how to shape simple written sentences. Literacy becomes a relatively simple and unproblematic matter, learned in the early years and then used and reused in whatever ways appear appropriate. According to Street (1995), such traditional definitions of literacy are based an "autonomous model," autonomous because it is extracted from its social, cultural, and historical context. When treated as a technical skill or mental operation independent of social context, literacy is associated with consequences that have no relation to the social situations in which it is embedded. In addition, Street (1995) explains, it gives limited attention to social structures within which the concepts and specific cultures are forms. Therefore, in an autonomous model, literacy is separated from its social context and considered an independent variable making it possible to associate literacy with symbolic elements such as progress, social mobility and economic stability (Gee, 1996). In our society, the benefits for being literate has taken on mythic qualities as Street suggests this 'literacy myth' raises false expectations for those who do become literate in comparison to the 'illiterate' who are branded as too lazy or, even worse unable to learn. This situation enables government to shift focus away from social problems onto individual shortcoming