俄亥俄代写Essay:教育的银行概念
ASSIGNMENT代写

俄亥俄代写Essay:教育的银行概念

2017-05-11 00:38

弗雷勒反对教育的银行概念,学生被看作是一个空的帐户/库,由教师知识充填沉积。在银行概念中,教师被认为是思想家和谈判者。学生跟着听,不问“为什么?”佛瑞认为批判性思维和对话是一个银行教育替代。通过有意义的对话,学生和教师能够产生新的知识和经验。被认为是被压迫者的学生批判地看待世界,挑战沉默的文化。这一过程使学生对问题的现状和释放自己的压抑,我应用了佛瑞的实践概念在现实生活中帮助弥合理论与实践之间的差距在行动的课程,而我的社区青年工作,改变行动的女孩(GAC)。GAC的使命是通过互动的,结构化的课程,侧重于社会,政治和经济正义,促进学术成果,积极的领导力,并赋予有风险的年轻女孩赋权。GAC的三个组成部分包括学术辅导,个人和领导力发展,服务学习。GAC由6名年龄在14岁到17岁的女孩组成。GAC每年在当地社区中心每周举行一次,为期两个小时。所使用的课程突出种族,性别,阶级,性,政治和文化问题。课程设置有一定的局限性,它只提供学生对主题的简要快照,不允许深入分析和反思问题,阻碍学生的批判意识。每月,客座演讲者访问GAC并讨论与课程相关的问题。此外,GAC选择、规划和实施季度社区服务项目。这些服务的学习经验,使他们能够作出宝贵的贡献,他们的社区以及亲身体验的问题,是普遍在他们的社区。
俄亥俄代写Essay:教育的银行概念
Friere opposed the banking concept of education in which the student is viewed as an empty account/vault that is filled by knowledge deposited by the teacher. In the banking concept the teacher is viewed as the thinker and the one who talks. The student follows and listens and does not question "why?" Friere maintained that critical thinking and dialogue was a substitute for banking education. Through meaningful dialogue, students and teachers are able to produce new knowledge and experiences. The student, who is considered as the oppressed, critically views the world and challenges the culture of silence. This transformative process allows students to question the status quo and liberate himself from the oppression.I have applied Friere's praxis concept in real life to help bridge the gap between theory and practice in action in curriculum, while working with my community-based youth group, Girls in Action for Change (GAC). The mission of GAC is to promote academic achievement, positive leadership, and empowerment for at-risk young girls through interactive, structured curriculum that focuses on social, political, and economic justice. The three components of GAC include academic coaching, personal and leadership development, and service learning. GAC consists of 6 girls between the ages of 14 and 17. GAC meet once a week for two hours at a local community center during the school year. The curriculum that is used highlights race, gender, class, sexuality, political, and cultural issues. The curriculum is somewhat limited in that it only provides students with a brief snapshot of the subject matter and does not allow for in-depth analyses and reflection of the problem which hinders students' critical consciousness. On a monthly basis, a guest speaker visits GAC and discusses an issue that is pertinent to the curriculum. In addition, the GAC select, plan, and implement quarterly community service projects. These service learning experiences enable them to make a valuable contribution to their community as well as experience firsthand the issues that are prevalent in their community.