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The formation of a new educational environment is built on a fundamentally new basis a multidimensional understanding of life and is accompanied by the creation and improvement of a variety of school educational systems. The educational environment is a surrounding or a child, which accompanies his learning activities and influences his mental and moral development. This topic was chosen because the educational environment of a modern school is characterized by a number of features caused by socio-economic and psycho-pedagogical conditions of its existence. The latter should be taken into account by each teacher when building a professional activity. This concept must be remembered, because it is especially strongly associated primarily with the age characteristics of younger students, including the central needs and leading activities, social status and sensitivity.
Important aspects for memorization are the principles of curriculum design. The latter is a lesson-by-lesson development, with the inclusion of lesson topics, lesson objectives, a set of skills that students must acquire. Formulating subject goals and objectives is a very important section of the curriculum. The requirements of state standards, as well as the order for educational services of students and their parents should be taken into account when setting the goals of the subject. The main objectives of the subject are those that characterize the personal, meta-disciplinary and subject results of the educational program, which should be mastered by students, the experience of value relationships and creative experience (Gordon & Browne, 2017).Therefore, when developing a work program, it is necessary to plan to create adequate means of diagnostics of the degree of goals and objectives achievement. Objectives of the subject are usually grouped as worldview, methodological, theoretical, developing, educating, and practical. They act as private, relatively independent ways of achieving the goals (subgoals). In addition, the curriculum may formulate a range of typical tasks (in their general formulation) for all sections of the course, which each student must learn to solve.It is important that goals and tasks be understood unambiguously and be diagnosable. This concept should be kept in mind because it is fundamental to the organization of learning activities.
Reference
Gordon, A. M., & Browne, K. W. (2017). Beginnings & beyond: Foundations in early childhood education (10th ed.) Cengage.
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