加拿大保育学论文代写:多元素养

加拿大保育学论文代写:多元素养

多识字的主要挑战是获得它。尽管全世界在技术方面已经取得了很大进步,但世界上许多地方的许多学习者却不能充分利用多方面的知识。在世界许多地区的学生仍然没有接受教育的机会,另一方面他们有获得高等教育的学生可以探索多识字,甚至为他们提供那些没有接受教育的学生独特的优势。年轻的学习者当教多读写技术成为高自信和具有多识字教学方法帮助强大的知识基础。多文化的知识使学生能够评价和判断思想与基于其他各种因素如价值观、文化规范的谨慎,在形式的歧视,即临界这使年轻的学习者通过做他们自我发现和自我发展的模式,学习过程的行为模式与社会主义实践。

多元素养有助于培养学生在处理社会主义和文化挑战时采取个性化的决策,并提供有意义的和富有成效的结果。另一方面,学习能力不强的学习者在社会、文化、学业和个人自立方面都没有那么多。由于缺乏自信和与世界平台相关的现实生活经验,他们不能自己做出任何流利的决定。因此,这些学生不能够将自己的先进的内容,以同样的方式作为他们的伙伴,材料可以多读写训练(Lockyer,2003)。多媒体素养的另一个主要挑战是通过多媒体技术恰当地展示教育内容。多媒体内容比传统的基于文本的内容更具有交互性、信息性和吸引力。多识字技术提供信息和内容的学习者通过YouTube,脸谱网,博客和空间等在一个更具吸引力的方式比传统的基于文本的方法。在多识字的情况下,它是很难离开现有的观念和做法与这些介质的教育,即使当它们被用于传授教育在课堂环境。

加拿大保育学论文代写:多元素养

The main challenge with multi-literacy is access to it. Though the whole world has advanced a lot on technological fronts still there are many learners in many parts of the world who are not able to take advantages of the multi-literacy.  Students in many parts of the world still don’t have an access to education on the other hand the students  who  have an access to advanced education can explore the benefits of multi-literacy that even provides them with a distinctive advantage over the students who do not have any access to education. The young learners when taught with the techniques of multi-literacy become high self confident and well equipped with strong knowledge base with the help of the pedagogies of multi-literacy. The knowledge of multi-literacy makes the student able to evaluate and judge the ideas with caution based on various other factors such as of values, cultural norms, behavioural patterns and the socialistic practices in both the forms i.e. discriminatory and critical this enables the young learners with their self-discovery and self-development processes through learning by doing mode.

Multi-literacy helps the students in developing stronger self confidence with which they take individualized decisions while handling the socialistic and cultural challenges and provides meaningful and productive results. On the other hand learners with no access to multi-literacy are not that much socially, culturally, academically and individually self- reliant. They are not able to take any fluent decisions on their own due to lack of self confidence and realistic experiences of life related to the worldwide platform. Thus these students are not able to connect themselves the advanced content and material in same manner as their fellows can that are trained with multi-literacy (Lockyer, 2003). Other major challenge with the multi-literacy is the proper presentation of the educational content through multi-media techniques. The multimedia content is more interactive, informative and engaging than the traditional content that was mainly text based. Multi-literacy techniques provide information and content to the learners through YouTube, Facebook, blogs and Spaces etc. in a more appealing way than the traditional text based methods. In case of multi-literacy it is quite difficult to leave the existing notions and practices associated with these mediums of education even when they are used for imparting education in the classroom environment.

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