Question

give three charectitestics of constructivist reaching illustrat these in the context of ​

Answer 1

Answer:

Three characteristics of constructionist teaching :

1. Teach by experience: Constructionist teaching is the main principle of child-centered education. In this arrangement, the environment is prepared for the reading of the children by their experiences, their curiosity and their active participation. . Child-centered system teacher maintains an important role in providing appropriate materials, natural conditions of learning for learning to children as a facilitator and continued his relentless and development opportunities to its Capacity by comprehensive evaluation.

2. Teaching from past and present knowledge :Constructionist teaching is an active process in which the learner creates new ideas or concepts based on his past and present knowledge. Selecting the information that learning takes His conversion, makes Establishment decisions and while doing so he relies on a cognitive framework. Knowledgeable structures (plan, mental form) organize experiences by making meaningful and give the person the opportunity to go beyond ' available information ‘.

3. Student-centered learning process: Constructionist teaching is actually a process based on observation and scientific study. It is known in which the children learn. This is a child-centered study system in which the current knowledge of children is used. Being inspired by the activity-driven learning process, they are ready to teach while enjoying the remaining activities. It does not even require special prejudice of children.

Before enrolling in the school environment and face the neighborhood of various sizes of the student during interactions and shapes (2-D and 3-D). He understands that everything has a shape. Each size is something that can be easily seen the attributes that are identifiable, can be identified, the name may be, they can be used to describe and classify them may be. The child is already familiar with the different instances of these sizes. Process: 1 School to everyday items used in environments such as cuboid, cylinder, sphere and usually rectangle such encounter shapes, circle, About the size of a square, triangle and so on. For this, all these things should be kept in front of the children or children should be sent to such things. Later the children have to make a few quiz's by the accelerator. Which ...

Teacher: "Tell me Reshma, what is this?"

Reshma: "Sir, this is a pot."

Teacher: "How is this (size)? "

Reshma: "This is so. (If it does not know the name of the name then it will be indicated by the gesture) Teacher: Wow! You know So it is called “round or spherical”  

However, it is important to keep in mind that the child may not be familiar with all of these names and therefore this term should be introduced only when it becomes well aware of any shape and its behavior. By then, the child can use a simple description of the ' sun-like ', ' door-like ', ' ball-like ', ' box-like ' etc.

Process: 2 Many of the activities that took place in the first few years included shaping of shapes ( 2-D and 3-D) and understanding their behavior. Children shapes tend to be frozen together; investigating naturally shapes create a complete picture frozen in turning, patterns and using them. Features of all these shapes during these procedures, how it shapes are fused together, how some shapes are framed some other shapes including, the impact on the shape to change a property of shape etc. things Let's sit in your mind. During process 1, children become familiar with the shape of the rectangle , circle , square , triangle etc. You are now also taught about the cube area. The paper folding to be activities It is also effective. Put the size of this size in front of the children in front of the children in front of the children. Now the children will be given paper and will ask the children to make such a thing. Children will not be able to make efforts. This will give knowledge to the children that the side of this thing is so much. Its length - how much is dispersion .

Later the teacher will take a piece of paper and say to the children that now I do as well. By imitating the teacher, the child will try to make things of any size. Paper folding to activities 4 Children of the age of the year begin to make perfect bend , but making the perfect turning point 7 It is only till the age of the year. Similarly, children begin to recognize basic geometrical shapes quite quickly and they even duplicate the teacher by turning the paper and making them, but making exactly the exact shape is usually 7 Only the age of the child can reach In this way, many types of activities are adopted in the teaching process, due to which the children are easy to teach - understand.