美国加州洛杉矶代写:初级课程

Keywords:美国加州洛杉矶代写:初级课程

以目前马来西亚初级课程为例。它由五个可考的科目组成，即马来西亚文(2)、英语、数学和科学。很明显，这里强调的是基础知识，即阅读、写作和算术的基本技能。这一阶段还引入了基本的自然科学，而生活技能则没有。然而，伊斯兰教和道德研究在精神和道德发展方面，都是穆斯林和非穆斯林的非应试科目。UPSR考试作为期末总结性评估，以评估整个学年的指导效果。以上所述基本反映了本质主义的基本课程要素。因此可以说，在初级阶段，国家教育哲学实际上是建立在本质主义的基础上的，以学科教学和考试为重点。当然，多年生主义在这个阶段是不适用的，因为年轻人的认知能力较低，他们仍然掌握着基本的学习。在他们尚未成熟的思维中，重构主义的观点也不具有相关性。多年生的方面只体现在提供伊斯兰/道德研究方面。
美国加州洛杉矶代写:初级课程
Take, for instance the current Malaysian primary level curriculum. It consists of five examinable subjects, viz. Bahasa Malaysia (2), English, Maths and Science. It is clear that the emphasis here is on the basics, i.e. the elementary skills of the 3 Rs - reading, writing skills of language, and arithmetic. Rudimentary natural science is also introduced at this stage, while living skills is absent. Islamic and Moral Studies are, however, taught as non-examinable subjects to Muslims and non-Muslims respectively for spiritual and moral development. The UPSR exams are conducted as end-of-term summative assessment to gauge the efficacy of instructions throughout the school year. The foregoing reflects the fundamental curricular elements of essentialism almost to a tee. Thus it can be said that at primary level the National Philosophy of Education is practically based on the essentialist approach, in terms of subjects taught and focus on exams. Certainly, perennialism is inapplicable at this stage where the young minds are still grasping with basic learning given their lower order cognitive skills. Neither would reconstructionist ideas find relevance in their yet-to-mature thinking. The perennialist aspect only manifests itself in the delivery of Islamic/Moral Studies.