美国论文代写：欣赏的探究分析
美国论文代写：欣赏的探究分析。在解决学生在学习环境中的挑战，一个欣赏的探究为基础的实践是提倡在这一节。大多数研究工作致力于支持毛利儿童的双语和双文化教育的问题，同时符合条约的原则，似乎是以问题为基础的方法来解决问题。基于问题的方法更关注消极方面。相反，里奇等研究人员建议采取一种以欣赏为基础的询问方式。接下来美国论文代写专家将对哲学的探究进行以下分析。
欣赏式探究是后现代建构主义理论中产生的一个概念。根据这一理论，在将一些关键假设转化为实践之前，必须先理解它们。首先，欣赏式探究假设在每个社会中都有一些东西运转良好，社会关注的是他们的现实。因此，当别人因自己的行为结果而受到指责时，就不能鼓励亏损思维。基于当下的现实可以是多重的，在一个群体中，这样的现实可以通过相互质疑和相互互动来构建。此外，根据这一概念，当人们将过去的某些部分带到未来时，他们会更有信心，而当他们携带的部分是最好的部分时，这种行为会更加加强。除了承载一个人最好的过去，人们应该欣赏差异，语言作为社会现实的构建可能是差异的一个重要部分。根据Jenkin(2010)，这些赏识式探究的假设必须在幼儿教育中实施，以创造全面发展。“欣赏式探究是一个过程，它试图将发展交流的文化从关注个人和社区的负面构建转变为关注他们的优势和能力，通过关注高峰体验和成功来促进积极的变化”(Jenkins, 2010，第17页)。在实践中，这个过程可以用来帮助学生更好地交流。学生可以从他们的文化和理解中汲取积极的回忆。为了提供一个基于提瑞提的课程，促进积极的变化是必要的，而欣赏式的探究可以成为实现这种积极变化的方法。欣赏式的探究将帮助孩子们关注他们过去更好的部分，他们的文化和其他元素，如果不鼓励它们，就无法带入教育环境。当孩子们被要求分享这些方面时，教育环境就不再是人为创造的了。教育环境的社会方面不是人为的，而是通过孩子们的共同互动而变得真实和社会构建的。
欣赏式探究是后现代建构主义理论中产生的一个概念。根据这一理论，在将一些关键假设转化为实践之前，必须先理解它们。首先，欣赏式探究假设在每个社会中都有一些东西运转良好，社会关注的是他们的现实。因此，当别人因自己的行为结果而受到指责时，就不能鼓励亏损思维。基于当下的现实可以是多重的，在一个群体中，这样的现实可以通过相互质疑和相互互动来构建。此外，根据这一概念，当人们将过去的某些部分带到未来时，他们会更有信心，而当他们携带的部分是最好的部分时，这种行为会更加加强。除了承载一个人最好的过去，人们应该欣赏差异，语言作为社会现实的构建可能是差异的一个重要部分。根据Jenkin(2010)，这些赏识式探究的假设必须在幼儿教育中实施，以创造全面发展。“欣赏式探究是一个过程，它试图将发展交流的文化从关注个人和社区的负面构建转变为关注他们的优势和能力，通过关注高峰体验和成功来促进积极的变化”(Jenkins, 2010，第17页)。在实践中，这个过程可以用来帮助学生更好地交流。学生可以从他们的文化和理解中汲取积极的回忆。为了提供一个基于提瑞提的课程，促进积极的变化是必要的，而欣赏式的探究可以成为实现这种积极变化的方法。欣赏式的探究将帮助孩子们关注他们过去更好的部分，他们的文化和其他元素，如果不鼓励它们，就无法带入教育环境。当孩子们被要求分享这些方面时，教育环境就不再是人为创造的了。教育环境的社会方面不是人为的，而是通过孩子们的共同互动而变得真实和社会构建的。
在实践中，欣赏式探究对学生和教师都有帮助。例如，Jenkins(2010)讨论了自20世纪80年代以来，在新西兰的Aotearoa，重点是如何改善与毛利世界观、毛利语言、文化元素等交织的主流教育。Te Whāriki的引入也更好地实现了这一要求。学生们因为要在一个鼓励他们欣赏本国文化的环境中学习两种语言而面临问题，而教师也面临问题。在学习社区中有一些不切实际的期望和恐惧，而欣赏式的探究有助于解决这些问题。欣赏式探究注重将教育带入一个自然的社会建构的环境中，而不是社会人为创造的环境中。孩子是这个社会构建的环境的一部分，因此，欣赏式探究之后的教育环境不再是人为的环境，而更多的是一个自然的社会环境。whanau不再存在于学校环境之外。由于欣赏式探究法，决定实际学习的whanau被带入学生的学习环境。因此，幼儿教育满足了Te Whāriki的核心原则之一。
在欣赏式查询环境下，Te Whāriki实现了以下三个不同的目标。首先，Mana Whenua的归属感得到了满足。现在Te Whāriki的这个目标表明，孩子需要有归属感，幼儿教育应该旨在给孩子这种归属感。教育应该让他们更适应他们的日常生活、他们的语言和他们来自的地方。通过鼓励这些因素，欣赏式的探究有助于学生轻松地接受教育。
欣赏式询问的第二个含义是对玛娜·坦噶塔或贡献。现在根据Te Whāriki，幼儿教育环境必须培养平等的学习机会，鼓励孩子们做出贡献。赏识型调查关注的是孩子们的贡献，实际上鼓励他们贡献，交流，成为帮助同龄人的一员。在不同年龄、不同社区、不同背景的儿童中，这些贡献有助于带来一种互动感。因此，Mana Reo，另一个元素的Te Whāriki也很满意。根据Mana Reo的说法，一个人自身文化的语言和符号受到保护(MyECE, 2018)。在双语双文化环境中学习的孩子往往会失去对过去历史的关注。
Appreciative inquiry is a concept that derives from the postmodern constructionist theory. According to this theory, there are some key assumptions which have to be understood before translating them into practice. Firstly, appreciative inquiry assumes that in every society something works well and what the society focuses on is their reality. Therefore, deficit thinking must not be encouraged where someone else is blamed for the results of one’s actions. There can be multiple realities based on the moment and in a group such reality can be constructed well by questioning one another and interacting with one another. According to the concept furthermore, people will be more confident when they carry some parts of their past into the future and this action will be even more reinforced when the parts they carry are the best parts. In addition to carrying one’s best parts of the past, people should appreciate differences and that language as construction of societal reality could be a big part of the differences. According to Jenkin (2010), these assumptions of appreciative inquiry have to be implemented in early childhood education to create well rounded development. “Appreciative inquiry is a process that seeks to transform the culture of development communication from focusing on a negative construction of individuals and communities, to one that speaks to their strengths and capacities to promote positive change by focusing on peak experience and successes” (Jenkins, 2010, p.17). In practice, this process can be used to help students communicate better. Students can be helped to draw on positive recollections of their culture and understanding. For providing a Tiriti-based curriculum, it is necessary to facilitate positive change and appreciative inquiry could be the method to achieve this positive change. Appreciative inquiry would help children focus on the better parts of their past, their culture and other elements that cannot be brought into an educational environment without encouraging them. When children are made to share these aspects, the educational environment is no longer an artificially contrived one. The social aspects of the educational environment are not contrived but rather become real and socially constructed by the shared interactions of the children.
In practice, appreciative inquiry actually helps both children and the teachers. For instance, Jenkins (2010) discusses how since the 1980s, in Aotearoa, New Zealand, the focus is on improving mainstream education that is interlaced with Maori world views, Maori language, cultural elements, etc. The introduction of Te Whāriki also served to impose this requirement better. While students face issues because of being made to study two languages in an environment that proposes to make them appreciative of their cultures, it was observed that teachers o face issues. There are some unrealistic expectations and fear in the study community and appreciative inquiry helps address these issues. Appreciative inquiry focuses on bringing education into the interloop of a natural socially constructed environment instead of a socially contrived environment. The child is part of this socially constructed environment and hence educational environment that follows appreciative inquiry is no longer a contrived environment, and it is more of a natural social environment. The whanau no longer exists outside the school environment. Because of appreciative inquiry method, the whanau that determines actual learning is brought into the student study environment. Early childhood education thus satisfies one of the core principles of Te Whāriki.
In the appreciative inquiry environment, three different goals of Te Whāriki are satisfied, which are as follows. Firstly, the sense of belonging of the Mana Whenua is satisfied. Now this goal of Te Whāriki states that children need to have a sense of belonging and early childhood education should aim to give children this sense of belonging. Education should seek to make them more comfortable with their routines, their language and where they come from. Appreciative inquiry by encouraging these elements helps make students at home with their education.
The second implication of appreciative inquiry is for Mana Tangata or contribution. Now according to Te Whāriki, the early childhood education environment must foster equal learning opportunities where the child’s is encouraged to contribute. Appreciative inquiry does focus on children contributions and in fact encourages them to contribute, communicate and become a part of helping their peers. Where children are of different age, community, background, the contributions help bring in a sense of interaction. Thus, Mana Reo, yet another element of Te Whāriki is also satisfied. According to Mana Reo, the languages and symbols of one’s own culture are protected (MyECE, 2018). Children learning in a bilingual bicultural environment could tend to lose focus of their past histories. However, in appreciative learning, students are encouraged to talk about their past cultures, like a festival they celebrated at home where they were happy, and hence they rediscover their own backgrounds and become more positive about their integrated learning.
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