Since 2011, Wish Elementary School has gradually applied a character education course to their first and second grade curriculum that is aimed at encouraging students to become more efficient by learning course material that promotes a caring and shar... Since 2011, Wish Elementary School has gradually applied a character education course to their first and second grade curriculum that is aimed at encouraging students to become more efficient by learning course material that promotes a caring and sharing approach for students. The curriculum has been steadily revised step by step under the banner of fostering the creative talent from students that is required to build a healthy future society. The goals of this program include reinforcing the competence of students by focusing the direction of the new curriculum. Despite these various changes, they do not solve the problem of having fragmented knowledge acquisition as the center of educational activities or the chronic lack of time that is spent personally on each student. This situation is made worse when one considers it is coupled with an afterschool system that does not allow students to go home and rest, but instead often leaves students studying for long hours into the evening and facing the extra social problems that are often associated with private afterschool tutoring. The intrinsic aspects of instruction need to be seriously considered and rethought to create effective measures for solving the persistent problems I mentioned previously in the Korean education system. There are several ways in which to practice and faithfully improve the inherent aspects of education needed for students to discover their potential. The process of learning the curriculum by specifically identifying and expressing a process of systematic self-reflection can help students reach a greater understanding of their own selves. The newly proposed studies do not only focus on the acquisition of knowledge for the purpose of education, but instead seek to identify a genuine change of behavior for students. Without this change in the curriculum, students are only focused on the various bits of information associated with the textbook and not a curriculum which focuses on merging textbook knowledge that also incorporates personal experience. This curriculum not only naturally gives students a positive motivation for learning, but also incorporates the knowledge of various subjects integrated around the learners’ experiences. Instead of focusing on the accumulation of fragments of knowledge, this curriculum is more based on generating a creative environment and developing an integrated training curriculum. This not only contributes to the knowledge of the student by engaging them through personal experience, but also grants access to areas of emotional development while focusing on specific areas of study. The purpose of the application of the concept of practical alternatives or “rainbow learning” coursework is that it promotes attaining knowledge through self-reflection through a subject of an existing curriculum. These learning objectives were created and developed for self-reflection Grade 6 in particular has been focused on to use this style of curriculum to vastly improve knowledge retention and improve both grades and behavior issues in the classroom. Furthermore, having self-reflection learning programs develops core competencies in self-management skills, creativity, and problem solving. Even the advancement and raised potential for career development capabilities are raised to unparalleled levels by using Practical Arts Education. Selected gardening as a subject. This practical gardening course is effective because it can effectively guide students through the process of self-reflection in a self-learning design format. The objectives of the 2009 revised Practical Arts curriculum are infinitely able to be personalized. They have been used in many regions of the world, with students of vastly varied home lives, and by the skills featured within each goal. This curriculum has generated results in many countries and fosters has been shown to even generate an improved sense of community in the areas where it has been implemented. This curriculum has even been incorporated by social workers to help encourage values such as living in harmony with family and by giving back to the community by properly performing different roles in a team setting. It can be seen that this curriculum raises the ability of students to adapt smoothly as a member of society. This approach to learning not only reinforces material thought in the classroom. It also helps students mature and understand themselves in a healthy way. Under this curriculum, students are expected to have the ability to understand themselves and hold them accountable for helping create a harmonious atmosphere and happy relationships with their classmates. This generates happy and healthy relationships within the classroom and generally helps in student’s home lives as well. Under our current style of curriculum, students may be too depended on self-regulation and not fully equipped to adapt in future society. ，韩语论文范文，韩语论文题目 |
