Winds stampeding the fields (Ted Hughes) (1) He sang his didn’t he danced his did (E. E. Cummings) (2) Now as I was young and easy under the apple boughs About the lilting house and happy as the grass was green (Dyla...Winds stampeding the fields (Ted Hughes) (1) He sang his didn’t he danced his did (E. E. Cummings) (2) Now as I was young and easy under the apple boughs About the lilting house and happy as the grass was green (Dylan Thomas) (3) That spanieled me heels,to whom I gave their wishes. (William Shakespeare, Anthony展开更多
—"Where do I begin?"The place to begin is with your own assumptions about what students should learn and how they learn best.Curriculum plans are most likely to be acted on when their assumptions coincide w...—"Where do I begin?"The place to begin is with your own assumptions about what students should learn and how they learn best.Curriculum plans are most likely to be acted on when their assumptions coincide with the teacher’s ideas about learning.When teachers are required to use plans whose assumptions differ from their own,they adapt them to suit their own purposes.展开更多
文摘Winds stampeding the fields (Ted Hughes) (1) He sang his didn’t he danced his did (E. E. Cummings) (2) Now as I was young and easy under the apple boughs About the lilting house and happy as the grass was green (Dylan Thomas) (3) That spanieled me heels,to whom I gave their wishes. (William Shakespeare, Anthony
文摘—"Where do I begin?"The place to begin is with your own assumptions about what students should learn and how they learn best.Curriculum plans are most likely to be acted on when their assumptions coincide with the teacher’s ideas about learning.When teachers are required to use plans whose assumptions differ from their own,they adapt them to suit their own purposes.
