So these life skills may be learnt when learning other things. For example:
Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills;
Learning practical skills such as driving, healthcare or tailoring may increase self-confidence, teach problem- solving processes or help in understanding consequences.
Whether this is true depends on the way of teaching -what kinds of thinking, relationship-building and communication the teacher or facilitator models themselves and promotes among the learners.
Progress towards this goal
It would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to measure the development of practical skills, for instance by counting the number of students who register for vocabonal skills courses. However, this still may not tell us how effectively these skills are being used.
The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed behavior. Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teachers experience of life, of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent. This kind of assessment is individual and may never appear in international tables and charts.
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