A Multi-Level Collaborative and Cooperative Writing Class in Inducing Character Building (A Model of An Integration Between Teaching Writing and Character Education)

T. Rohadi
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引用次数: 3

Abstract

Character education should not plainly implicate socially-authorize pattern for such character as honesty and perseverance, but also and perhaps more importantly it should provide the ways in which the students believe of their own conception selves, and their essential qualities that will back the actualization of those selves. This conceit may require a more personalized or less formulaic appropriate to inscribe instruction, but the compensation of such transformations   of instructive goals and methods might well be the revitalization of democratic society in Indonesia. Taking that into account, a multi-level collaborative and cooperative writing class,  in a more specific context and scope, classroom practices, provides one of breakthroughs toward this direction. This model of writing class is either implicitly or explicitly integrated  with character education. The paper is a report of a research and development. Theories and concepts supporting the study will initiate the paper. The next part of the paper will explore the so called
诱导性格塑造的多层次协同写作课(写作教学与性格教育一体化的一种模式)
品格教育不应该简单地暗示诚实和毅力等品格的社会授权模式,而且也许更重要的是,它应该提供学生相信他们自己的概念自我的方式,以及他们的基本品质,这些品质将支持这些自我的实现。这种自高自大可能需要一种更个性化或更少公式化的方式来适当地写入指导,但这种教育目标和方法的转变的补偿很可能是印度尼西亚民主社会的振兴。考虑到这一点,多层次的合作写作课堂,在更具体的语境和范围内进行课堂实践,为这一方向提供了突破口之一。这种写作课模式或隐或显地与品格教育相结合。这篇论文是一篇研究与开发的报告。支持研究的理论和概念将成为论文的开头。本文的下一部分将探讨所谓的
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