ฉันรักการแปลAfter the initial work

ฉันรักการแปลAfter the initial work of reflection and analysis, there will be the task of contrasting this with the overall reality of the classroom. To this end, a set of videos will be shown (Ezquerra et al., 2010a, 2010b; Ezquerra et al., 2012) which illustrate the reality of school inquiry-based science teaching. These documents will be discussed, and a final version of the teaching proposal will be elaborated (Activity 9). We presume that this will promote the progression of the prospective teachers' didactic knowledge (Rodríguez et al., 2012).
However, the creation of audiovisual materials in teacher education is not a widespread practice (Pro & Ezquerra,2008), and indeed very few have been prepared with a specific educational purpose. The process of creation and design of educational videos is quite complex as it depends simultaneously on creative and technical aspects (Ezquerra & Polo, 2011). First, schools must be selected that have innovative teaching projects and school inquiry- based science education. And second, the recording process has to be planned, involving the combination of theclasses with the requirements of recording (position of cameras, cables, power supplies, lighting, etc.). These factors may distort the natural development of the class.
The next step is to create an audiovisual script. For this purpose, it is convenient to bear in mind that an audiovisual document is not a register of reality. In it, one decides what to show and how. In writing the script we make an audiovisual transposition of educational content (Ezquerra, 2010) into the language of film of what we see in a class. Finally, one does the montage sequences of the videos. This involves knowing how to use a video editor, having a sufficiently powerful computer, etc.

ผลลัพธ์ (อังกฤษ) 1:

I love the initial translation work of reflection and After analysis, there will be the task of this contrasting with the overall reality of the classroom To this end, a set. of videos will be shown (Ezquerra et al., 2010a 2010b Ezquerra et al.,;, 2012), which illustrate the reality of school science teaching inquiry-based. These documents will be discussed, and a final version of the proposal will be elaborated teaching (Activity 10) We presume that this will promote. the progression of the prospective teachers ' didactic knowledge (Rodríguez et al., 2012).However, the creation of audiovisual materials in teacher education is not a widespread practice (Pro & Ezquerra,2008), and indeed very few have been prepared with a specific educational purpose. The process of creation and design of educational videos is quite complex as it depends simultaneously on creative and technical aspects (Ezquerra & Polo, 2011). First, schools must be selected that have innovative teaching projects and school inquiry- based science education. And second, the recording process has to be planned, involving the combination of theclasses with the requirements of recording (position of cameras, cables, power supplies, lighting, etc.). These factors may distort the natural development of the class. The next step is to create an audiovisual script. For this purpose, it is convenient to bear in mind that an audiovisual document is not a register of reality. In it, one decides what to show and how. In writing the script we make an audiovisual transposition of educational content (Ezquerra, 2010) into the language of film of what we see in a class. Finally, one does the montage sequences of the videos. This involves knowing how to use a video editor, having a sufficiently powerful computer, etc.

ผลลัพธ์ (อังกฤษ) 2:

I love to translate After the initial work of reflection and analysis, there will be the task of contrasting this with the overall reality of the classroom. To this end, a set of videos will be shown (Ezquerra et al., 2010a, 2010b; Ezquerra et al., 2012) which illustrate the reality of school inquiry-based science teaching. These documents will be discussed, and a final version of the teaching proposal will be elaborated (Activity 9). We presume that this will promote the progression of. the prospective teachers' didactic Knowledge (Rodríguez et al., 2,012).
However, the Creation of audiovisual Materials in teacher Education is not a widespread Practice (Pro & Ezquerra, 2008th), and indeed very few have been prepared with a specific Educational purpose. . The process of creation and design of educational videos is quite complex as it depends simultaneously on creative and technical aspects (Ezquerra & Polo, 2011). First, schools must be selected that have innovative teaching projects and school inquiry- based science education. And. Second, the Recording Process has to be planned, involving the combination of Theclasses with the requirements of Recording (position of Cameras, cables, Power Supplies, Lighting, etc.). These factors May Distort the Natural Development of the Class.
The next Step. is to create an audiovisual script. For this purpose, it is convenient to bear in mind that an audiovisual document is not a register of reality. In it, one decides what to show and how. In writing the script we make an audiovisual transposition of. educational content (Ezquerra, 2010) into the language of film of what we see in a class. Finally, one does the montage sequences of the videos. This involves knowing how to use a video editor, having a sufficiently powerful computer, etc.