论文代写：新西兰教育体系分析。新西兰被授予世界上为学生未来做准备的最好的教育体系(“新西兰在|教育中心为学生未来做准备方面排名世界第一”，2017年)。这归功于批判性思维、数字技术、教师教育的质量、人际关系问题的解决以及公共教育系统应对不断变化的世界的导航能力。接下来论文代写专家将对新西兰教育体系进行以下分析。
奥特利亚一直在推进其教学大纲，将批判性思维技能和解决问题的技能作为主要教学内容。此外，解决问题的技能被柏拉图认为是一种特殊的技能，在这种技能中，解决问题者的创造力是被衡量的。新自由主义在这个世界上产生了无数的问题，如果教授这种重要的技能，就会给社会带来具有创造性的个人，他们解决问题的能力可能会减少冲突和纠纷。在印度古代教育系统中进行的智慧的话语，类似于古鲁关于自然、生命和死亡的奥秘的辩论，反映在Aotearoa他们的创造性思维和解决问题的技能(Altekar, 2009)。解决一个问题需要学生以最清晰的方式陈述问题，这也是教育学生的古代哲学家所做的。关于逻辑、道德原则和伦理商业的论述都可以在古印度的教育体系中看到，古印度被认为是当时最先进的教育体系，教授天文学、社会管理、领土管理、政治和经济交易。
Mitra(1965)肯定地揭示了印度古代教育对现代教育体系的贡献。对某一特定主题的论述，准备辩论，并学会从感官知觉、逻辑思维和道德原则中辨别论点，这些都构成了古代印度学生的理想教育。这些特质在奥特雅都有体现，奥特雅努力不断提高学生基本生活课程的标准。新西兰学生具有实践和理论技能(2018年《新西兰学校系统| New Zealand Now》)，这实际上构成了教育哲学背后的核心宗旨。当一个人被委以一项具有社会影响的任务时，那么他就要准备好实践和理论技能，并理解随之而来的后果。因此，这样的学生更倾向于对自己的表现和行为进行更批判性的思考，因为这对社会和周围的人有着巨大的影响。为了避免不希望的反应或反应，一个人需要学习对自己的决定的实际考虑。
教育学生背后的一个主要理念是消除干扰学生辨别能力的无知。Aotearoa在类似的场地工作，严禁殴打学生，惩罚包括在学校加班和做老师布置的额外作业(Darlow, 2011)。这样的惩罚使学生理解教育的本质，学生不会接受或内化殴打作为一种教学手段。教育的哲学在于理解、辨别，并在充分了解后果的情况下采取行动。正如教学不能保证学习，教育者使用工具来衡量学生的学习。这是通过考试和个人互动来完成的。
Aotearoa has been awarded to possess the best education system in the world that prepares students for the future (“New Zealand ranked best in world at preparing students for the future | Education Central”, 2017). This is attributed to the critical thinking, digital technology, and quality of teacher education, interpersonal problem solving, and navigation to handle the ever changing world that the public education system adopts.
Aotearoa has been advancing its syllabus in a way that includes critical thinking skills and problem solving skills as the primary teaching contents. Moreover, problem solving skills is regarded by Plato as an exceptional skill, in which the creativity of the problem solver is measured. Neoliberalism has generated innumerable problems in this world, and teaching such important skill would deliver creative individuals to society, who could possibly reduce conflicts and disputes with their problem solving skills. Wise discourses conducted in ancient education system of India, resembled in the guru’s debates about mysteries of nature, life, and death are reflected in Aotearoa in their creative thinking and problems solving skills (Altekar, 2009). Solving a problem requires students to state the problem with utmost clarity, which is what the ancient philosophers who educated students practiced. Discourse about logic, moral principles and ethical business are all seen in the ancient India education system, which was considered the most advanced education system of its time, teaching astronomy, society management, territory management, politics, and economic transactions.
Mitra (1965) affirmatively brought to light the contribution of ancient education in India to the modern education system. Discourse about a particular subject, preparing an argument, and learning to discern the argument from sensual perceptions, logical thinking, and moral principles, these all constituted the ideal education of ancient Indian students. Many of these traits are reflected in Aotearoa, as it strives to continuously improve the standards of equipping students with all basic life lessons. Aotearoa students are endowed with practical and theoretical skills (“New Zealand School System | New Zealand Now”, 2018), which in fact constitutes the core tenet of the philosophy behind education. When one is entrusted about a task, which has societal impacts, then one is to be prepared with practical and theoretical skills and understanding of the consequences that follow. Therefore, such students are more prone to think more critical about their own performance and actions, as it has tremendous impact on society and the people around. In order to avoid an undesired reaction or response, one is required to learn practical considerations of one’s decision.
One major philosophy behind educating a student is to remove the ignorance that disturbs the student’s discernment ability. Aotearoa works in similar grounds, which beating of students is strictly prohibited and punishments involve staying late at school and doing extra work given by the teacher (Darlow, 2011). Such a punishment enables the student to understand the nature of education, and the student does not come to accept or internalize beating as a means of teaching. Philosophy of education resides in understanding, discerning, and acting with full knowledge of the consequences. Just as teaching does no guarantee learning, educators’ uses tools to measure the learning of students. This is done by exams and personal interactions.
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