另一个重要的问题是文化遗产的传播，它使我对建立一个理想的教室的讨论更加轻松。在我的学校，英国国家课程的实施表明，有一定数量的知识和想法应该传递给所有的孩子，如果他们能够受益于其全方位的教育洞察力。这对所有的孩子都是有益的，因为这种教学方式包括分化，通过游戏学习，在课堂上学习识字，分享阅读，指导阅读和循环时间。阿拉伯语作为核心课程之一，家长对阿拉伯语的教学方式并不满意，因为他们看到孩子们在英语学习上取得了更好的进步，并享受了他们所提供的高质量的工作。学校被迫遵循阿拉伯语课程的方式传播从一代到另一个和学生没有从中受益,这扭曲了他们的渴望,因为课程是老式的,给很多董事会的工作重要性和阀座的工作。正如bo所解释的，如果我们学校的教育工作者能够根据学习者的需要来学习他们的兴趣和能力，并根据学习者的需要修改阿拉伯语课程，我确信在所有领域的成功很快就会实现。
英国布里斯托尔论文代写:文化遗产的传播
Another important point is cultural heritage transmission which lightened up my discussion further about setting up an ideal classroom. The implementation of the UK National Curriculum in my school showed that there are certain amount of knowledge and ideas which should be passed on to all children if they are to benefit of its full range of educational insights. It was beneficial for all children as this style of teaching includes differentiation, learning through play, literacy hour in class, shared reading, guided reading and circle time. The Arabic language is taught as one of the core subjects and the parents are not satisfied with the style of teaching Arabic as they see that their children make better progress in English and enjoy the quality work given to them. The schools are compelled to follow the Arabic curriculum as the way it is transmitted from one generation to another and the pupils make no benefit from it and this distorts the eagerness of them because this curriculum is old fashioned which gives importance to lot of board work and seat work. As Bottery explains if the educators in our school, are able to work upon the learners' interests and capabilities and modify the Arabic curriculum according to the needs of the learners I am sure success in all areas will soon be achieved.
