Umbono Wezimo Ze-didactic: Kuyini Futhi Kuchaza Ukuthini Ngokufundisa

-Delile

• Umbono owasungulwa nguGuy Brousseau ukuqonda ukufundiswa kwezibalo.
• Uyini umbono wezimo ezifundiswayo?
• Isizinda esingokomlando
• Izimo ze-didactic
• Izimo ze-a-didactic
• Izinhlobo zezimo
• 1. Izimo zezenzo
• 2. Izimo zokwakheka
• 3. Izimo zokuqinisekisa
• 4. Isimo sesikhungo

Umbono owasungulwa nguGuy Brousseau ukuqonda ukufundiswa kwezibalo.

Kwabaningi bethu, izibalo zisibize kakhulu, futhi kujwayelekile. Othisha abaningi bawuvikele umqondo wokuthi unekhono elihle lezibalo noma umane awunalo futhi ngeke ube nekhono kulesi sifundo.

Kodwa-ke, lona kwakungewona umbono wezihlakaniphi ezahlukahlukene zaseFrance engxenyeni yesibili yekhulu elidlule. Babecabanga ukuthi izibalo, kude nokuthi zifundwe ngombono futhi yilokho kuphela, zingatholwa ngendlela yezenhlalo, kufakwe izindlela ezifanayo zokuxazulula izinkinga zezibalo.

Ithiyori yezimo ze-didactic iyimodeli ethathwe kule filosofi, bebambelele kude ekuchazeni imfundiso yezibalo nokubona ukuthi abafundi bayayenza noma cha, kungcono ukubenza baphikisane ngezixazululo zabo ezingaba khona futhi babenze babone ukuthi kungaba yibo abeza ukuthola indlela yakho. Ake siyihlolisise.

Uyini umbono wezimo ezifundiswayo?

Umbono kaGuy Brousseau Wezimo Ze-Didactic uyimfundiso yokufundisa etholakala ngaphakathi kwe-didactics yezibalo. Kususelwa ekucabangeni kokuthi ulwazi lwezibalo alwakhiwa ngokuzenzekelayo, kepha lwenziwa ukufunwa kwezixazululo kwi-akhawunti yomfundi uqobo, wabelana nabanye abafundi nokuqonda indlela elandelwe ukufinyelela isisombululo yezinkinga zezibalo ezivelayo.

Umbono wale mbono ukuthi ukufundiswa nokufundwa kolwazi lwezibalo, ngaphezu kokuthile okunengqondo-kwezibalo, kusho ukwakhiwa kokubambisana ngaphakathi komphakathi wezemfundo ; inqubo yenhlalo.Ngokuxoxisana nangempikiswano yokuthi inkinga yezibalo ingaxazululwa kanjani, kuvuswa amasu kumuntu ngamunye ukuze afinyelele esinqumweni sakhe sokuthi, yize ezinye zazo zingase zingalungile, izindlela ezibavumela ukuba baqonde kangcono imfundiso yezibalo enikezwe isigaba.

Isizinda esingokomlando

Umsuka Wethiyori yezimo ezifundiswayo ubuyela emuva ngawo-1970, isikhathi lapho ama-didactics wezibalo aqala ukuvela eFrance, enezibalo zabahlabeleli bezingoma ezifana noGuy Brousseau ngokwakhe kanye noGérard Vergnaud noJves Chevallard, phakathi kwabanye.

Kwakuyindlela entsha yesayensi eyayifunda ukuxhumana kolwazi lwezibalo kusetshenziswa i-epistemology yokuhlola. Ufunde ngobudlelwano phakathi kwezimo ezibandakanyeka ekufundisweni kwezibalo: okuqukethwe kwezibalo, abenzeli bezemfundo kanye nabafundi uqobo.

Ngokwesiko, isibalo sikathisha wezibalo sasingafani kakhulu nesabanye othisha, ababonwa njengongoti ezifundweni zabo. Noma kunjalo, uthisha wezibalo wabonwa njengomphathi omkhulu walesi siyalo, ongakaze enze amaphutha futhi njalo enendlela eyingqayizivele yokuxazulula inkinga ngayinye. Lo mqondo uqale enkolelweni yokuthi izibalo ngaso sonke isikhathi yisayensi ngqo futhi inendlela eyodwa kuphela yokuxazulula ukuzivocavoca ngakunye, lapho enye indlela engaphakanyiswa uthisha ingalungile.

Kodwa-ke, ukungena ngekhulu lama-20 nangegalelo elibalulekile lososayikholoji abanjengoJean Piaget, uLev Vigotsky noDavid Ausubel, umbono wokuthi uthisha unguchwepheshe ophelele futhi ufundisela into yokwazi eqala ukunqotshwa. Ucwaningo emkhakheni wezengqondo wokufunda nentuthuko lukhombisa ukuthi umfundi angabamba iqhaza elibonakalayo ekwakhiweni kolwazi lwabo, asuke embonweni wokuthi kufanele bagcine yonke imininingwane enikezwa osekela kakhulu ukuthi nguye thola, xoxa nabanye futhi ungesabi ukwenza amaphutha.

Lokhu kuzosiholela esimweni samanje nasekucutshungulweni kwe-didactics yezibalo njengesayensi. Lesi siyalo sibheka kakhulu iminikelo yesigaba sakudala, igxila, njengoba kungalindelwa, ekufundeni imathematics. Uthisha usevele uyayichaza imfundiso yezibalo, ulinda abafundi ukuthi benze izivivinyo, benze amaphutha futhi abenze babone ukuthi benzeni okungalungile; manje manje siqukethe abafundi abacubungula izindlela ezahlukahlukene zokuthola isixazululo senkinga, noma ngabe baphambuka endleleni yakudala.

Izimo ze-didactic

Igama lale mbono alisebenzisi igama elithi izimo mahhala. UGuy Brousseau usebenzisa inkulumo ethi “izimo ze-didactic” ukubhekisa ekutheni ulwazi kufanele lunikezwe kanjani ekutholeni izibalo, ngaphezu kokukhuluma ngokuthi abafundi babamba iqhaza kanjani kulo. Kulapha lapho sethula khona incazelo eqondile yesimo se-didactic futhi, njengozakwabo, isimo se-a-didactic semodeli yethiyori yezimo ze-didactic.

UBrousseau ubhekisa "kwisimo se-didactic" njenge eyodwa eyakhiwe ngamabomu nguthisha, ukuze asize abafundi bakhe bathole ulwazi oluthile.

Lesi simo se-didactic sihlelwe ngokususelwa kwimisebenzi yokwenza inkinga, okungukuthi, imisebenzi lapho kunenkinga okufanele ixazululwe. Ukuxazulula lezi zivivinyo kusiza ukusungula ulwazi lwezibalo olunikezwa ekilasini, ngoba, njengoba sibonile, lethiyori isetshenziswa kakhulu kule ndawo.

Ukwakheka kwezimo ze-didactic kungumsebenzi kathisha. Nguye okufanele aziklame ngendlela enikela ekutheni abafundi bakwazi ukufunda. Kodwa-ke, lokhu akufanele kuchazwe kabi, kucatshangwe ukuthi uthisha kumele anikeze isisombululo ngqo. Ifundisa ithiyori futhi inikeze isikhathi sokuyisebenzisa, kepha ayifundisi zonke izinyathelo zokuxazulula imisebenzi yokuxazulula izinkinga.

Izimo ze-a-didactic

Ngesikhathi sesimo se-didactic kuvela "izikhathi" ezithile ezibizwa ngokuthi "izimo ze-didactic". Lezi zinhlobo zezimo yilezi izikhathi lapho umfundi uqobo exhumana nenkinga ehlongozwayo, hhayi isikhathi lapho uthisha echaza khona umbono noma enikeza isisombululo senkinga.

Lezi yizikhathi lapho abafundi babamba iqhaza elibonakalayo ekuxazululeni le nkinga, bexoxa nabo bonke abanye ofunda nabo ngokuthi kungaba yini indlela yokuyixazulula noma balandele izinyathelo okufanele bazithathe ukuholela empendulweni. Thishela kumele afundze kutsi bafundzi "baphatsa kanjani".

Isimo se-didactic kufanele sethulwe ngendlela yokuthi imeme abafundi ukuthi babambe iqhaza elibonakalayo ekuxazululeni inkinga. Lokho wukuthi, izimo zedactactic ezakhiwe nguthisha kufanele zibe nomthelela ekwenzekeni kwezimo ze-a-didactic futhi zibangele ukuthi baveze izingxabano zokuqonda futhi babuze imibuzo.

Kuleli qophelo uthisha kumele asebenze njengomhlahlandlela, angenelele noma aphendule imibuzo kodwa anikeze eminye imibuzo noma "imikhondo" yokuthi indlela eya phambili injani, akumele nanini abanikeze isisombululo ngqo.

Le ngxenye inzima impela kuthisha, ngoba kufanele ukuthi ubeqaphele futhi aqiniseke ukuthi anganiki izinkomba eziveza kakhulu noma, ngqo, alimaze inqubo yokuthola isisombululo ngokunikeza abafundi bakhe konke. Lokhu kubizwa ngokuthi yiNqubo Ebuyiswayo futhi kuyadingeka ukuthi uthisha acabange ukuthi yimiphi imibuzo yokuphakamisa impendulo yakhe nokuthi iyiphi hhayi, iqinisekisa ukuthi ayimoshi inqubo yokuthola okuqukethwe okusha ngabafundi.

Izinhlobo zezimo

Izimo ze-didactic zihlukaniswa zibe izinhlobo ezintathu: isenzo, ukwakheka, ukuqinisekiswa kanye nokwenza izikhungo.

1. Izimo zezenzo

Ezimweni zokwenza, kuba nokushintshaniswa kolwazi olungakhulumi ngomlomo, olumele ngezenzo nezinqumo. Isitshudeni kumele sisebenzise lokho okushiwo nguthisha, sisebenzise ulwazi olusobala okutholwe encazelweni yombono.

2. Izimo zokwakheka

Kule ngxenye yesimo se-didactic , ulwazi lwakhiwe ngomlomo, okungukuthi, kukhulunywa ngalo ngokuthi inkinga ingaxazululwa kanjani. Ezimweni zokwakhiwa, ikhono labafundi lokubona, ukubola kanye nokwakha kabusha umsebenzi wokuxazulula izinkinga liyasetshenziswa, ukuzama ukwenza abanye babone ngolimi lomlomo nolubhaliwe ukuthi inkinga ingaxazululwa kanjani.

3. Izimo zokuqinisekisa

Ezimweni zokuqinisekisa, njengoba igama laso likhombisa, “izindlela” eziphakanyisiwe ukufinyelela kwisisombululo senkinga ziyaqinisekiswa. Amalungu eqembu lomsebenzi axoxa ukuthi ingaxazululwa kanjani inkinga ehlongozwe uthisha, kuvivinywa izindlela ezahlukahlukene zokuhlola eziphakanyiswe abafundi. Imayelana nokuthola ukuthi ngabe lezi ezinye izindlela zinikeza umphumela owodwa, eziningana, akukho nokuthi kungenzeka kangakanani ukuthi zilungile noma azilungile.

4. Isimo sesikhungo

Isimo sesikhungo sizoba ukucatshangelwa "okusemthethweni" ukuthi into yokufundisa itholwe ngumfundi futhi uthisha uyayicubungula. Kuyinto ebaluleke kakhulu yezenhlalo nesigaba esibalulekile ngesikhathi senqubo yokufundisa. Uthisha uhlobanisa ulwazi olwakhiwe ngokukhululeka ngumfundi esigabeni se-a-didactic nolwazi lwamasiko noma lwesayensi.