Labo abasebenza kwi-psychology yokufunda, imfundo, ukufundisa noma imfundo ngokuhlelekile bagcina behlangabezana nombuzo "wezitayela zokufunda". Imiqondo eyisisekelo evame ukuzama ukudlula ikakhulukazi emibili:

  1. umuntu ngamunye unendlela yakhe ethile yokufunda (isibonelo, okubukwayo, ukuzwa noma ukusikisela ngomunwe);
  2. umuntu ngamunye ufunda kangcono uma imininingwane yethulwe kuye ngendlela ehambisana nesitayela sakhe sokufunda.

Le yimibono ehehayo, ngokungangabazeki enikeza umbono ongaqinile womongo wokufunda (okuvame ukubonwa “njengongasasebenzi”); zisivumela ukuthi sibheke isikole (nangaphezulu) njengomongo ongaba namandla futhi ngemfundo eyenziwe ngezifiso, ecishe yenziwe.

Kepha ingabe kunjalo ngempela?


Nakhu kufika izindaba ezimbi zokuqala.
U-Aslaksen noLorås[1] benze ukubuyekeza okuncane kwemibhalo yesayensi ngale ndaba, bafingqa imiphumela yocwaningo oluyinhloko; abakubonile, idatha esesandleni, yilokhu: fundisa ngokuya ngohlobo lomuntu alukhethile lokufunda (isibonelo, ukwethula ulwazi ngefomethi ebonakalayo "yezibukeli") bekungeke kulethe nzuzo engenakulinganiswa ngaphezu kwalabo abafunda ngendlela engeyona eyeyabo abayithandayo.

Ngale ndlela, indlela othisha abaningi okufanele ibuyekezwe ngayo, ikakhulukazi kubhekwa inani lomsebenzi owengeziwe ohilela ukuguqula ukufundisa kulandela izinkomba zalokho okubonakala kuyi i-neuro-myth kunokuba kube yiqiniso.

Ngakho-ke buyini ubudlelwane phakathi kwezindlela zokufundisa nezinkolelo maqondana nezitayela zokufunda?

Nakhu kufika izindaba ezimbi zesibili.
Okunye ukubuyekezwa kwemibhalo yesayensi ngale ndaba[2] waveza ukuthi iningi elicacile lothisha (89,1%) babonakala bekholwa ngobuhle bemfundo ngokuya ngezindlela zokufunda. Akukhuthazi futhi ukuthi le nkolelo ayishintshi kakhulu njengoba siqhubeka neminyaka yokusebenza emkhakheni (noma ngabe, kufanele kuthiwe, othisha nabafundisi abanezinga eliphakeme kakhulu lemfundo babonakala bengakholelwa kakhulu yile nkolelo-ze ).

Yini okufanele uyenze lapho?

Nakhu kufika izindaba ezinhle zokuqala.
Isinyathelo sokuqala kungaba ukusabalalisa imininingwane efanele ngesikhathi kuqeqeshwa othisha nabafundisi bakusasa; lokhu cha, akubonakali njengokuchitha isikhathi: empeleni, ekubuyekezweni okufanayo kwezincwadi kutholakala ukuthi, ngemuva kokuqeqeshwa okukhethekile, amaphesenti othisha asakholelwa ekusetshenzisweni kwendlela esuselwa kuzitayela zokufunda (kumasampula kuhlolwe, sidlula sisuka esilinganisweni sokuqala esingu-78,4% saya kokunye kwama-37,1%).

Yebo, abanye manje bayazibuza ukuthi ukufunda kwabafundi kungathuthukiswa kanjani njengoba indlela yesitayela sokufunda ibonakala ingasebenzi.
Yebo, nakhu-ke izindaba ezinhle zesibili: amasu okufundisa nokufunda asebenza kahle (akhonjiswe ngokuhlola) kukhona e sesivele sinikezele ngendatshana kubo. Ngaphezu kwalokho, sizobuyela kulesi sihloko maduzane nge-a esinye isihloko ngaso sonke isikhathi sinikelwe kumasu asebenza kahle kakhulu.

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