Ithiyori yeemeko zeDidactic: Iyintoni kwaye iyichaza ntoni ngokufundisa

Umxholo

• Ithiyori ephuhliswe nguGuy Brousseau ukuqonda ukufundiswa kwemathematics.
• Ithini ithiyori yeemeko ze-didactic?
• Imvelaphi yezembali
• Iimeko ze-didactic
• Iimeko ezenziweyo
• Iindidi zeemeko
• 1. Iimeko zentshukumo
• 2. Iimeko zoqulunqo
• 3. Iimeko zokuqinisekisa
• 4. Isimo sokumiselwa kwamaziko

Ithiyori ephuhliswe nguGuy Brousseau ukuqonda ukufundiswa kwemathematics.

Kuninzi lwethu, imathematika isixabise kakhulu, kwaye kuyinto eqhelekileyo. Ootitshala abaninzi bayikhusele ingcinga yokuba unokwazi ukubala okanye awunabo kwaye awunakulunga kwesi sifundo.

Nangona kunjalo, le yayingengombono wezazi ezahlukeneyo zaseFrance kwisiqingatha sesibini senkulungwane ephelileyo. Babecinga ukuba imathematics, kude nokuba ifundwe ngethiyori kwaye yiyo loo nto, inokufunyanwa ngendlela yentlalontle, ngokubeka iindlela ezifanayo zokusombulula iingxaki zezibalo.

Ithiyori yeemeko zokuziphatha yimodeli ethathwe kule bulumko, bebambe kude ekuchazeni ithiyori yeemathematika kwaye babone ukuba abafundi bayayilungisa okanye hayi, kungcono ukubenza baxoxe malunga nezisombululo abanokubenza babone ukuba inokuba ngabo beza kufumana indlela yayo. Makhe sijonge ngakumbi kuyo.

Ithini ithiyori yeemeko ze-didactic?

Ithiyori kaGuy Brousseau yeeMeko zeDidactic yithiyori yokufundisa efumaneka kwii-didactics zemathematics. Isekwe kwintelekelelo yokuba ulwazi lwemathematika alwakhiwanga ngokuzenzekelayo, kodwa luqhubeke ukukhangela izisombululo kwiakhawunti yomfundi, ekwabelana nabanye abafundi kunye nokuqonda indlela esele ilandelwe ukufikelela kwisisombululo yeengxaki zezibalo ezivela.

Umbono emva kwale ithiyori kukuba ukufundiswa nokufundwa kolwazi lwemathematika, ngaphezu kwento nje enengqiqo-yemathematika, kuthetha ukwakhiwa kwendibaniselwano phakathi koluntu lwemfundo ; yinkqubo yentlalo.Ngengxoxo kunye nengxoxo-mpikiswano yendlela ingxaki yemathematika enokusonjululwa ngayo, izicwangciso ziyavuswa emntwini ukufikelela kwisisombululo sokuba, nangona ezinye zazo zinokuba ziphosakele, ziindlela ezibavumela ukuba babe nokuqonda okungcono kwithiyori yezibalo enikezwe iklasi.

Imvelaphi yezembali

Imvelaphi yeTheory ye-didactic ye-backact yabuya emva phaya kwiminyaka ye-1970, ixesha apho i-didactics zemathematics zaqala ukubonakala eFrance., njengabadlali bezinto zomculo ezifana noGuy Brousseau ngokwakhe kunye noGérard Vergnaud kunye no-Yves Chevallard, phakathi kwabanye.

Yayiluqeqesho olutsha lwezenzululwazi olwalufundisisa unxibelelwano lolwazi lwemathematika kusetyenziswa ulingelo lwembali. Wafunda ubudlelwane phakathi kweziganeko ezichaphazelekayo ekufundiseni imathematics: umxholo wemathematics, iiarhente zemfundo kunye nabafundi ngokwabo.

Ngokwesiko, inani katitshala wezibalo lalingahlukanga kangako kunabanye ootitshala, babonwa njengeengcali kwizifundo zabo. Nangona kunjalo, Utitshala wezibalo wabonwa njengomlawuli omkhulu wolu qeqesho, ongazange enze iimpazamo kwaye ehlala enendlela eyodwa yokusombulula ingxaki nganye. Olu luvo luqale kwinkolelo yokuba imathematika ihlala iyisayensi ngqo kwaye inendlela enye yokusombulula umsebenzi ngamnye, ekuthi nakuphi na okunye okungacetywanga ngutitshala kungalunganga.

Nangona kunjalo, ukungena kwinkulungwane yama-20 kunye negalelo elibalulekileyo leengcali zengqondo ezinje ngoJean Piaget, uLev Vigotsky noDavid Ausubel, umbono wokuba utitshala yingcali epheleleyo kwaye ufundela into yolwazi eqala ukoyiswa. Uphando kwicandelo lokufunda kunye nophuhliso lwengqondo lubonisa ukuba umfundi unakho kwaye kufuneka athathe inxaxheba ebonakalayo kulwakhiwo lolwazi lwabo, ukusuka kumbono wokuba kufuneka bagcine yonke idatha enikwa inkxaso engaphezulu ukuba nguye fumanisa, xoxa nabanye kwaye ungoyiki ukwenza iimpazamo.

Oku kungasikhokelela kule meko sikuyo ngoku nasekuqwalaselweni kweemathematika zemathematics njengenzululwazi. Olu qeqesho luthathela ingqalelo kakhulu igalelo lenqanaba leklasi, kugxilwe, njengoko kunokulindelwa, kwimathematics yokufunda. Utitshala sele echaza ithiyori yemathematika, ulinda abafundi ukuba benze imithambo, benze iimpazamo kwaye abenze babone ukuba benze ntoni; ngoku Inabafundi abaqwalasele iindlela ezahlukeneyo zokufikelela kwisisombululo sengxaki, nokuba bayaphambuka kwindlela yodidi.

Iimeko ze-didactic

Igama lalethiyori alisebenzisi magama asimahla. UGuy Brousseau usebenzisa ibinzana elithi "iimeko ze-didactic" ukubhekisa kwindlela ulwazi ekufuneka lunikezwe ngayo ekufumaneni imathematics, ukongeza ekuthetheni ngendlela abafundi abathatha inxaxheba ngayo kuyo. Kulapha apho sizisa inkcazo ngqo yemeko ye-didactic kwaye, njengomlingani, imeko ye-a-didactic yemodeli yethiyori yeemeko zedactactic.

UBrousseau ubhekisa "kwimeko ye-didactic" njenge eyakhelwe ngabom ngutitshala, ukunceda abafundi bakhe bafumane ulwazi oluthile.

Le meko ye-didactic icwangcisiwe ngokusekwe kwimisebenzi yokwenza iingxaki, oko kukuthi, imisebenzi apho kukho ingxaki ekufuneka isonjululwe. Ukusombulula le mithambo kunceda ukuseka ulwazi lwemathematika olunikezwa eklasini, kuba, njengoko sele siphawulile, le ithiyori isetyenziswa ikakhulu kule ndawo.

Ubume beemeko zedacactic luxanduva lukatitshala. Nguye ekufuneka eyilele ngendlela enokubangela ukuba abafundi babe nakho ukufunda. Nangona kunjalo, oku akufuneki kutolikwe gwenxa, kucingwa ukuba utitshala kufuneka anike isisombululo ngokuthe ngqo. Iyafundisa ithiyori kwaye inika umzuzu wokuyisebenzisa, kodwa ayifundisi manyathelo ngamanyathelo okusombulula iingxaki.

Iimeko ezenziweyo

Ekuqhubekeni kwale meko ye-didactic kuvela "amaxesha" abizwa ngokuba "ziimeko zokwenza izinto". Ezi ntlobo zeemeko zezi amaxesha apho umfundi anxibelelana nengxaki ecetywayo, hayi umzuzu apho utitshala echaza ithiyori okanye anike isisombululo sengxaki.

Ngawo la maxesha apho abafundi bathatha inxaxheba ebonakalayo ekusombululeni ingxaki, bexoxa nabanye abafundi eklasini malunga nokuba yeyiphi na indlela yokuyicombulula okanye ukulandela amanyathelo ekufuneka bewathathe ukukhokelela kwimpendulo. Utitshala makafunde ukuba abafundi "balawula njani".

Imeko ye-didactic kufuneka iboniswe ngohlobo lokuba imeme abafundi ukuba bathathe inxaxheba ebonakalayo ekusombululeni ingxaki. Oko kukuthi, iimeko ze-didactic eziyilwe ngutitshala kufuneka zenze igalelo kwimeko ye-a-didactic kwaye ibenze babonise ukungqubana kwengqondo kunye nokubuza imibuzo.

Okwangoku utitshala kufuneka asebenze njengesikhokelo, angenelele okanye aphendule imibuzo kodwa anike eminye imibuzo okanye "imikhondo" malunga nokuba indlela eya phambili injani, akufuneki nanini ayinike isisombululo ngqo.

Eli candelo linzima ngenene kutitshala, njengoko kufanelekile ukuba wayelumkile kwaye eqinisekisa ukuba anganiki imikhondo etyhila kakhulu okanye, ngokuthe ngqo, ayonakalise inkqubo yokufumana isisombululo ngokunika abafundi bakhe yonke into. Oku kubizwa ngokuba yiNkqubo yokuBuyisa kwaye kufuneka utitshala ukuba acinge ukuba yeyiphi imibuzo anokuyinika impendulo kwaye yeyiphi, Ukuqinisekisa ukuba ayonakalisi inkqubo yokufumana umxholo omtsha ngabafundi.

Iindidi zeemeko

Iimeko ze-didactic zihlelwa ngokweendidi ezintathu: isenzo, ukuqulunqa, ukuqinisekiswa kunye nokumiswa kwamaziko.

1. Iimeko zentshukumo

Kwiimeko zentshukumo, kukho ukutshintshiselana ngolwazi olungachazwanga, olumelwe ngohlobo lwezenzo kunye nezigqibo. Umfundi kufuneka enze ngokwendlela utitshala acebise ngayo, asebenzise ulwazi oluchanekileyo ifunyenwe kwinkcazo yethiyori.

2. Iimeko zoqulunqo

Kule nxalenye yemeko ye-didactic , ulwazi lwenziwe ngomlomo, oko kukuthi, kuyathethwa malunga nendlela ingxaki enokusonjululwa ngayo. Kwiimeko zokuqulunqwa, ukukwazi kwabafundi ukuqonda, ukubola kunye nokwakha kwakhona umsebenzi wokusombulula iingxaki kwenziwa, ukuzama ukwenza abanye babone ngolwimi oluthethwayo nolubhaliweyo ukuba ingxaki ingasombululwa njani.

3. Iimeko zokuqinisekisa

Kwiimeko zokuqinisekisa, njengoko igama layo libonisa, “iindlela” ezicetywayo ukufikelela kwisisombululo sengxaki ziqinisekisiwe. Amalungu eqela lomsebenzi axoxa ngendlela enokuconjululwa ngayo ingxaki ecetyiswe ngutitshala, kuvavanywa iindlela ezahlukeneyo zovavanyo eziphakanyiswe ngabafundi. Imalunga nokufumanisa ukuba ngaba ezinye iindlela zinika isiphumo esinye, ezininzi, akukho nokuba sinokuthi silungile okanye asilunganga.

4. Isimo sokumiselwa kwamaziko

Imeko yeziko iya kuba “igosa” elithathela ingqalelo into yokuba into yokufundisa ifunyenwe ngumfundi kwaye utitshala uyayithathela ingqalelo. Yinto ebaluleke kakhulu kwezentlalo kunye nenqanaba elibalulekileyo ngexesha lenkqubo ye-didactic. Utitshala unxibelelanisa ulwazi olwenziwe simahla ngumfundi kwisigaba se-a-didactic kunye nenkcubeko okanye ulwazi lwenzululwazi.