Studentų interaktyvaus mokymo (si) didaktinio modeliavimo technologija

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Studentų interaktyvaus mokymo (si) didaktinio modeliavimo technologija
Alternative Title:
Technology of didactic modelling of students' interactive education - learning
In the Journal:
Pedagogika . 2003, 65, p. 90-97
Notes:
LDB Open.
Keywords:
LT
Interaktyvus mokymasis; Didaktinis modeliavimas; Technologija
EN
Interactive learning; Didactic simulation; Technology
Summary / Abstract:

LTStraipsnyje aptariama studentų interaktyvaus mokymo(si) modeliavimo didaktinė technologija ir atskleidžiamos teorinės, praktinės jos dimensijos. Parodoma, kaip gali būti kuriamas studentų interaktyvaus mokymo(si) didaktinio valdymo modelis. Apibūdinami dėstytojų veiksmai, didaktinių pažiūrų, įsitikinimų, veiklos stiliaus sąsajos su interaktyvaus studentų mokymo(si) modeliavimo technologija. Atskleidžiami konceptualieji ir procesualieji tokio modelio kūrimo pagrindai. [Iš leidinio]

ENA strategic decision that each instructor has to make while planning for an upcoming course is to select a teaching method for classroom instruction. There are several methods that can be classified as primary or supplementary methods. Primary methods can be further categorised as instructor-dominated approaches and interactive approaches. Supplementary methods can be further classified as instructor - guided approaches and student-centred approaches. The selection of method is influenced by several criteria, some of which are easy to recognise whereas others are not so obvious. Among the latter are the influences of the teacher's philosophy/style and the level of intended learning. Various dimensions (specifically five) on which instructors tend to take philosophical positions are introduced. Axelrods (1983) has provided a useful taxonomy by which individual instructors can identify their teaching styles. These styles have an impact on the selection and effective usage of teaching methods. For example, content-centred instructors are more likely to use instructor-dominated approaches, whereas personcentred instructors tend to use interactive approaches. The implications of the styles/methods relationship are varied and open up a new area for research ant teaching improvements. The suggested framework is then used to explain conditions under which interactive approaches, such as the case study method, are most likely to succeed. The principles underlying this framework have been applied in practice with predictable results. The proposed framework can be used for any discipline or for interdisciplinary teaching, is not culturally bound (except to the extent that cultural factors impact philosophies and objectives) and has universal applicability. [From the publication]

ISSN:
1392-0340, 2029-0551
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https://www.lituanistika.lt/content/31674
Updated:
2018-12-17 11:13:33
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