https://doi.org/10.59132/viz/2017/3/13-30
Povzetek
V pričujočem prispevku smo se posvetili izdelavi in predstavitvi modela načrtovanja tematskega sklopa, v katerem načrtno spodbujamo razvoj kompetence učenje učenja. Pri načrtovanju tematskega sklopa predvidimo uporabo različnih strategij učenja v vseh fazah pouka in učenja (preverjanje predznanja, uvajanje novih vsebin, utrjevanje, ponavljanje, sprotno in končno preverjanje, ocenjevanje). Model je zasnovan na predpostavki, da dijaki učne strategije poznajo in smo jim tokrat omogočili praktične izkušnje, vadbo in evalvacijo učnih strategij. Poudariti smo želeli to, da samo poznavanje strategij – brez izkušnje, preizkusa, prenosa – ni zagotovilo za razvoj kompetence učenje učenja pri dijakih. Vodilna zamisel oz. ključni element modela so aktivnosti, ki jih učitelj pripravi z namenom, da se v dijakih rodi želja po tem, da bi se učili, da morajo nekaj znati. V modelu smo podrobneje predstavili, kdaj aktivnosti uporabimo, kakšna so priporočila glede izvedbe, možnosti razširitve aktivnosti, vključevanje kompetence učenje učenja in njeno spremljanje, posebno pozornost pa namenjamo dosežkom dijakov. Pozabili nismo niti na evalvacijo, ki je nepogrešljiv del modela.
Abstract
Teaching and Learning to Learn Mathematics – From Theory into Practice
This paper focuses on making and presenting a model of planning a thematic unit in which we systematically promote the inclusion of the development of the learning to learn competence. When planning this thematic unit, we foresee the use of various learning strategies in all stages of lessons and learning (testing prior knowledge, introducing new contents, consolidation, revision, formative and summative assessment, marking). This model has been designed based on the hypothesis that secondary school students are familiar with the learning strategies; this time they were enabled to gain practical experience, and to practise and evaluate learning strategies. This paper wishes to emphasise that the mere knowledge of the strategies without experience, testing and transfer does not ensure the development of the learning to learn competence in secondary school students. The main idea or key element of the model is activities which the teacher prepares in order to trigger a desire in the secondary school students to learn, to know things. This model elaborates when to use said activities, what the recommendations are regarding implementation, the possibilities for expanding the activities, the incorporation of the learning to learn competence and its assessment; special attention is placed on the secondary school students’ attainment. Evaluation has not been forgotten, for it is undoubtedly a vital part of the model.