{"id":522,"date":"2012-03-12T08:09:54","date_gmt":"2012-03-12T08:09:54","guid":{"rendered":"http:\/\/iteach.ro\/experientedidactice\/?p=522"},"modified":"2012-03-29T22:36:02","modified_gmt":"2012-03-29T22:36:02","slug":"metodele-de-invatare-activa-centrate-pe-elev-bulgarele-de-zapada-intr-o-lectie-de-biologie","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/metodele-de-invatare-activa-centrate-pe-elev-bulgarele-de-zapada-intr-o-lectie-de-biologie","title":{"rendered":"Metodele de \u00eenv\u0103\u0163are activ\u0103 centrate pe elev &#8211; bulg\u0103rele de z\u0103pad\u0103, \u00eentr-o lec\u0163ie de biologie"},"content":{"rendered":"<p>M\u0103iestria profesorului const\u0103 \u00een alegerea celei mai eficiente metode sau combinarea metodelor ca s\u0103 atrag\u0103 elevul \u00een procesul de \u00eenv\u0103\u0163are. Astfel, va reu\u015fi mai u\u015for s\u0103-i formeze deprinderile \u015fi priceperile de a ac\u0163iona; elevul va dob\u00e2ndi cuno\u015ftin\u0163e \u015fi le va reorganiza sub o alt\u0103 structur\u0103 \u00een vederea unei achizi\u0163ii urm\u0103toare cu scopul de a se adapta noului, rezolv\u00e2nd probleme noi\u00a0prin g\u0103sirea solu\u0163iilor optime. Pentru a veni \u00een sprijinul acestei idei, am aplicat una din metodele de \u00eenv\u0103\u0163are activ\u0103 centrate pe elev, bulg\u0103rele de z\u0103pad\u0103, \u00eentr-o lec\u0163ie de biologie <!--more--><\/p>\n<p>&#8222;<em>\u015ecoala cea mai bun\u0103 e aceea \u00een care \u00eenve\u0163i, inainte de toate, a \u00eenv\u0103\u0163a.<\/em>&#8221; (Nicolae Iorga)<\/p>\n<p>Din multitudinea de metode active care genereaz\u0103 \u00eenv\u0103\u0163area activ\u0103 am aplicat metoda <em>bulg\u0103rele de z\u0103pad\u0103<\/em> la unitatea de \u00eenv\u0103\u0163are: <em>Organe de sim\u0163 \u2013 Fiziologia analizatorului auditiv<\/em>, care poate fi integrat\u0103, dup\u0103: tipul de \u00eenv\u0103\u0163are promovat, \u00een categoria metodelor de \u00eenv\u0103\u0163are prin descoperire, gradul de dirijare a \u00eenv\u0103\u0163\u0103rii, modul de administrare a experien\u0163ei ce urmeaz\u0103 a fi \u00eensu\u015fit\u0103 \u00een metode de \u00eenv\u0103\u0163are semialgoritmice, ce propune o dirijare par\u0163ial\u0103 ce las\u0103 loc \u015fi independen\u0163ei \u015fi posibilit\u0103\u0163ii de autoorganizare\u00a0 \u015fi organizare a activit\u0103\u0163ii o metod\u0103 centrat\u0103 mai mult pe elev \u00eempletit\u0103 cu cea desf\u0103\u015furat\u0103 \u00een mod cooperativ.<\/p>\n<p>Se porne\u015fte de la premisa c\u0103 elevii cunosc ce e organul de sim\u0163, toate componentele analizatorului auditiv cu localizarea, caracteristicile \u015fi rolul fiec\u0103ruia \u015fi schema arcului reflex.<\/p>\n<p>Ceea ce trebuie s\u0103 cunoasc\u0103 fiecare elev este cum trebuie s\u0103 ordoneze \u015fi s\u0103 coreleze informa\u0163iile pentru ca s\u0103 se ajung\u0103 s\u0103 motiveze la final c\u0103 a \u00eenv\u0103\u0163at cum se formeaz\u0103 senza\u0163ia auditiv\u0103.<\/p>\n<p>Pentru aceasta trebuie s\u0103 se cunoasc\u0103 fazele metodei de \u00eenv\u0103\u0163are activ\u0103:<br \/>\n1. <em>Faza introductiv\u0103<\/em> \u2013 se expune problema: Formarea senza\u0163iei auditive<br \/>\n2. <em>Faza lucrului individual<\/em>. Fiecare elev are la dispozi\u0163ie manualul, atlasul anatomic, imagini cu urechea.<br \/>\n3. <em>Faza lucrului \u00een perechi<\/em> c\u00e2nd se pot solicita r\u0103spunsuri la \u00eentreb\u0103ri individuale \u00eentre colegi.<br \/>\n4. <em>Faza reuniunii mari<\/em> e atunci c\u00e2nd organiza\u0163i pe grupuri pot discuta situa\u0163ii la care s-a ajuns.<br \/>\n5. <em>Faza raport\u0103rii solu\u0163iilor la clas\u0103<\/em> e faza c\u00e2nd liderii expun schemele cu fiziologia urechii.<br \/>\n6. <em>Faza decizional\u0103<\/em> este dat\u0103 de situa\u0163ia final\u0103 c\u00e2nd se scrie schema pe tabl\u0103 cu formarea senza\u0163iei auditive.<\/p>\n<p><strong>Ceea ce \u015ftiu<\/strong> este:<br \/>\nExcitant \u00a0 \u00a0\u2013 semnal\u00a0 &#8211;\u00a0 receptor \u00a0 \u00a0&#8211; cale de conducere \u00a0 &#8211;\u00a0\u00a0 centru nervos<br \/>\nSursa de zgomot\u00a0 &#8211;\u00a0 zgomot \u2013\u00a0 organ de sim\u0163\u00a0 &#8211;\u00a0 nerv senzitiv \u00a0 \u00a0&#8211;\u00a0 creier<\/p>\n<p><strong>Vor s\u0103 \u015ftie<\/strong> despre cum se leag\u0103 aceste informa\u0163ii despre componentele urechii pentru a ajunge la formarea senza\u0163iei auditive<\/p>\n<p><strong>Au \u00eenv\u0103\u0163at<\/strong>:<br \/>\nStimuli auditivi ( unde sonore-aplauze) \u2013 capta\u0163i de urechea extern\u0103 ( pavilion-conduct auditiv extern-timpan) \u2013 condu\u015fi \u00een continuare de urechea medie (ciocan &#8211; nicoval\u0103 &#8211; sc\u0103ri\u0163\u0103 &#8211; membrana ferestrei ovale) &#8211; \u015fi recepta\u0163i de urechea intern\u0103 (perilimf\u0103\u00a0&#8211; endolimf\u0103 &#8211; excita\u0163i de receptorii auditivi din melcul membranos) &#8211; transmit stimulii &#8211; nerv auditiv &#8211; la scoar\u0163a cerebral\u0103: lob temporal-aria auditiv\u0103: formeaz\u0103 senza\u0163ia de auz.<\/p>\n<p>Avantajele metodei active:<\/p>\n<ul>\n<li>Face lec\u0163ia interesant\u0103, cre\u015fte motiva\u0163ia elevilor prin faptul c\u0103 sunt con\u015ftien\u0163i c\u0103 pot influen\u0163a procesul de \u00eenv\u0103\u0163are;<\/li>\n<li>Are ca efect \u00eenv\u0103\u0163area centrat\u0103 pe elev ce presupune o abordare a unui stil de \u00eenv\u0103\u0163are activ \u015fi o integrare a programelor de \u00eenv\u0103\u0163are \u00een func\u0163ie de ritmul propriu de \u00eenv\u0103\u0163are al elevului. Fiecare elev trebuie s\u0103 fie implicat \u015fi responsabil pentru progresele pe care le face \u00een ceea ce prive\u015fte propria formare, trebuie s\u0103 fie\u00a0 cooperant la propria formare.<\/li>\n<li>Dezvolt\u0103 abilit\u0103\u0163i de colaborare \u015fi ajutor reciproc;<\/li>\n<li>Asigur\u0103 elevului condi\u0163ii optime de a se afirma individual \u015fi \u00een echip\u0103 dezvolt\u00e2nd g\u00e2ndirea critic\u0103 \u015fi motiva\u0163ia pentru \u00eenv\u0103\u0163are \u015fi permi\u0163\u0103nd evaluarea proprie;<\/li>\n<li>Angajeaz\u0103 intens toate for\u0163ele psihice de cunoa\u015ftere;<\/li>\n<li>Pune accentul pe cunoa\u015fterea opera\u0163ional\u0103, pe \u00eenv\u0103\u0163area prin ac\u0163iune, prin manipulare \u00een plan mintal a obiectelor, ac\u0163iunilor.<\/li>\n<\/ul>\n<p>Se \u00eencearc\u0103 apropierea cunoa\u015fterii didactice de cunoa\u015fterea \u015ftiin\u0163ific\u0103, prin problema activiz\u0103rii, fiind necesar\u0103 introducerea elevilor \u00een mecanismele care au condus spre descoperiri \u015fi nu de a-i pune pe ace\u015ftia s\u0103 memoreze descoperirile \u015ftiin\u0163ei, ceea ce presupune\u00a0 crearea unei ipostaze de &#8222;cercet\u0103tor&#8221; pentru cel ce este \u00een situa\u0163ia de \u00eenv\u0103\u0163are, oblig\u00e2ndu-l s\u0103 parcurg\u0103 drumul cunoa\u015fterii pentru a descoperi sau redescoperi el \u00eensu\u015fi adev\u0103rurile \u015ftiin\u0163ifice.<\/p>\n<p>&#8222;<em>Orice metod\u0103 pedagogic\u0103 rezult\u0103 din \u00eent\u00e2lnirea mai multor factori \u015fi, din acest punct de vedere, educa\u0163ia va r\u0103m\u00e2ne mereu o art\u0103: arta de a adapta, la o situa\u0163ie precis\u0103, indica\u0163iile generale date de c\u0103r\u0163ile de metodologie.<\/em>\u201d\u00a0 Gaston Mialaret<\/p>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\n1. Cerghit, Ioan, 2006, Metode de \u00eenv\u0103\u0163\u0103m\u00e2nt, Ia\u015fi, Editura Polirom<br \/>\n2. Cerghit Ioan Metode de \u00eenv\u0103\u0163\u0103m\u00e2nt, E.D.P., Bucure\u015fti, 1997<br \/>\n3. Cuco\u015f Constantin (coord.), 1998, Psihopedagogie pentru examenele de definitivare \u015fi grade didactice, Editura Polirom, Ia\u015fi,<br \/>\n4.\u00a0 Dulama, Maria, Eliza, 2002, Modele, strategii \u015fi tehnici didactice activizante, Editura Clusium<br \/>\n5. Ionescu Miron, Radu Ion, 1995, Didactica modern\u0103, Editura Dacia, Cluj-Napoca<br \/>\n6. Pavel Mure\u015fan, 1990,\u00a0 \u00cenv\u0103\u0163area eficient\u0103 \u015fi rapid\u0103, Editura Ceres, Bucure\u015fti.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>M\u0103iestria profesorului const\u0103 \u00een alegerea celei mai eficiente metode sau combinarea metodelor ca s\u0103 atrag\u0103 elevul \u00een procesul de \u00eenv\u0103\u0163are. Astfel, va reu\u015fi mai u\u015for s\u0103-i formeze deprinderile \u015fi priceperile de a ac\u0163iona; elevul va dob\u00e2ndi cuno\u015ftin\u0163e \u015fi le va &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/metodele-de-invatare-activa-centrate-pe-elev-bulgarele-de-zapada-intr-o-lectie-de-biologie\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[41],"class_list":["post-522","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-georgeta-rusu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/522","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=522"}],"version-history":[{"count":7,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/522\/revisions"}],"predecessor-version":[{"id":557,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/522\/revisions\/557"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=522"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=522"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=522"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}