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ՄԱՍՆԱԳԻՏԱԿԱՆ ԶԱՐԳԱՑՈՒՄ

Ուսումնական բնագավառներ


დპირ 41

Gevorg Hakobyan
სწავლის და ტექნიკური ციფრული საშუალების შესახებ


Содержание 41-го номера журнала “Дпир”

Ашот Блеян
Новое вино- в новом бурдюке

Ашот Блеян
Несчастье нашей школьной системы - в ее закрытости.

Ashot Bleyan
The misfortune of our school system is its being closed

Геворг Акопян
Об обучении , учебе и о цифровых средствах

Gevorg Hakobyan
To learn, to teach, technical digital means

Ashot Bleyan
Not for students, but together with students

Ашот Блеян
Не для учеников, а с учениками.

აშოტ ბლეიანი
არის მედია, არის განათლება

აშოტ ბლეიანი
არა მოსწავლეებისთვის, არამედ მოსწავლეებთან

Ashot Bleyan
There is Media, there is Education

Ашот Блеян
Есть медиа - есть образование

Մեթոդական մշակումներ

Заруи Аракелян, Мари Габанян
Медиабиблиотека

Жанна Акопян
Планета Уверенность или в чем польза альтернативных медиаолимпиад?

Ուսումնական նյութեր

Ծիսական տոնացույց

ՄԱՆԿԱՎԱՐԺԱԿԱՆ ՄՈՏԵՑՈՒՄՆԵՐ

ՏԱՐԲԵՐ ԵՐԿՐՆԵՐԻ ԴՊՐՈՑՆԵՐԸ

ՀԱՅԱՍՏԱՆԻ ԴՊՐՈՑՆԵՐԸ

Жанна Акопян
Что такое медиасамообразование?

Yura Ganjalyan
Media Public Education ... But Why Media?

ՓՈՔՐԵՐՆ ՈՒ ՄԵԾԵՐԸ (մանկավարժական ակումբ)

ԱՐՁԱԳԱՆՔ


Медиаиздательство
To learn, to teach, technical digital means

The aim of writing this article arose during the discussion in the role playing Court in“MkhitarSebastasi Educational Complex”.

A group of our pupils have brought a suit against the private lesson system. Following the speech of pupils and teachers during the magisterial hearing I ascertained that there was a need to write this article. Although I think that nothing will be changed I realized to publish my opinion about that question.The court can observe this article as a witness.

Thus What do the pupils say? And what do the teachers do?

The great part of pupils and teachers think that it’s impossible to pass entrance exams without private lessons. In this problem they blame school subject programmes, textbooks, entrance system and teachers, but not themselves.

Let's go round the classrooms.

I've  met some teachers who insisted.''If my subject had an hour more on the curriculumthe problems would have beensolved.'' I'm sure if that man were given two hours more nothing would have been changed. Such teachers continue to stay ontheir opinion that the pupil is lost without them, and what they learn they indebte to the lesson.

While the real learning is an individual  process, the man tries to conform the received information with his Knowledge. The time and efforts spent on this process are the most effective ones. Basically a pupil can do such work after classes. Parents think that a pupil makes a success after reading the material in textbooks several times with another teacher. Whereas the secret of homework success is pupil's individual work. I am sure that a pupil, who scored a success with the help of private learning, could also succeed independently. Only the ability of learning, self-confidence, sense ofresponsibility and power of will are lacking.

The government of RA in2010, on 8 April established the nationaleducation criteriaaccording to 439 act.(I wonder what percent of the teachers read that document). The fifth Part of that document is called ''The content of Secondary Education''. N which it says, - ''Each educationalfield is represented by means of the following content components-knowledgesystem,abilitiesand skills (cognitive, logical,communicative, collaborative, creative, independent),’'the valuesystem of activities’’ (14).

Most part of teachers seethem and the role of their classes in knowledge system considering themselves and textbook irreplaceable. Whereas we live in such a period when the Internet enables to have not only different books, but also different lessons organized by other teachers. A good book is a great stimulus for a teenager. I’ve recently got a hobby to read scientists’ autobiographies (I’ve translated some of them and presented them in "D P I R" Magazine.) I wonder how they’ve become scientists.Basically everybody insists that any book of that field was a turning point for them which occasionally appeared in their hands. Later they deepened in that field forestalling their school programmes. And they did it without any private learning. For example Albert Einstein writes, "At the age of 12 I experienced another miracle. The book, which was in my hand at the beginning of the academic year,was about the source of the Euclidean geometry plane,’’ and then he continues,’’From the age 12 to16I got acquainted with the Mathematical elements including the differential and integral calculus. In addition I always come across such books where little attention was paid to logical rigor, but the main meaning was isolated. Technical digital meansgive  lotsof opportunities to come across such books (now the number of my books in my electronic libraryis several times more than years before(since 1969) and there are such books which I couldn't manage to see in my student’s year. One of the teacher’s problem must be to introduce to such books (what did my teacher Samson Daghbashyan).

If the pupil can adopt this component on his own or with the help of the teacher, the other components are supposed to be classwork with the teacher’s leadership.Our teachers being based on these abilities and skills system have neither time to pay attention to them nor value system.

Here the technical digital means become tools for the teachers and the pupils as they are easy to use, they have great opportunities and it’s convenient to use them. Watch the materials of “Digitech 2011” International Review organized by ‘’MkhitarSebastasi’’Educational Complexmade by our teachers and pupils. The most important thing is that they have learnt to place their materials in the school website. There is sense to create materials hoping to find its addressee. What opportunities do websites give? E-mail is for the development of communicative skills and abilities.A pupil can communicate either with the pupils of the same age in different parts of the world or having the same interests. We avoid that opportunity without any comprehensive reasons and that’s why we don’t encourage the pupils to use them. Whereasnot the progression of member formulais important for pupils’abilities and skills, which he will forget some months later.(The studies done in10 and 7-8 class from Natural Science subject by KTC in 2010autumn witness about it.)

We often come across “Teach and learn” expression in modern pedagogical literature. But how to do it? Few know. Here a good teacher is distinguished from a bad one. At school the axis of the educational process must be “How?”‘’The teacher must help the pupil, neither too much nor too little.So that the pupil does the reasonable part of the work.’’, - G.Polyawrites in his book “How to solve problems”. This reasonable part is that parents and teachers can’t determine. It’s better to help too little leaving difficulties to pupils than to help too much. Too much help will lead the intelect into laziness, helplessness, distrust of their own strength, the absence of responsibility, without any chance to make up their own decisions.

An attention must be drawn on the development of skills and abilities from the junior school. A capable person always tries to gain the knowledge needed. We, the teachers, ourselves find that the best method of learning is our knowledge. Meanwhile the life requirements  have changed  enormously, and they are changing so fast, that it’s hard to say what a first year pupil will learn in the last year. Meanwhile the skills and abilities always stay with a person. During the years of our learning a good pupil was considered the one who sat strict, without moving and listened to the teacher, then read the textbook and answered the lesson, hid his control work not to allow his friend to copy out. The State Criterion of Public Education highlights the importance of of cooperative skills. But where the pupil should gain those abilities if not during the lessons in the cassroom. We, the teachers, ourselves complain that nowdays the pupils don’t learn properly, don’t make an effort to learn, don’t read books. However, do we ask ourselves why it is so, or just note the fact and go ahead? What are we doing? How are we trying to work with them? Have we walked with our pupils? Have we talked about their interests after classes? Have we noticed their enthusiasm? Who is more guilty, the pupils or we, the teachers, ourselves?

How ungainly must have been taught a subject like physics, that a pupil manages to have forgotten the subject during the summer holidays. It’s obvious that instead of making experiments to make the pupils understand the physical phenomena the pupils are given ready made laws and rules, which they will forget very quickly. But come and see that the Knowledge Assessment Center comes and checks those by hearts, which have been forgotten. So would have been the results, of course. I don’t believe that the whole generation is lazy, dull, without any wish to learn, as there are many cases of hard working pupils who show opposite results, and ‘’That is a medical fact’’, Ostap Bender would say. We, the adults, should search and find our mistakes, those rational ways which will attract the pupils, lead them towards their future profession. Let’s look up carefully in the internet. There are so many materials that we don’t use, there are so many materials that we can make with the help of the pupils. Every day before falling asleep let’s think over the methods which will allow us to help a particular pupil.

To sum up I can insist:

•           The news about the necessity of private lessons is exaggerated.

•           Each pupil will gain the highest results with the help of the educator, if disposes that time to a self-education.

•           From the early childhood the development of skills and abilities must always be in the center of attention of the parents and the educators  in the pupils.

  • It’s harmful to overhelp a pupil.
  • From the early childhood a child must have responsibilities and learn to dive responses for his doings.
  • We, the adults, must check how effectively we manage to learn.
  • The Digital technical resources offer great opportunities to organize the learning process effectively.
  • To learn how to put it into use is the leading problem in the learning process for us, the adults.

Translated from Armenian by Yanah Abovyan, Liana Asatryan

In Russian

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