Individuālā pieeja vācu valodas kā svešvalodas mācību stundā

Abstract

Jau sen mācību stundas, zem kurām arī neizslēdzmi vācu valoda kā svešvalodas mācību stunda, pārsvarā tiek orientēta uz skolotāju un shematiski novadīta. Praksē primārais uzsvars tiek likts uz mācības vielas apgūšanu, kā rezultātā skolēns, attiecībā pret izstrādāto mācību plānu, nokļūst otrajā vietā. Pamatojoties uz šādi izstrādātu mācību stundas organizēšanu, rodas liels skaits skolēnu, kuri netiek līdzi izstrādātajiem mācību plāniem un nespēj vai nav spējuši attīstīt savu mācību potenciālu. Pašsaprotami, ka skolēni ir katras valsts sabiedrības nākotne, tādēļ ir jārespektē katrs indivīds un viņa individuālā attīstība un mācīšanās spējas. Reti kur tiek runāts par skolēnu kā personību ar savām vājajām un stiprajām pusēm, kā personību ar saviem talantiem un audzināšanas īpatnībām. Balstoties uz to individuālā pieeja pievērš lielāku uzmanību stundu plānu sagatavošanai un piemērotu metožu pielietošanai mācību stundās.

Already long ago lessons, including German as foreign language lesson, are mainly oriented towards teacher and the schematic presided. In practice, the primary emphasis is placed on training, as a result the student, in relation to developed training plan, get into second place. Based on organization of following lessons, creates a large number of students who are not accompanied by developed training plans and are unable or have not been able to develop their learning potential. It is clear that the students are the future of each country's society, therefore, we must respect each individual and his / her individual development and learning ability. Rarely, where are talked about students as personalities with their own weaknesses and strengths, and as personalities with their own talents and educational specialties. Based on this, individual approach pays greater attention to preparing lesson plans and appropriate techniques using in class. To meet the individual needs and provide an optimal learning and life-shaping opportunities for each, there are highlight at the training principles that are conducive to the students, as well as to learning process and learning mode. Teaching principles indicate reference points for individual work with students, his learning promotion and creation, as well as help to develop own initiatives in learning.