Pašvadītas vai patstāvīgas mācīšanās aspekti matemātikā pamatskolā
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Latvijas Universitāte
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lav
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. Diplomdarba temats ir “Pašvadītas vai patstāvīgas mācīšanās aspekti matemātikā pamatskolā”. Diplomdarbs sastāv no divām daļām: 43 lappusēm, 5 attēliem un 4 pielikumiem. Pirmajā daļā dots literatūras apskats - teorija, definīcijas un skaidrojumi par pašvadītu mācīšanos un tās lomu kompetenču pieejā jaunajā mācību saturā. Otrajā - praktiskajā daļā dotas skolotāju un skolēnu anketas par pašvadītu mācīšanos un to analīze. Darbs ietver praktiskas rekomendācijas skolotājiem: • komunikācijā, lietojot pašvadītas mācīšanās jēdzienu, papildināt to ar kontekstam atbilstošiem jēdzieniem (plānošana, uzraudzība, novērtēšana, utt), • mācību procesā izvēlēties metodes, kurās iekļauti pašvadītas mācīšanās elementi - plānošana, uzraudzība, novērtēšana, refleksija. Atslēgas vārdi: pašvadīta mācīšanās, patstāvīga mācīšanās, kompetences, mācīšanās process, caurviju prasmes, diskurss.
. The topic of the diploma paper is “Aspects of self-regulated or independent learning in mathematics in primary school”. The diploma thesis consists of two parts: 43 pages, 5 pictures and 4 appendices. The first part provides a review of the literature - theory, definitions and explanations of self-regulated learning and its role in the competence approach in the new curriculum. In the second - practical part, questionnaires of teachers and students about self-regulated learning and their analysis are given. The work includes practical recommendations for teachers: • in communication, using the concept of self-regulated learning, expand it with contextual concepts (planning, monitoring, evaluation, etc.), • in the learning process to choose methods that include elements of self-regulated learning - planning, monitoring, assessment, reflection. Keywords: self-regulated learning, independent learning, competencies, learning process, transversal skills, discourse.
. The topic of the diploma paper is “Aspects of self-regulated or independent learning in mathematics in primary school”. The diploma thesis consists of two parts: 43 pages, 5 pictures and 4 appendices. The first part provides a review of the literature - theory, definitions and explanations of self-regulated learning and its role in the competence approach in the new curriculum. In the second - practical part, questionnaires of teachers and students about self-regulated learning and their analysis are given. The work includes practical recommendations for teachers: • in communication, using the concept of self-regulated learning, expand it with contextual concepts (planning, monitoring, evaluation, etc.), • in the learning process to choose methods that include elements of self-regulated learning - planning, monitoring, assessment, reflection. Keywords: self-regulated learning, independent learning, competencies, learning process, transversal skills, discourse.