Mājas darbi angļu valodas stundās vidusskolas skolēnu mācīšanās prasmju pilnveidei
Loading...
Date
Authors
Advisor
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Language
N/A
Abstract
Diplomdarbs tika izstrādāts, lai noskaidrotu, kā dažādi mājas darbi var pilnveidot skolēnu mācīšanās prasmes angļu valodas stundās vidusskolā. Lielākajai daļai cilvēku, mācīšanas un mācīšanās process pārsvarā asociējas ar skolu un klasi, bet ļoti bieži cilvēki aizmirst, ka pastāv arī uzdevumi, kurus ir uzdots pildīt ārpus skolas un klases – mājas darbi. Mājas darbi ir neaizstājama mācīšanas un mācīšanās procesa sastāvdaļa, kas nodrošina skolēnus ar pašmācības un pašdisciplīnas iespējām. Šīs īpašības arī raksturo efektīvu skolēnu, kurš ir pilnveidojis savas mācīšanās prasmes un zina, kā mācīties. Diplomdarba mērķis bija noskaidrot, kā dažādi mājas darbi var pilnveidot skolēnu mācīšanās prasmes angļu valodas stundās vidusskolā.
Lai sasniegtu šo mērķi tika veikts atsevišķa gadījuma pētījums vidusskolā. Rezultātu iegūšanas metodes bija anketa un intervija. Tika aptaujāti 28 skolēni un intervēta 1 skolotāja. Pirmā anketa tika izmantota, lai noskaidrotu skolēnu mājas darbu pieredzi, mācīšanās prasmes, kā arī, mācīšanās veidus, kuriem skolēni dod priekšroku. Intervija tika izmantota, lai noskaidrotu, kāda ir angļu valodas skolotājas pieredze un attieksme pret mājas darbiem un mācīšanās prasmju pilnveidošanu angļu valodas stundās. Otrā anketa tika izmantota, lai noskaidrotu, vai skolēni ir pilnveidojuši savas mācīšanās prasmes, izmantojot dažādus mājas darbus.
Iegūtie rezultāti parādīja, ka skolēni ir pilnveidojuši savas mācīšanās prasmes, izmantojot dažādus mājas darbs. Skolēni vairāk vēlējās pildīt mājas darbus, kuri bija piemēroti viņu personībām, un varēja tikt veikti sadarbojoties ar kādu no klasesbiedriem. Ar šāda veida uzdevumu palīdzību, skolēni pilnveidoja ne tikai savas angļu valodas prasmes, bet arī mācīšanās prasmes.
Dažādu mājas darbu plānošana un izstrāde aizņem daudz laika un prasa lielas pūles, taču galu galā, ja šie uzdevumi ir tādi, kuriem priekšroku dod paši skolēni, kā arī ir labi pārdomāti un atbilst skolēnu interesēm un vajadzībām, tie uzrāda pozitīvu rezultātu.
The Paper was written in order to research how varied homework can develop students’ learning skills in English language lessons in secondary school. To majority of people teaching and learning process constantly associates with school and the classroom, but very often people forget that there are also assignments set to do outside the school and classroom – homework. Homework is an indispensable part of teaching and learning process which provides students with an opportunity of self-education and self-discipline. These features, however, characterize an effective learner, who has developed his/her learning skills and knows how to learn. The aim of this Paper was to research how varied homework can develop students learning skills in English language lessons in secondary school. To reach this aim a case study was carried out in secondary school. The method of date collection was questionnaires and interview. 28 students were questioned and 1 teacher was interviewed. First questionnaire was used to find out students’ homework experience, learning skills, and learning preferences. Interview was used to find out what is the teacher’s of English language experience and attitude towards homework and development of particular learning skills in English language lessons. Second questionnaire was used to find out if students have developed their learning skills by the help of varied homework. The results showed that students had developed their learning skills by the help of varied homework. Students were more willing to do homework which corresponded to their personalities, and could be done together with someone. By the help of such tasks students developed not only their knowledge of English skills but also their learning skills. Designing alternative homework tasks was time consuming and took a lot of effort, but at the end, if the tasks were well thought-out and corresponded to students’ interests, needs, and learning preferences, they showed positive outcomes.
The Paper was written in order to research how varied homework can develop students’ learning skills in English language lessons in secondary school. To majority of people teaching and learning process constantly associates with school and the classroom, but very often people forget that there are also assignments set to do outside the school and classroom – homework. Homework is an indispensable part of teaching and learning process which provides students with an opportunity of self-education and self-discipline. These features, however, characterize an effective learner, who has developed his/her learning skills and knows how to learn. The aim of this Paper was to research how varied homework can develop students learning skills in English language lessons in secondary school. To reach this aim a case study was carried out in secondary school. The method of date collection was questionnaires and interview. 28 students were questioned and 1 teacher was interviewed. First questionnaire was used to find out students’ homework experience, learning skills, and learning preferences. Interview was used to find out what is the teacher’s of English language experience and attitude towards homework and development of particular learning skills in English language lessons. Second questionnaire was used to find out if students have developed their learning skills by the help of varied homework. The results showed that students had developed their learning skills by the help of varied homework. Students were more willing to do homework which corresponded to their personalities, and could be done together with someone. By the help of such tasks students developed not only their knowledge of English skills but also their learning skills. Designing alternative homework tasks was time consuming and took a lot of effort, but at the end, if the tasks were well thought-out and corresponded to students’ interests, needs, and learning preferences, they showed positive outcomes.