Використання кооперативного навчання учнів у загальноосвітній школі в Україні: практика і проблеми
Електронна бібліотека НАПН України
Переглянути архів Інформація| Поле | Співвідношення | |
| Relation |
http://lib.iitta.gov.ua/713432/
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| Title |
Використання кооперативного навчання учнів у загальноосвітній школі в Україні: практика і проблеми
Use of cooperative teaching of pupils in secondary school in Ukraine: practice and problems |
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| Creator |
Пометун, Олена Іванівна
Гупан, Нестор Миколайович |
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| Subject |
37.01/.09 Special auxiliary table for theory, principles, methods and organization of education
373 Kinds of school providing general education |
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| Description |
У статті узагальнено кількарічний досвід запровадження кооперативного навчання в загальноосвітніх школах України, визначено елементи кооперативного навчання, які викликають ускладнення у більшості українських вчителів. Приділено увагу потенціалу кооперативного навчання в умовах сучасної реформи української школи, зокрема у розвитку компетентності та особистісних якостей учнів. Зроблено висновки щодо того, як визначити ознаки правильно організованого вчителем кооперативного навчання.
The article generalizes the several years` experience of implementing of cooperative learning in secondary schools of Ukraine. Cooperative learning is considered as the organization of education in couples or small groups (4-6 persons) within the pupils who have common educational aim. The article pays attention to the potential of cooperative learning in view of the modern reformation of Ukrainian school, especially in developing of the competences and personal qualities in pupils. It`s suggested that cooperative learning gives pupils the opportunity of cooperation with their coevals, allows realizing the natural need for communication, and helps pupils to achieve higher results in acquirement of educational content. It is also indicated that realization of educational and communicative functions of cooperative learning at the lesson requires drastic changes in the style of teaching and teacher`s professional attitude and causes difficulties for many Ukrainian teachers. Main stages of organization of cooperative learning at the lesson are defined and thoroughly characterized, such as joining in groups (couples), peculiarities of formulating and giving the task for group activity, organization of pupils` collaboration, organization of presentation of the group work results and reflecting on the process and the results of work. Methodical inclusion of these main components in the learning situation gives hope that the group will use combined efforts and teacher will succeed in the implementation of collaborative learning – successfully and for long. The teacher`s attention to the step-by-step organization of pupils` interaction is the pledge of success. Random joining pupils in groups and defining the task to work together cannot lead to the joint activity. To organize the lesson in the way that pupils will actually collaborate is possible on condition of understanding the components that start this process. Cooperative learning also demands revising usual assessment criteria for pupils and taking into account the results of group work. The following model of education definitely requires considerable rebuilding in the process of teachers` training in the course of establishing the new type of relations between teacher and pupils and between pupils, determines the change of outlook on the assessment of the pupils` activity at the lesson, and the lesson itself on the part of teacher, administration, pupils and parents. |
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| Publisher |
Academic Society of Michal Baludansky
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| Date |
2017
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| Type |
Article
PeerReviewed |
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| Format |
text
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| Language |
uk
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| Identifier |
http://lib.iitta.gov.ua/713432/1/Pometun%2CGupan.pdf
- Пометун, Олена Іванівна and Гупан, Нестор Миколайович (2017) Use of cooperative teaching of pupils in secondary school in Ukraine: practice and problems Scientific Letter of Academic society of Michal Baludansky, 5/2. pp. 88-92. ISSN 1338-9432 |
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