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- АКМЕОЛОГИЧЕСКИЙ ПОДХОД К ОРГАНИЗАЦИИ ИССЛЕДОВАТЕЛЬСКОЙ ДЕЯТЕЛЬНОСТИ УЧАЩИХСЯ А а И.В.
- Аbstract
- TO INCREASE PUPILS’ INTEREST TO THE SUBJECT THROUGH DIALOGIC TEACHING Alimbekova H.P.
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-http://researcher.ru/issledovaniya/psihologiya_issl_deyat/a_3jpfi 2.htm(15.09.2012) 87 TO INCREASE PUPILS’ INTEREST TO THE SUBJECT THROUGH DIALOGIC TEACHING Alimbekova H.P. secondary school-gymnasium with a preschool mini centre, Kapchagai, Almaty region Kazakhstan А а а Е а а а а , а а ǩ а а а . С а а а ǩ а а а а а ǩ , а а а , а а ǩ а а а а а а ǩ . О а ǩ а а а а а а . О а ǩ а а ǩ ǩ а а а а . З а а а а а ǩ а ǩ . А а На а а а а а а . В , а а а а а , а а , а а . О а а а . О , а , а а. О а а а а а а, а а , а . Abstract Our country is one of the highly developed countries and it needs the stable future. The most important thing is to use the process of education that let pupils be independent, self-motivated, engaged, responsible and critical refl ective learners. Teaching must include a way of thinking and set of core beliefs on the part of the teacher, and knowledge of a set of alternative actions that relate to these beliefs. One of the proved useful teaching methods is to teach pupils through the dialogic teaching. Research evidence suggests dialogue occupies a critical position in the classroom in relation to children and learning. Our country is developing now that’s why it needs the stable future to take a high position among the highly- developed countries of the world. The most important thing is to use the process of education that let pupils be independent, self-motivated, engaged, responsible and critical refl ective learners who are able to communicate in Russian, Kazakh and English. Today teaching must develop deep understanding of the subject on the part of the pupil so that they can use and apply knowledge beyond the classroom. To reach high results teachers must improve their teaching methodology based on the experiences of successful teachers throughout the world. Teaching must include a way of thinking and set of core beliefs on the part of the teacher, and knowledge of a set of alternative actions that relate to these beliefs. In my pedagogic way now I pay great attention to my teaching and try to use all the methods that give good results. One of the the proved useful teaching methods is to teach pupils through the dialogic teaching. As the Kazakh say that the language stands above all art I also approve that we can develop pupil’s knowledge through the language. Research evidence suggests dialogue occupies a critical position in the classroom in relation to children and learning. Merser and Littleton (2007) have shown that classroom dialogue can contribute to children’s intellectual development and their educational attainment. The interaction with adults can provide opportunities for children’s learning and for their cognitive development. Vygotsky describes the young child as an apprentice for whom cognitive development occurs within social interactions; in other words, when children are guided into increasingly mature of thinking by communicating with capable others and through interactions with their surrounding culture
88 and environment. Vygotsky further argued that cognitive ZDP defi nes skills and abilities that the child is in the process of developing; a range of tasks that the child cannot yet perform independently. To perform such tasks children need the help of adults to support them as they learn new things. Such scaffolding involves communication and Vygotsky considered language to be the main vehicle for learning. [1] Vygotsky’s model of learning suggests that knowledge is constructed as a result of a pupil’s engagement in dialogue with others. The teacher’s role in facilitating social engagement in the learning process is therefore crucial for developing pupil learning. Pupils are more likely to learn where there are opportunities dialogue with more knowledgeable others. Teachers can offer such opportunities. Learning will take place where ideas are discussed by the pupil himself. Barnes (1971) established that the way in which language is used in classrooms as major impact on pupils’ learning. Barnes demonstrated that pupils have the potential to learn not only by listening passively to the teacher, but by verbalizing, by talking, by discussing and arguing. More recent research by Merser and Hodgkinson (2008) built on the earlier work of Barnes to establish the centrality of dialogue in the learning process. There is now considerable evidence that suggests that getting student to talk together in class has numerous benefi ts in: • allowing students to articulate their understanding of a topic; • helping them to understand that other people may have different ideas; • enabling students to reason through their ideas; • assisting the teacher in their understanding of ‘where their students are’ in their learning. A characteristic of much classroom talk is the extent of the teacher’s conversational control over the topic, the relevance or correctness of what pupils say and when and how much pupils may speak. Pupils in many classrooms have few conversational rights. For example pupils cannot say their opinions about their teacher’s thoughts. According to the research when the teacher controls the discussion, as we used, does not give good results in developing pupils’ speech. Alexander (2008, p.48) argues that “talk in learning is not a one-way linear communication but a reciprocal process in which ideas are bounced back and forth and on that basis take children’s learning forward.” In dialogue children and their teachers are equal partners who try to reach an agreement. Interthinking can be achieved through dialogue with pupils, however pupils can do it with each other in a process of joint enquiry. [2] Merser’s research asserts that talk is a vital apart of students’ learning and that there are three broad types of talk that people engage in: Disputational talk, in which: There is a lot of disagreement and everyone makes their own decisions. There are few attempts to pool resources. There are often a lot of interactions of the ‘Yes it is! – No it isn’t! type. The atmosphere is competitive rather than cooperative. Cumulative talk, in which: Everyone simply accepts and agrees with what other people say. Talk is used to share knowledge, but the participants in the discussion are uncritical of the contributions of others. Ideas are repeated and elaborated but are not necessarily carefully evaluated. Exploratory talk, which in: Everyone offers relevant information. Everyone’s ideas are treated worthwhile, but they are critically evaluated. Pupils ask each other questions. Pupils ask for, and give, a reason for what is said – so, reasoning is ‘visible’ in the talk. Members of the group try to reach agreement (though of course they may not – it’s trying to fi nd agreement that’s important). Most discussions are usually a mixture of these types of talk. Merser asserts that the most productive discussions, in terms of building collective understanding and learning, tend to be those where there are high levels of exploratory talk. [3] Research has established the relationship between speaking and listening and children’s learning. Barnes (1976) and Merser (2000) argue that exploratory talk is the kind of talk that teachers should aim to develop. When children engage in exploratory talk, they are almost certain to be working in small groups with their peers. They will be sharing a problem and each other’s ideas, building up shared knowledge and understanding. In other words, children are thinking together. When children engage in exploratory talk we can hear them thinking aloud: hypothesizing and speculating. Children might use words and phrases such as ‘perhaps’, ‘if’, ‘might’ and ‘probably’; they reasons to support their ideas, ‘because’ and seek support from the group by asking questions such as ‘wouldn’t it?’ [4] In such kind of working children are listening to each other and considering their response. However, here the teacher is a guide.
89 A frequent pattern of questioning observed within classroom has been found to take the form of Initiation – Response – Follow up (IRF). For example: Initiation (teacher): How many bones are there in the human body? Response (pupil): Two hundred and six. Follow up (teacher): Excellent. This model is typifi es many classrooms where it is the teacher who is the initiator and who controls the talk (Merser, 1995). Such classrooms do not offer opportunities for the type of dialogic talk which promotes learning. Questioning is the critical skill in the sense that, done successfully, it becomes a powerful fool for teaching by supporting, enhancing, and extending children’s learning. It is generally argued that there are essentially two types of questions that teachers can use to elicit children’s understanding. There are: lower-order and higher-order questions. To lower-order questions one can answer ‘right’ or ‘wrong’. Higher-order questions let pupils apply, recognize, extend, evaluate and analyze information in some way. Both types of question have their place within an effective pedagogy. In addition, questions need to be formulated to match children’s learning needs. There are different questioning techniques:
response, for example simplifying the framing of the question, taking them back to known material, giving hints or clues, accepting what is right and prompting for a more complete answer.
take their thinking further, to direct problem-solving activities, for example, “Could you give us an example?” Redirecting: redirecting questions to other children, for example, “Can anyone else help?” Considering the role of questioning as a dialogic approach to support learning suggests that, through questioning a teacher can: • Encourage pupils to talk constructively and on task; • Signal a genuine interest in the ideas and feelings of children; • Develop curiosity and encourage research; • Help children to externalize and verbalize knowledge; • Help children’s creative thinking; • Help children to think critically; • Help children to learn from each other and to respect and evaluate each other’s contributions; • Deepen and focus thinking and action through talk and refl ection; • Diagnose specifi c diffi culties or misunderstanding that could inhibit learning. Just as important as the teachers’ questions is the questioning that arises from careful listening to children’s responses. In dialogic talk the questions asked by children are as important as the questions asked by the teacher and the answers given. The teacher is not using questions for the purpose of testing pupils’ knowledge, but also to enable them to refl ect, develop and extend their thinking. Wragg and Brown (2001) suggest several types of response that can be made to pupil’s answers and comments. Teachers can: • Ignore the response, moving on to another pupil, topic or question • Acknowledge the response, building it into subsequent discussion • Repeat the response verbatim to reinforce the point or to bring it to the attention of those that might not have heard it • Repeat part of the response, to emphasize a particular element of it • Paraphrase the response for clarity and emphasis, and so that it can be built into the ongoing and subsequent discussion • Praise the response (either directly or by implication in extending and building on it for the subsequent жүктеу/скачать 41,48 Mb. Достарыңызбен бөлісу:
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