Koyon ta hanyar koyarwa

Koyon ta hanyar koyarwa
technics (en) , learning approach (en) da teaching method (en)
Bayanai
Ƙaramin ɓangare na	study skill (en)
Farawa	1980
Fuskar	koyarwa
Ƙasa da aka fara	Jamus
Mai ganowa ko mai ƙirƙira	Jean-Pol Martin (mul) da Jean-Pol Martin (mul)

A fagen koyarwa, ilmantarwa ta hanyar koyarwa hanya ce ta koyarwa inda ake sanya ɗalibai su koyi kayan aiki da shirya darussan don koyar da shi ga sauran ɗalibai. Akwai karfi mai karfi kan samun ƙwarewar rayuwa tare da batun.

Bayani

Ɗalibi yana koyar da ƙamus

Hanyar da ɗalibai ke bi wajen koyar da wasu ɗalibai ta kasance tun zamanin da. Sau da yawa wannan ya faru ne saboda rashin albarkatu. Misali, Tsarin Kulawa hanya ce ta ilimi wadda ta shahara a duniya a farkon ƙarni na 19. An ƙirƙiro ta a layi ɗaya ta hannun ɗan Scotland Andrew Bell wanda ya yi aiki a Madras da Joseph Lancaster wanda ya yi aiki a Landan; kowannensu ya yi ƙoƙarin ilmantar da yara matalauta waɗanda ba su da isassun albarkatu ta hanyar sa manyan yara su koya wa ƙananan yara abin da suka riga suka koya.

Binciken da aka gudanar cikin tsari don inganta ilimi da gangan, ta hanyar sa ɗalibai su koyi ta hanyar koyarwa ya fara ne a tsakiyar ƙarni na 20.

A farkon shekarun 1980, Jean-Pol Martin ya ƙirƙiro manufar sanya ɗalibai su koyar da wasu a cikin mahallin koyon Faransanci a matsayin harshen waje, kuma ya ba shi tushen nazari a cikin wallafe-wallafe da yawa, wanda aka kira shi da Jamusanci Lernen durch Lehren, wanda aka taƙaita shi zuwa LdL . [1] Da farko an yi watsi da hanyar, saboda tsarin ilimin Jamus gabaɗaya ya fi mai da hankali kan ladabi da koyo na yau da kullun. [2] Duk da haka, hanyar ta zama ruwan dare a Jamus a fannin ilimin sakandare, kuma a cikin shekarun 1990 an ƙara yin amfani da ita kuma an fara amfani da ita a jami'o'i. [1] A shekarar 2008 Martin ya yi ritaya, kuma duk da cewa ya ci gaba da aiki, Joachim Grzega ya jagoranci haɓakawa da kuma ƙaddamar da LdL. [2] [3]

Hanyar LdL

Fannin ma'ana : Babban abin da ke cikin ka'idar Martin gaba ɗaya, duka ga LdL da kuma ga Sabuwar 'Yancin Dan Adam, su ne waɗannan ra'ayoyin masu hulɗa: tunani (sarrafa bayanai da fahimtar ra'ayi ) - iko - abubuwan da ba su dace ba - tunanin dialectical - halayyar bincike - taswirar fahimta - tasirin kwarara - sama-ƙasa/ƙasa-sama - ƙarfin centripetal/centrifugal - halayyar neuronal - layiarity/nonlinearity - homeostasis - haɗin kai/bambanci - tsakiya/babban tsari - ambaton kai - haɗin kai .

LdL, wanda Martin ya yi koyi da tsarin kwakwalwa

Bayan shiri daga malami, ɗalibai za su ɗauki nauyin koyo da koyarwa da kansu. An raba sabon kayan zuwa ƙananan sassa kuma an kafa ƙungiyoyin ɗalibai waɗanda ba su wuce mutane uku ba.

Ana ƙarfafa ɗalibai su yi gwaji don nemo hanyoyin koyar da sauran kayan. Tare da tabbatar da cewa ɗalibai sun koyi kayan, wani burin hanyar shine a koya wa ɗalibai dabarun rayuwa kamar girmama wasu mutane, tsarawa, magance matsaloli, ɗaukar haɗari a bainar jama'a, da kuma dabarun sadarwa. Malamin zai ci gaba da shiga tsakani, yana shiga tsakani don ƙarin bayani ko bayar da tallafi idan ɗaliban koyarwa suka gaza ko kuma ɗaliban da ke koyo ba su fahimci kayan ba.

Hanyar ta bambanta da koyarwa domin ana yin LdL a aji, wanda malami ke tallafawa, kuma ya bambanta da koyarwar ɗalibai, wanda wani ɓangare ne na ilimin malamai .