Tsarin Darasi

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Tsarin Darasi
Bayanai
Ƙaramin ɓangare na planning (en) Fassara
Bangare na koyarwa
Facet of (en) Fassara didactic method (en) Fassara

Tsarin darasi, shine cikakken bayanin malami kan darasin koyarwa ko “yanayin koyarwa” na karatu. Malami yana tsara jadawalin darasi na yau da kullum don jagorantar koyar da dalibai. Bayanai kan bambanta dangane da fifikon malamin, darasain da ake nazari, da kuma buƙatun ɗalibai. Za a iya samun ka'idodi da makaranta suka gindaya dangane da jadawalin.[1] Jadawalin darasi wani tsari ne na musamman da malami ke bi don gudanar da wani darasi, wanda kuma ya kunshi manufa (abin da ɗalibai yakamata su koya), yadda za'a cimma wannan manufa (hanya, salo) da kuma hanyar auna fahimtar dalibai ( gwaji, takardar aiki, aikin gida da dai sauransu).[2][3]

Muhimman Sassan Jadawalin Darasi[gyara sashe | gyara masomin]

A diagram of the three stages for the "Triple A" model of lesson planning.
Samfurin "Sau Uku A" don tsarawa yana tsara darasi a jere na kunna koyo, samun sabon ilmantarwa, da amfani da ilmantarwa

Duk da yake akwai hanyoyi da yawa wajen tsara jadawalin darasi, yawancin sun ƙunshi wasu ko duka waɗannan sassan, yawanci a cikin wannan tsari sun haɗa da:[4]

  • Taken darasin
  • Lokaci da ake buƙata don kammala darasin
  • Jerin kayan koyarwa
  • Jerin manufofi, wanda na iya zama manufofin ɗabi'a (abin da ɗalibi zai iya yi a kammala darasi) ko manufofin ilimi (abin da ɗalibin ya sani a kammala darasi)
  • A sa (ko gubar-a, ko gada-in) cewa mayar da hankali dalibai a kan darasi ta basira ko Concepts — wadannan sun hada da nuna hotuna, ko kuma model, tambayar manyan tambayoyi, ko bita da darasin da ya gabata
  • Sashin koyarwa wanda ke bayyana jerin abubuwan da suka haɗa darasin, gami da shigar da koyarwar malami kuma, inda ya dace, ɗalibin da ɗalibai ke jagoranta don ƙarfafa sabbin dabaru da dabaru
  • Independent yi da damar da dalibai mika basira ko ilimi a kan nasu
  • Taƙaitaccen bayani, inda malamin ya ƙare tattaunawar kuma ya amsa tambayoyi
  • Bangaren kimantawa, gwaji don ƙwarewar ƙwarewar da aka koya ko dabaru — kamar saitin tambayoyi don amsawa ko saitin umarnin da za a bi
  • Ana tantance kimar haɗarin inda aka rubuta haɗarin darasin da matakan da aka ɗauka don rage su
  • Bangaren bincike da malamin ke amfani da shi don yin tunani kan darasin da kansa — kamar abin da ya yi aiki da abin da ke buƙatar haɓaka
  • Wani ɓangaren ci gaba yana yin bita da tunani akan abun ciki daga darasin da ya gabata

Hanyar Herbartian: Fredrick Herbart (1776-1841)[gyara sashe | gyara masomin]

A cewar Herbart, akwai matakai na shirin darasi guda takwas waɗanda aka tsara don samar da "dama ga malamai don ganewa da gyara kuskuren ɗalibai yayin fadada fahimtar darussan gaba." Waɗannan matakai sune: Gabatarwa, Gidauniya, Kunnawar Ƙwaƙwalwa, Jiki na Sabuwar Bayani, Bayyanawa, Aiki da Bita, Aiki Mai zaman kansa, da Rufewa.

  1. Shiri/Koyarwa: Yana da alaƙa da shirya da motsa yara zuwa abubuwan da ke cikin darasi ta hanyar haɗa shi da ilimin ɗalibin da ya gabata, ta hanyar tayar da sha'awar yara da kuma yin kira ga hankalinsu. Wannan yana shirya tunanin yaron don karɓar sabon ilimi. "Sanin inda ɗaliban suke da kuma inda yakamata suyi ƙoƙarin kasancewa sune muhimman abubuwa biyu na koyarwa mai kyau." Za a iya fara darasi ta hanya mai zuwa: a. Tambayoyi biyu ko uku masu ban sha'awa amma masu dacewa b. Nuna hoto/s, jadawali ko samfurin c. Bayanin Halin da ake ciki: Sanarwar abin da darasi ya mayar da hankali a cikin bayyananniyar sanarwa kamar "Yau, za mu yi nazarin karatun. . . "
  2. Gabatarwa/Haɓakawa: Ainihin darasi yana farawa anan. Wannan matakin yakamata ya ƙunshi aiki mai kyau daga ɓangaren ɗalibai. Malamin zai ɗauki taimakon na'urori daban -daban, misali, tambayoyi, zane -zane, bayani, fallasawa, nunawa da kayan taimako, da sauransu. Ana iya ba da bayanai da ilimi, bayyana, bayyana ko ba da shawara. Yakamata a kiyaye waɗannan ƙa'idodin. a. Ka'idar zaɓi da rarrabuwa: Wannan batun yakamata a raba shi zuwa sassa daban -daban. Haka kuma malami ya kamata ya yanke shawarar nawa zai faɗa da kuma nawa ne almajiran za su bincika da kansu. b. Ka'idar jeri na gaba: Malami ya tabbatar cewa ilimin da ya biyo baya ya bayyana ga ɗalibai. c. Ka'idar sha da haɗin kai: A ƙarshe rabuwa da sassan dole ne a bi ta haɗarsu don haɓaka fahimtar gaba ɗaya.
  3. Kwatancen ƙungiya: A koyaushe yana da kyau a haɗa sabbin dabaru ko ilimi a haɗe da yanayin rayuwar yau da kullun ta hanyar ba da misalai masu dacewa da kuma yin kwatancen kwatancen da ke da alaƙa. Wannan matakin yana da mahimmanci yayin da muke kafa ƙa'idoji ko keɓance ma'anoni.
  4. Gabatarwa: Wannan manufar ta shafi tsarin tsarin ilimin da aka koya. Kwatantawa da bambanci suna haifar da gama gari. Ya kamata a yi ƙoƙari don tabbatar da cewa ɗaliban sun zana ƙarshen da kansu. Yakamata ya haifar da tunanin ɗalibai, tunani da ƙwarewa.
  5. Aikace -aikacen: Yana buƙatar kyakkyawan aiki na tunani don tunani da amfani da ƙa'idodin da aka koya zuwa sababbin yanayi. Ilimi, lokacin da aka yi amfani da shi kuma aka tabbatar da shi, ya zama bayyananne kuma ya zama wani ɓangare na gyaran tunanin ɗalibi.
  6. Recapitulation: Mataki na ƙarshe na shirin darasi, malamin yayi ƙoƙarin tabbatar da ko ɗalibai sun fahimci ko sun fahimci batun ko a'a. Ana amfani da wannan don tantancewa/kimanta tasirin darasin ta hanyar yiwa ɗalibai tambayoyi akan abubuwan da darasin ya ƙunsa ko ta ba da gajerun manufofi don gwada matakin fahimtar ɗalibi; misali, yiwa lakabi sassa daban -daban akan zane, da dai sauransu.[5]


Bayar da Shirye -shiryen Darasi[gyara sashe | gyara masomin]

Majalisar Kanada kan Ilmantarwa ta tsara waɗannan jagororin don haɓaka tasirin aikin koyarwa sune kamar haka:

  • A farkon koyarwa, ba wa ɗalibai cikakken hoton kayan da za a gabatar. Lokacin gabatar da kayan, yi amfani da abubuwan gani da yawa da yawa da kuma misalan da aka saba da su. Shirya kayan don a gabatar da shi ta hanya mai ma'ana kuma a cikin raka'a masu ma'ana. Yi ƙoƙarin amfani da sharuɗɗa da ra'ayoyin da ɗalibai suka saba da su.
  • Ƙara kamanceceniya tsakanin yanayin koyo da yanayin tantancewa da samar da isasshen horo. Ba wa ɗalibai dama su yi amfani da sabbin ƙwarewar su kai tsaye lokacin da suka dawo gida ta hanyar ayyukan da aka ba su. Sadar da saƙon game da mahimmancin darasi, ƙara matakin motsa su, da sarrafa halayen gefe ta hanyar tsara lada ga ɗaliban da suka yi nasarar kammalawa da haɗa sabon abun ciki. Don ci gaba da aikin koyo, ƙimomin dole ne su kasance masu adalci kuma ana iya samun su.
  • Motsawa yana shafar sakamakon koyarwa ba tare da wani ƙaruwa na iya fahimta ba. Dalilan ilmantarwa yana shafar halaye na mutum kamar lamiri da yanayin koyo. Sabili da haka, yana da mahimmanci a yi ƙoƙarin samar da ayyukan da za su iya yiwuwa. Dalibai suna koyan mafi kyawun yadda suke so kuma lokacin da aka ƙarfafa amsoshi daidai gwargwado, wataƙila tare da sauri "An yi kyau." Ga ɗaliban Generation Z da yawa, amfani da fasaha na iya motsa ilmantarwa. Kwaikwaiyo, wasanni, duniyoyin kama -da -wane, da sadarwar yanar gizo sun riga sun kawo sauyi kan yadda ɗalibai ke koyo da yadda aka tsara da isar da ƙwarewar ilmantarwa. Lealiban da suka nutse a cikin zurfin ilmantarwa na ƙwarewa a cikin yanayin gani sosai da mu'amala sun zama masu ƙwarewa cikin ƙwarewa.
  • Bincike ya nuna cewa yana da mahimmanci ƙirƙirar ƙira don koyo (Me yasa zan koya, haƙiƙanin haƙiƙanin haƙiƙa) a cikin zukatan ɗalibai. Sannan ɗalibai ne kawai za su iya fahimtar ɓangaren "yadda da abin da za a koya" daga ɓangaren malamin. Hakanan, bayar da isasshen bayani wanda zai taimaka wajen saita tsammanin ɗalibai game da abubuwan da suka faru da kuma sakamakon ayyukan da wataƙila za su iya faruwa a cikin yanayin koyo. Misali, ɗaliban da ke koyon ƙwarewa kan daidaitattun bambance -bambancen na iya fuskantar yanayi mai wahala, ɗimbin karatu, da mawuyacin yanayi. Nazarin ya ba da shawarar cewa ana iya rage mummunan tasirin irin waɗannan yanayi ta hanyar sanar da ɗalibai kafin abin da zai iya faruwa da samar musu da dabarun sarrafawa.

Tsarin darasi da gudanar da aji[gyara sashe | gyara masomin]

Samar da ingantaccen tsarin darasi muhimmin sashi ne na gudanar da aji. Yin hakan yana buƙatar ikon haɗa dabaru masu tasiri a cikin aji, ɗalibai da mahalli gaba ɗaya. Akwai nau'ikan tsare -tsaren darasi iri -iri da hanyoyin ƙirƙirar su. Malamai na iya ƙarfafa tunani mai mahimmanci a cikin saiti na ƙungiya ta hanyar ƙirƙirar tsare -tsare waɗanda suka haɗa da ɗaliban da ke shiga tare. Dabarun gani shine wani ɓangaren da aka haɗa cikin tsare -tsaren darasi waɗanda ke taimakawa gudanar da aji. Waɗannan dabarun na gani suna taimaka wa ɗalibai iri -iri don haɓaka tsarin ilmantarwarsu da yiwu fahimtar su gaba ɗaya na kayan ko abin da ke cikin shirin darasin da kansa. Waɗannan dabarun kuma suna ba ɗaliban nakasassu zaɓi don koyo ta yiwu mafi inganci. Malamai suna buƙatar fahimtar ɗimbin dabaru waɗanda za a iya amfani da su don kula da gudanar da aji da ɗalibai. Yakamata su nemo mafi kyawun dabarun da za su haɗa cikin tsarin darasi don takamaiman darajarsu, nau'in ɗalibi, salon koyarwa, da sauransu kuma su yi amfani da su don amfanin su. Thean ajin yakan yi kwarara da kyau lokacin da malami ya tsara darasi da ya dace, saboda yana samar da tsari ga ɗalibai. Samun damar yin amfani da lokacin aji yadda yakamata yana zuwa tare da ƙirƙirar tsare -tsaren darasi a ainihin su.[6]

Ayyuka[gyara sashe | gyara masomin]

Aikace-aikacen ko dai a cikin aji ne ko aikin gida-gida da za a kammala don lokacin aji na gaba. Waɗannan ayyuka suna da mahimmanci saboda suna taimakawa tabbatar da cewa koyarwar tana ba ɗalibai maƙasudi, ikon zuwa can, da sha'awar shiga cikin mawuyacin yanayin ilimi yayin da suke samun abun ciki da ƙwarewar da ake buƙata don samun damar shiga cikin aikin koyarwa.

Masana sun ba da misali cewa, don samun tasiri da cimma manufofin, dole ne haɓaka waɗannan ayyukan ɗawainiyar ya yi la’akari da hasashen ɗaliban saboda sun bambanta da na malamin. Ana iya magance wannan ƙalubalen ta hanyar ba da misalai maimakon naƙasassun ra'ayoyi ko umarni. Wata dabarar ta ƙunshi haɓaka ayyuka waɗanda ke da alaƙa musamman da buƙatun ɗalibai, abubuwan sha'awa, da jeri na shekaru. [7] Akwai kuma kwararru waɗanda ke ba da mahimmancin koyar da ɗalibai game da tsara aikin. An ce wannan don sauƙaƙe haɗin gwiwar ɗalibai da sha'awar aikin su. Wasu dabaru sun haɗa da yin tunani game da tsarin aikin da ƙirƙirar yanayin koyo,. [8]

Akwai nau'ikan aiki da yawa don haka dole ne malamin ya yanke shawarar ko ayyukan aji aji ne, ƙaramin ƙungiyoyi, bita, aiki mai zaman kansa, koyon tsara, ko kwangila:

  • Whole-aji — malamin laccoci ga aji a matsayin dukan, kuma yana da aji tare shiga a cikin aji tattaunawa.
  • Ƙananan ƙungiyoyi — ɗalibai suna aiki akan ayyuka cikin ƙungiyoyi uku ko huɗu.
  • Taron bita — ɗalibai suna yin ayyuka daban -daban lokaci guda. Ayyukan bita dole ne su dace da tsarin darasi.
  • Aiki mai zaman kansa — ɗalibai suna kammala ayyukan ɗaiɗaikunsu.
  • Koyon takwarorina — ɗalibai suna aiki tare, fuska da fuska, don su koya daga juna.
  • Aikin kwangila — malami da ɗalibi sun kulla yarjejeniya cewa dole ne ɗalibin ya yi wani adadi na aiki ta wa'adin ƙarshe. [9]

Ana iya amfani da waɗannan nau'ikan aikin (misali koyon takwarorina, masu zaman kansu, ƙananan ƙungiyoyi) don jagorantar zaɓin matakan koyarwa wanda zai iya ba da bayani game da ɗalibi da fahimtar kayan. Kamar yadda Biggs (1999) ya tattauna, akwai ƙarin tambayoyin da malami zai iya yin la’akari da su yayin zaɓar wane irin aiki zai ba da fa’ida ga ɗalibai. Wadannan sun hada da:

  • Wane matakin koyo ne ɗaliban ke buƙata kafin su zaɓi ayyukan da ke da matakan wahala daban -daban?
  • Menene adadin lokacin da malamin yake so ɗalibai su yi amfani da su don kammala aikin?
  • Nawa ne lokaci da ƙoƙari malami zai bayar da ƙimar ɗalibi da martaninsa?
  • Menene manufar aikin? (misali don bin diddigin ɗalibin ɗalibai; don ba ɗalibai lokaci don aiwatar da dabaru; don yin ƙwarewar da ba ta dace ba kamar tsarin kungiya ko bincike mai zaman kansa)
  • Ta yaya aikin ya dace da sauran tsarin darasi? Shin aikin yana gwada ilimin abun ciki ko yana buƙatar aikace -aikace a cikin sabon mahallin? [10]
  • Shin tsarin darasi ya dace da wani tsari? Misali, Tsarin Darasi Na Musamman Archived 2021-10-22 at the Wayback Machine .

Duba kuma[gyara sashe | gyara masomin]

  • Manhaja
  • Manhaja
  • Tsarin Harajin Bloom
  • Abubuwan Koyarwa
  • Babu Yaro Da Aka Bari A Baya

Manazarta[gyara sashe | gyara masomin]

  1. ↑ O'Bannon, B. (2008). "What is a Lesson Plan?". Innovative Technology Center * The University of Tennessee. Archived from the original on July 29, 2011. Retrieved May 17, 2011.
  2. ↑ O'Bannon, B. (2008). "What is a Lesson Plan?". Innovative Technology Center * The University of Tennessee. Archived from the original on July 29, 2011. Retrieved May 17, 2011.
  3. ↑ "What Is A Lesson Plan?". English Club. Retrieved 15 October 2014.
  4. ↑ "Writing Lesson Plans Archived 2011-07-22 at the Wayback Machine." Huntington University 15 Mar. 2009.
  5. ↑ Cunningham, Gini. "Lesson Plans and Unit Plans: The Basis for Instruction". ASCD (in Turanci). Retrieved 2018-02-15.
  6. ↑ Nagro, Sarah A.; Fraser, Dawn W.; Hooks, Sara D. (2019). "Lesson Planning With Engagement in Mind: Proactive Classroom Management Strategies for Curriculum Instruction". Intervention in School and Clinic. 54 (3): 131–140. doi:10.1177/1053451218767905.
  7. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named :0
  8. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named :1
  9. ↑ Mitchell, Diana, and Stephen Tchudi, "Exploring and Teaching the English Language Arts" (4th Ed.). Boston, MA: Allyn & Bacon, 1999.
  10. ↑ Biggs, J. (1999) Teaching Learning at University (pp. 165-203). Buckingham, UK: SRHE and Open University Press.

Kara karantawa[gyara sashe | gyara masomin]

  • Serdyukov, Peter, da Ryan, Mark. Shirya Shirye-shiryen Darasi Mai Amfani: Hanyar 5-Star. Boston: Allyn & Bacon, 2008.
  • Salsbury, Denise E., da Melinda Schoenfeldt. Tsarin Darasi: Samfurin-tushen Samfura don Azuzuwa K-12. Alexandria, VA: Prentice Hall, 2008.
  • Skowron, Janice. Ƙarfafa Ƙarfafa Darasi: Kowane Malami Jagora zuwa Ingantaccen Koyarwa. Dubban Oaks, CA: Corwin Press, 2006.
  • Thompson, Julia G. Jagorar Tsirar Malami ta Farko: Shirye-shiryen Amfani, Kayan aiki & Ayyuka Don Haɗuwa Kalubalen Kowace Ranar Makaranta (JB Ed: Jagoran Tsira). San Francisco: Jossey-Bass, 2007.
  • Tileston, Donna E. Walker. Abin da Kowane Malami Ya Kamata Ya Sani Game da Shirye -shiryen Koyarwa Dubban Oaks, CA: Corwin Press, 2003.
  • Wolfe, Shoshana. Mafi kyawun Shekara Duk da haka! Jagora ga Tsari Mai Ƙarfafawa da Ƙarfafa Ƙungiyar Aji (Dabarun Koyarwa). New York: Dabarun Koyarwa, 2006.
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