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Fasilitering van leer in kommunikatiewe T²-AfrikaanstaalonderrigDilrajh, Kamla Moonsamy 06 1900 (has links)
Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l
vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die
kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en
die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek.
Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig
in die interaktiewe klaskamer met klem op leerdergesentreerde
onderrig is uiteengesit. Daar is verder aangetoon dat daar ten
opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet
plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van
kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is.
Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie.
Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is
bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia,
faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses,
positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies,
kommunikatiewe strategiee en evalueringsmetodes.
'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer
betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig
en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the
appropriate model for effective language learning. The communicative teaching
approach, classroom-negotiation and the importance of the process syllabus
in second language acquisition is discussed.
The language teacher's role as facilitator of learning, in communicative L2
-
Afrikaans language teaching in the interactive classroom with a learner-centered
focus is explained. It is further shown that the role of the teacher must undergo
a paradigm shift especially now that principles of outcomes based education
which forms part of curriculum 2005 has been introduced into all schools in
South Africa in 1998/1999. The teacher is now a facilitator of knowledge and
not a transmitter thereof. Important aspects of learning that influence learners'
second language learning are discussed, for example classroom communication,
facilitation, suggestopedia, factors that influence the understanding of subject
matter, teacher and learner behaviours, positive learning atmosphere, treatment
of Ieamer errors, learner perceptions, communicative strategies and methods of
evaluation.
A variety of language lessons which integrate various teaching theories,
outcomes based education and the six language learning skills which are related
to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South AfricaOsman, Ali 12 1900 (has links)
Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy. / Science and Technology Education / M. Sc. (Physics Education)
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Fasilitering van leer in kommunikatiewe T²-AfrikaanstaalonderrigDilrajh, Kamla Moonsamy 06 1900 (has links)
Summaries in Afrikaans and English / In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l
vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die
kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en
die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek.
Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig
in die interaktiewe klaskamer met klem op leerdergesentreerde
onderrig is uiteengesit. Daar is verder aangetoon dat daar ten
opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet
plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van
kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is.
Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie.
Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is
bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia,
faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses,
positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies,
kommunikatiewe strategiee en evalueringsmetodes.
'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer
betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig
en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer. / In this study it is shown why the discovery model of language learning is the
appropriate model for effective language learning. The communicative teaching
approach, classroom-negotiation and the importance of the process syllabus
in second language acquisition is discussed.
The language teacher's role as facilitator of learning, in communicative L2
-
Afrikaans language teaching in the interactive classroom with a learner-centered
focus is explained. It is further shown that the role of the teacher must undergo
a paradigm shift especially now that principles of outcomes based education
which forms part of curriculum 2005 has been introduced into all schools in
South Africa in 1998/1999. The teacher is now a facilitator of knowledge and
not a transmitter thereof. Important aspects of learning that influence learners'
second language learning are discussed, for example classroom communication,
facilitation, suggestopedia, factors that influence the understanding of subject
matter, teacher and learner behaviours, positive learning atmosphere, treatment
of Ieamer errors, learner perceptions, communicative strategies and methods of
evaluation.
A variety of language lessons which integrate various teaching theories,
outcomes based education and the six language learning skills which are related
to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5. / Afrikaans and Theory of Literature / M.A. (Afrikaans)
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