Spelling suggestions: "subject:"eerder"" "subject:"beheerder""
31 |
Identifisering en meting van emosies by die primêreskoolleerder / The identification and measurement of the emotions of the primary school pupilBodenstein, Hermanus Carel Andries 03 1900 (has links)
Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school
Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for
this purpose. Initially a literature study was undertaken and emotions from the
developmental stages of primary school pupils were identified and described. An
existing instrument of measurement for personality, the Emotions Profile Index (EPI),
was adapted and implemented as a new measurement instrument to determine the
emotions of primary learners. Questionnaires were completed by the parents of 144
grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the
new measurement instrument is particularly high. Stanines were developed for each
of the different emotions. The conclusion arrived at is that the education psychologist
can implement the newly adapted EPI as diagnostic instrument and conduct the
planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan
bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande
meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as
nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer.
Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders
voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir
die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die
opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy
terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)
|
32 |
Psigiese lewensaktualisering van die afknouer in die primere skoolBadenhorst, Charlotte Henrietta 06 1900 (has links)
Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die leerder in die primêre
skool, wat ander afknou, se psigiese lewensaktualisering te verken en te beskryf.
Om hierdie doelstelling te bereik, is bepaalde doelwitte gestel.
Deur middel van ’n literatuurstudie is ondersoek ingestel na die ontwikkeling van die
leerder in die middelkinderjare. Voorts is die konsep van afknouery ondersoek, om
sodoende ‘n psigiese beeld te kan skep van die leerder wat ander afknou.
Projeksiemedia is in drie gevallestudies gebruik om empiriese inligting rakende die
doel van die navorsing te bekom. Temas is uit die projeksiemedia geïdentifiseer en
teen die bestaande literatuur geverifieer. Tydens die bespreking van die inligting wat
uit die projeksiemedia verkry is, is gevolgtrekkings en aanbevelings gemaak. Daar is
gepoog om die bevindinge nie te veralgemeen nie, omdat dit ‘n kwalitatiewe studie
was. / The aim of this qualitative study was to explore and describe the psychological life
actualization of the learner in primary school who bullies others. To achieve this goal,
specific objectives were set.
The development of the learner in middle childhood was examined by means of a
literature investigation. Furthermore, the concept of bullying was investigated, thus
creating a psychological image of the learner who bullies others.
Projection media were used in three case studies to obtain empirical information
regarding the objective of the research. Themes from the projection media were
identified and verified against the existing literature. During the discussion of the
information acquired from the projection media, conclusions and recommendations
were made. An attempt was made not to generalize the findings, because this was a
qualitative study. / Psychology of Education / M. Ed. (Voorligting)
|
33 |
Enhancing realistic academic self-actualisation : a psycho-andragogical perspective / Bevordering van realistiese akademiese selfaktualisering : 'n Psigo-andragogiese perspektiefSonnekus, Ingrid Phyllis 11 1900 (has links)
Summaries in English and Afrikaans / This research was triggered by the need to assist first year students in a way which had not
been addressed by the people involved with the upliftment of disadvantaged students. The
aspect which was addressed was the personal growth of the adult learner within the
academic situation with consideration of his own personal circumstances and ideals. This
means that a micro level approach was generated by creating the Academic Enhancement
Programme (AEP). The purpose of the programme is to give adult learners the opportunity
to understand themselves and their own value systems better on a micro, meso and macro
level, to experience personal growth or self-actualisation and to see how these factors
influence the adult learners' interaction with the tertiary academic situation.
Eight possible value systems were discussed and introduced to the adult learners who
participated in the Academic Enhancement Programme. The adult learners were given the
opportunity to measure themselves against the value systems and to evaluate how these
influenced their realistic academic self-actualisation. The psycho-andragogical categories
were utilised during the application of the programme as criteria to evaluate the
effectiveness of the programme.
The following recommendations were made
• the creation of a faculty specific induction programme
• linking study packages directly to the context of adult learners
• organising personal academic contact
• giving personal academic support
• making the evaluation procedures transparent
• creating and supporting informal study groups
Although the study has certain limitations, it should be of great value to the university
system during the transformation phase that it is experiencing at present. The main aim
of the study is, however, the contribution to the academic growth of the adult learner in the
tertiary situation / Hierdie navorsing het ontstaan vanuit die behoefte om eerstejaarstudente op 'n bepaalde
wyse te ondersteun. Hierdie wyse is nog nie aangespreek deur mense wat met
benadeelde studente gewerk het nie. Die aspek wat ondersoek is, is die persoonlike groei
wat volwasse leerders ervaar binne die akademiese situasie met inagneming van hulle eie
persoonlike omstandighede en ideale. Dit het beteken dat daar deur middel van 'n
mikrobenadering 'n Akademiese Verrykingsprogram geskep moes word. Die doel van die
program is drievoudig: Dit meet aan volwasse leerders die geleentheid bied om hulleself
en hulle waardesisteme beter te verstaan in 'n mikro-, meso- en makroverband; om
persoonlike groei I selfaktualisering te ervaar en om tot die besef te kom dat hierdie
aangeleenthede hulle interaksie met die tersiere akademiese situasie be'invloed.
Agt verskillende waardesisteme is bespreek en aan die volwasse leerders wat aan die
Akademiese Verrykingsprogram deelgeneem het, voorgehou. Die volwasse leerders het
die geleentheid gekry om hulself aan hierdie waardesisteme te meet. Hulle kon ook in die
loop van die program vasstel hoe dit hulle realistiese akademiese selfaktualisering
be'invloed. Die psigo-andragogiese kategoriee is tydens die toepassing van die program
as kriteria gebruik om die effektiwiteit van die program te bepaal.
Die volgende aanbevelings is gemaak:
• dat 'n fakulteit-spesifieke induksieprogram geskep meet word,
• dat studiepakkette direk aan die volwasse leerder se verwysingsraamwerk
gekoppel meet word,
• dat persoonlike akademiese ondersteuning gebied meet word,
• dat persoonlike kontak op akademiese gebied bewerkstellig moet word,
• dat evalueringsprosedures deursigtig gemaak meet word,
• dat informele studiegroepe tot stand gebring en onderhou meet word.
Alhoewel die studie aan verskeie beperkings onderhewig is, behoort dit vir die
universiteitswese tydens die huidige transformasiegebeure van groot waarde te wees. Die
belangrikste doel van die navorsing is egter die bydrae wat dit kan lewer tot die akademiese
groei van die volwasse leerder in die tersiere situasie. / Psychology of Education / D.Ed. (Psychology of Education)
|
34 |
Graad sewe-leerders van die Wolmer-gemeenskap se persepsies oor hulle toekomsverwagtingKotze, Jeanne 12 January 2005 (has links)
It has been determined who the adolescent in the Wolmer community is. An investigation into the adolescent’s relationship with the resources in this area was also done. It was determined that this community has a long history of poverty and that a large percentage of the families living here experience a variety of problems. We refer to them as multi-problem families. It has also been confirmed that social services by various organizations have been delivered on an ongoing base over the past eight years. From the literature we have learned that the use of resource’s aid programmes as means of social support, focusing on families, primary and secondary school learners, should have an impact on the future expectations of the children involved. The aim of this study was to determine what the perception of the grade seven learners of their future expectations was. From this it would then be possible to derive what recommendations should be made with regard to social work programmes for the parents and children in the Wolmer community. Socio-economic problems that are not addressed cause bad school performance and as a result of this children tend to leave school at an early age. Leaving school at an early age evidently leads to conflict with the police, imprisonment and alcohol and drug abuse. These aspects tend to be a part of the life in Wolmer and ultimately have an influence on the child attaining his or her goals as well as on his or her future expectations. These will have to be addressed by appropriate school programmes. The researcher’s knowledge of this community leads her to the conclusion that the absence of parenting by the parents of these children, their lack of involvement, lack of skill to equip their children adequately for life, their own lack of adequate knowledge as well as lack of a proper value system tends to play a huge part in the behaviour and perception of the adolescent of their own future expectation. In the Wolmer community children that are sometimes advised by their parents not to leave school at an early age, question this because of parents leaving school at an early age in order to co-provide for their families. In cases where children do not have the cognitive ability to change their surroundings, they tend to too fall back in the vicious circle known to them and the generations before them. The child must be motivated and idealistic and be able to make realistic decisions. Because of this it is of the utmost importance that children that do not have the ability with regard to the abovementioned are assisted in doing so. Also that aid programs in future be focused on this in order to empower the new generation. Parents have a huge influence on the choices made by their children. Regardless of social standing and ability adolescents usually have higher ideals for themselves when their parents motivate them as well as give recognition to good work. The researcher unfortunately came to realize that the assistance by their parents, are a very rare phenomenon in this community. Out of the two focus groups being held with the adolescents, it seemed a lack of interest by the parents, lack of information on higher education as well as little financial resources, have a huge impact and influence on the future expectation of the adolescent in Wolmer. It would be the ideal situation if adolescents chose a career that suited their abilities, interests and personality and that would promote a higher self-esteem. Because of their circumstances this is not always possible for the adolescents in this community. These happen in vary rare cases because the parent’s expectations for their children usually fit their expectations for themselves, which is usually very low. Peer group pressure and peer group acceptance have a huge impact on taking responsibility and on the making of choices. In order to have future success individuals can use their problem-solving abilities, mobilise their social support system and become involved in skills that will promote their social capability. The above mentioned should be actively addressed by social workers in the development of programs that focuses on social support, problem-solving skills, peer group acceptance, school involvement and socio-economic adaptation off adolescents in die Wolmer community. By determining the future expectations of the youth, programs for the empowerment of them can be implemented in order to assist the adolescents to break away from the vicious circle of poverty and to reach their ideals. The researcher is of the opinion that is has become of the utmost importance for the resources in this community, to assess their role presently in the promoting of future expectations and as an outcome of this the promotion of economic-self sustainability. / Dissertation (MSW) (Play Therapy))--University of Pretoria, 2004. / Social Work and Criminology / Unrestricted
|
35 |
Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektiefFourie, Maria Elizabeth 02 1900 (has links)
Text in Afrikaans / Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era.
Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom.
Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen. / The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era.
An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics.
The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
|
36 |
Voorwiskundige vaardighede as grondslag vir die bemeestering van wiskunde : 'n opvoedkundige sielkunde perspektiefFourie, Maria Elizabeth 02 1900 (has links)
Text in Afrikaans / Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era.
Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom.
Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen. / The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era.
An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics.
The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
|
37 |
Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
|
38 |
Fasiliteringsvaardighede vir T2-Afrikaansonderrig / Fasiliteringsvaardighede vir Tweedetaal-AfrikaansonderrigDilrajh, Kamla Moonsamy 30 June 2002 (has links)
Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ
the various facilitation skills of language teaching in Afrikaans Second Language within
the Outcomes Based Education framework in the learner-centred classroom. The
facilitator is critical in providing an opportunity for multicultural learners to develop the
necessary language learning skills to enjoy Afrikaans Second Language/Additional
Language learning as an interesting learning experience within a positive learning milieu.
In the learner-centred U -classroom, learners too must accept responsibility for their own
and their peers' learning within the co-operative learning group. This study reveals how
the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork,
such as the strategies enhancing L 2 -learning, effective group facilitation skills,
learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a
control technique, communication, learners' behaviour and the advantages of groupwork.
Furthermore, elements of classroom negotiation and the facilitator's methods of
working in this negotiated partnership are also discussed.
Since language learning is integral to lifelong learning, multicultural learners must be
motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This
necessitates the L2 -facilitator creating an interesting, challenging and authentic language
learning environment where mutual respect and trust are emphasised. This study reveals
how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and
use it with the effective techniques of facilitation and negotiation skills in the taskorientated
second language classroom to lead learners to effective Afrikaans L2 -learning.
The new National Language Standardisation Policy 200112002 necessitates the facilitator
of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and
the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment.
Being knowledgeable on the various criteria and strategies regarding assessment is
therefore imperative.
Finally, chapter five illustrates practically how the facilitator could plan, organise, base,
integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical
knowledge and aspects of facilitation skills, group-work, task-based learning and
assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder
die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die
UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die
fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige
taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele
Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet.
In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid
vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan
aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede
ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die
verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder,
effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die
fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek,
kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod.
Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die
onderhandelingsvennootskap word ook bespreek.
Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele
leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer
entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende,
outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon
word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband
met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke
en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en
gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei.
Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder
van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum
2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike
kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus
noodsaaklik.
Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke
praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis
en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en
assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd
kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)
|
Page generated in 0.37 seconds