Kuwo wonke umlando, ongqondongqondo abaningi basungula amamodeli ahlukene ukuze baqonde inqubo yokufundisa kumuntu. Ake sihlole lapha okuyinhloko amathiyori okufundisa yomlando wethu.
Yiziphi izithiyori ze-pedagogical?
Umfutho omkhulu womuntu kusukela ekuqaleni kwezinhlobo zezilwane bekuhloswe ngawo ukumunca ulwazi, ukuluhlukanisa, ukulusebenzisa ngezinsimbi. Menze abe isivikelo ukuze asungule ukubusa phezu kwendawo yonke eyaziwayo. Ukufuna ukuhlakanipha kuwumsebenzi obalulekile weHomo Sapiens.
Kodwa phakathi neminyaka, izazi zefilosofi eziningi, ososayensi, kanye nabacabangi abangacabangi baqala ukuzikhathaza hhayi nje ngolwazi ngokwalo, kodwa futhi nezindlela zethu, eziqaphela noma ezingenangqondo, ezisetshenziselwa ukukuhlanganisa. Lapha kulele ukwakheka kwe amathiyori okufundisa: ekucabangeni kwezemfundo ukuthi abantu bafunda kanjani nokuthi umuntu angakhuthaza kanjani omunye ukuthi afunde.
Ngamanye amazwi, lawa amamodeli ahlongozwayo ukuze kuqondwe izindlela okudluliselwa ngazo ulwazi nolwazi lwamukelwe. Lawa mamodeli angakwazi ukuhlanganisa izinhlobonhlobo zemisebenzi evamile ekhethekile emkhakheni wezemfundo. Lolu hlu lusukela kusayensi yokusebenza kwengqondo, kusayensi yezinzwa, ukuya kwisayensi yezokuhlalisana kwabantu, ifilosofi kanye ne-pedagogy uqobo.
Ucwaningo olusha kumkhakha ngamunye wale mikhakha lunomthelela osheshayo ngemiphumela yalo emcabangweni wethu wokuthi ukufundisa kwenziwa kanjani. Lokhu kugcina sekwakhe isisekelo somqondo lapho kuzokwakhiwa khona izinqubomgomo zomphakathi nezizimele ezikhungweni zemfundo. Amasiko aguqulwa ngale ndlela futhi akhiqize amasha amathiyori okufundisa ngokushintsha komkhathi womcabango, ku-symbiosis engapheli.
Amathiyori okufundisa asemqoka
Leli gagasi lifuna ukuthwebula ngokugcwele inqubo yokufunda, ngaphandle kokuyifeza. Ingqondo yomuntu iseyimfihlakalo futhi iyinkimbinkimbi kakhulu umshini ongancishiswa ube ithiyori elula. Ngalesi sizathu, kufanele sicabangele iziphakamiso ezehlukene ezenziwe ngezikhathi ezihlukene zomlando njengezincazelo ezinembayo zezinqubo ezithile, ezihambisana nezinye izincazelo zabanye, kunethiwekhi enkulu yomsebenzi wetiyetha.
Sikhumbula lokhu, ake sibuyekeze uhlu olufushane lwemibono esetshenziswa ohlelweni lokufunda nokufundisa. Uhlu lwezibalo lusukela ezikhathini zasendulo nezikhathi Zokukhanyiselwa, kuya ekuqaleni kwekhulu lama-XNUMX nesayensi yamanje. Ububanzi bungasinika umbono wokuthi ingxoxo yokufundisa ibikhona kanjani emlandweni wesintu.
I-Theoretical Naturalism: Masigubhe I-Noble Savage
Nge-naturalism sithola into eseduze kakhulu nephuzu eliziro lezemfundo ngaphakathi kwenkundla yokufundisa. Ithuthukiswe ikakhulukazi ekhulwini leshumi nesikhombisa, ithiyori yezemvelo ibheka ukuthi ingqikithi yemvelo yomuntu kufanele ihlonishwe futhi igqugquzelwe inqubo yokufundisa, ngaphandle kokuqondiswa kwensimbi noma ukubekelwa ngohlelo okujwayelekile kwemfundo esemthethweni yendabuko.
ngaphansi kwesiqubulo esithi umuntu muhle ngokwemveloU-Rousseau, isazi semfundiso yemvelo esisezingeni eliphezulu, uphakamise ifomethi yokufundisa yamahhala esekelwe ekwamukelweni kokuzenzakalela kwezingane kanye nokuhlola kwazo okuyinhloko nokuqondile kwezinzwa. Izinga lokufunda liyathuthukiswa ngenxa yokubanda ngekhanda kwangaphambi kwesikhathi kwamaLatinisms.
Amanani azenzakalelayo kwakufanele aqondiswe ngokucophelela nguthisha, ngaphandle kokuwakhawulela, ukuze awengeze ngokuvumelana nesizathu esikhanyiselwe. Ukungaboni ngaso linye phakathi komzwelo wemvelo ozuzisayo kanye nomsebenzi ophoqelelwe womphakathi kwakungenxa yesazi sefilosofi imbangela yezinkinga eziningi zomphakathi kanye nenkohlakalo yomoya.
Ngakho, uRousseau wethula isimiso lapho umfundi ayemiselwe khona kuze kube yilapho eneminyaka eyishumi ubudala ukuba azizwele umzimba wakhe kuphela kanye nemvelo eseduze ngohlelo lwakhe lwezinzwa, edonsa iziphetho ezizenzakalelayo, eziqhubekayo nezinobulungiswa ngomhlaba. Wabe-ke wabelwa kwaze kwaba seshumi nanhlanu emfundweni yobuhlakani enelukuluku, lapho ukuziqalela kwakhe kwakusabalulekile, futhi kwaze kwaba seshumi nesishiyagalombili kuya esigabeni esiphakeme kakhulu sokufunda, ukuziphatha kanye nenkolo.
Nakuba umbono wothando wesayensi yemvelo ungasebenzi neze ohlelweni lwemfundo lwamanje, imibono yakhona ngokuyinhloko yangena ekuhlakanipheni kwethu okuthandwayo mayelana nobuhle nokuhlakanipha okungokwemvelo kwezingane, okumemezela ubumsulwa abantu abadala abalulahlile. Ukunaka ubuntu obuthile bomfundi kanye nezidingo zeminyaka ngayinye kuhlala kuwumqondo wokufundisa okuhle.
Ukuqondiswa kwezigwegwe: ukukhohlisa umuntu ophelele
Uma imfundiso yemvelo imemezela ukuhlakanipha okungaphakathi komuntu, olangabi lakhe kwadingeka livikelwe emoyeni obandayo wokucindezela komphakathi, umyalelo wokuqondisa izigwegwe wawukholelwa ekubunjweni kanzima komuntu ngokohlelo negunya elimisiwe.
Kungashiwo ukuthi isisusa esiyinhloko se-pedagogy eqondiswayo yesiko lamaGreki-Roman, inkathi ephakathi ne-Renaissance kwakuwukukhiqiza izifundo ezinokuhlanganiswa okuphelele kwangaphakathi phakathi kwezimfanelo zobuhlakani, ukulunga kokuziphatha kanye nesimo esiqinile. Ukufunda kwakungekona ukumuncwa ulwazi okulula kodwa kwakuyindlela yokuphelelisa umoya, imvelaphi encane engathuthukisiwe, eyayingase ibonakale ebuntwaneni.
Kubuye kwafunwa ukudidiyela ngenxa yolwazi olufakwe ngumfundi. Ulwazi olunjengohlelo lolimi, ingqondo, umculo, inkulumo-ze, isayensi yezinkanyezi, izilimi, zaziyingxenye yemfundo eyimpoqo kusukela esemncane, kulokho okubizwa ngokuthi i-Trivium ne-Quadrivium yenkathi ephakathi. Kwakumayelana nolwazi oluphelele lolwazi oluqoqiwe lwangaleso sikhathi, ngokombono we-eclectic, olungakhethekile futhi olubekwe ngokulingisa nokubamba ngekhanda, ngaphansi kosongo lwesijeziso.
Njengoba kubonakala, isici esihle sokuqondiswa kwezigwegwe silele ekuqineni, ukuziphatha kanye nobubanzi bokufunda. Isici esibi saxhashazwa kahle izazi zemvelo: inkolelo-mbono yahlungwa ngokufundisa kanye nokwenzeka kokuphathwa kabi ezikhungweni ezibuthakathaka.
Ukuziphatha: ukuvuselela kanye nokuphendula
Ekuziphatheni, mhlawumbe ithiyori ye-mechanistic kunazo zonke amathiyori okufundisa, usana luyi-tabula rasa, ikhasi elingenalutho elingenakho ukubikezela komuntu noma ulwazi lwangaphambili, eliqondiswa ngokuqhubekayo yizisusa zangaphandle. Kuyinkolelo-mbono evela ekuhlolweni kokulungiswa kwezilwane, njengezinja ezidumile zikaPavlov, kamuva zandiswa ngu-Skinner.
Uma sibheka emuva, ukuziphatha kubukeka njengokuhlukile okuhlanzeke kakhulu futhi okuhlelekile kokuziphatha kwakudala, ngaphandle kokukhathazeka kwakho okuphelele noma kobuhle. Umyalelo wokujezisa ufakwe enkathini yesimanje ngokuziphatha okunemibandela kumuntu ongenzi lutho ngomvuzo nesijeziso, umvuzo nokungavunyelwa.
Naphezu kokubaluleka kwayo njengesisekelo sezinhlelo eziningi zemfundo zanamuhla, ukuziphatha kunezinkinga ezisobala. Umfundi angasekela umsebenzi wakhe ekutholeni ibanga, ngaphandle kokunye ugqozi. Ubudlelwano nothisha bungaba nentshisekelo futhi bubanda. Futhi njengoba ithiyori ingacabangi ngemininingwane yomuntu siqu, ukusabela kuyobe kungalindelekile.
I-Associationism: ukufunda okuxhumene
Ukwabelana nge-tabula rasa efanayo neyokuziphatha, ukuhlangana kubheka ukufundisa njengokwakha okuqhubekayo kolwazi endaweni engakazalwa. Indlela yokuhlanganisa amaphakheji ethu olwazi iwukuxhumanisa okuhlangene phakathi kolwazi, ikakhulukazi phakathi kolwazi oseluzuziwe kanye nalolo olusha.
Khona-ke, umsebenzi womfundisi uwukwenza lezi zinhlangano zibonakale, ukusungula izixhumanisi endaweni ngayinye phakathi kwezifundo ukuvuselela izingqondo zabafundi mayelana nokufanisa okuqondisiwe. Abagxeki abaningi bokuhlangana baveze ngokunembile isici esiqondiswe kakhulu semfundiso, singavumeli okungenani ukuhlola okuthile kwemvelo komuntu ngamunye. Noma kunjalo, inkolelo-mbono kaPiaget ingenye ehlala idumile.
Kuvidiyo elandelayo, ithiyori yengqondo kaPiaget ichazwa ngemidwebo.
I-Gestalt: amandla esakhiwo
I-Gestalt psychology, ithiyori yaseJalimane eyavela ekuqaleni kwekhulu lama-XNUMX, inikeza izinga elikhulu lokuyinkimbinkimbi kunalena esiyicabangayo ngokulandelana.
Njengoba inegama elisho ukumisa, i-Gestalt ibhekana nokuhlola izakhiwo zengqondo umuntu ahlunga ngazo futhi ahlanganise ulwazi oluvela eqinisweni. Ukumuncwa akukaze kuphelele, ngoba isakhiwo sithatha kuphela izingxenye imigqa yaso ekwazi ukuzihlanganisa.
Kucatshangelwa imithetho yalokhu kubekwa phambili, okuthwebula izibalo ngokulandela umbandela osuka ezingeni lawo lokungafani nengemuva kanye nemvamisa yakhona iye ekufaneni okukhona phakathi kwakho, kumiswa ithiyori yezemfundo elinganayo ngokuphathelene nothisha nomfundi. Uthisha wenza ngokuzithoba kakhulu njengomgqugquzeli wokwakheka kwengqondo okwenziwa ngumfundi ngokwakhe, ematasa ngephazili yakhe eyingqayizivele.
I-Gestalt ka-Wertheimer, u-Köhler kanye no-Koffka iyasebenza kakhulu ekufundiseni izingqondo ezisheshayo nezicacile. Ukunwetshwa kwayo kulo lonke izwekazi laseYurophu bekulokhu kungenakuvinjwa kusukela kuphakanyiswe isiphakamiso sayo.
Ithiyori yengqondo: ukulandelana kwengqondo
Ngisho noma inomlingiswa oyimpokophelo ojwayelekile wesayikholoji yokuhlola kakhulu, ithiyori yokuqonda iyisinyathelo esiqhubekayo mayelana nokuziphatha. Uma lesi siphakamiso sihlala kuphela ebufakazini obubonakalayo bokuvuselela nokusabela, ingqondo iphakamisa ukucwiliswa ngempela ezinkambisweni zengqondo eziholela ekufundeni.
Isibonelo, ngokulandelana kokuskena okungokoqobo okujwayelekile. Ilukuluku njengombuso wokuqala, inkinga ehloliwe, ukuhlolwa kwemibono kanye nokukhetha okukodwa ikakhulukazi ngokuzwakala kwayo.
Ngokusebenzisa lokhu ekufundiseni, ingqondo iphikelela ekuhlonipheni ukulandelana kokukhula kwengqondo yomfundi. Iminyaka yobudala inquma uhlobo lwemfundo etholiwe futhi umzamo wokwazi womfundi ubalulekile ekufundiseni. Uhlobo lwesayensi oluzungeza imvelo yakudala.
Uma ube nesithakazelo kulesi sihloko mayelana amathiyori okufundisa, mhlawumbe uzothanda lokhu okunye okunikezelwe ku- Ukufunda ngokuthola. Landela isixhumanisi!
