{"id":1201,"date":"2024-09-30T11:03:22","date_gmt":"2024-09-30T11:03:22","guid":{"rendered":"https:\/\/jazykyhravo.umb.sk\/?page_id=1201"},"modified":"2024-11-25T13:05:39","modified_gmt":"2024-11-25T13:05:39","slug":"ako-zorganizovat-vyucbu","status":"publish","type":"page","link":"https:\/\/jazykyhravo.umb.sk\/index.php\/ako-zorganizovat-vyucbu\/","title":{"rendered":"ako organizova\u0165 v\u00fdu\u010dbu"},"content":{"rendered":"\n

jazyky hravo<\/a> – ako organizova\u0165 v\u00fdu\u010dbu<\/p>\n\n\n\n

\u201eVyu\u010dovac\u00ed proces v prim\u00e1rnom vzdel\u00e1van\u00ed je \u0161pecificky odli\u0161n\u00fd od vyu\u010dovacieho procesu v sekund\u00e1rnom vzdel\u00e1van\u00ed. Prim\u00e1rne vzdel\u00e1vanie si vy\u017eaduje aj \u00faplne in\u00fd pr\u00edstup k vyu\u010dovaniu cudz\u00edch jazykov\u201c (B\u00e9re\u0161ov\u00e1, 2012<\/a>, s. 7). <\/p>\n\n\n\n

S\u00fa\u010dasn\u00e1 kurikul\u00e1rna reforma (\u0160VP, 2023<\/a>) d\u00f4sledne zd\u00f4raz\u0148uje pr\u00edstup zameran\u00fd na \u017eiaka\/na die\u0165a. V\u00fdu\u010dba cudz\u00edch jazykov zameran\u00e1 na die\u0165a sa l\u00ed\u0161i od tradi\u010dn\u00e9ho modelu v\u00fdu\u010dby cudz\u00edch jazykov (Clegg, 1991<\/a>):<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

<\/p>\n\n\n\n

Interakt\u00edvny model v\u00fdu\u010dby jazykov<\/strong>, op\u00edsan\u00fd v pravom st\u013apci v uvedenej tabu\u013eke, m\u00f4\u017ee na prv\u00fd poh\u013ead pripom\u00edna\u0165 \u010dinnosti, ktor\u00e9 sa pou\u017e\u00edvaj\u00fa v matersk\u00fdch \u0161kol\u00e1ch. U\u010dite\u013e sa v\u0161ak na hodinu pripravuje u\u017e ove\u013ea sk\u00f4r, ne\u017e si sadne k stolu a sp\u00ed\u0161e, \u010do bude zajtra alebo tento t\u00fd\u017ede\u0148 na hodine robi\u0165. Cel\u00e1 pr\u00edprava sa za\u010d\u00edna v jeho filozofickom nastaven\u00ed na v\u00fdu\u010dbu, teda pod\u013ea ktorej koncepcie bude u\u010di\u0165? Hoci charakteristiky vy\u0161\u0161ie uveden\u00fdch modelov nazna\u010duj\u00fa, \u017ee ide o \u010dierno-biele rozhodovanie, prax nie je a\u017e tak\u00e1 jednozna\u010dn\u00e1. Mnoh\u00ed u\u010ditelia by aj chceli by\u0165 na strane pr\u00edstupu uveden\u00e9ho v pravom st\u013apci, ale realita praxe, mno\u017estvo povinnost\u00ed, \u0161trukt\u00fara u\u010debn\u00edc a \u00faloh v nich ich nad\u0161enie r\u00fdchlo odplav\u00ed a ku koncu \u0161kolsk\u00e9ho roka sa ocitn\u00fa v bezpe\u010dnom pr\u00edstave tradi\u010dn\u00e9ho, na tvorivos\u0165 nen\u00e1ro\u010dn\u00e9ho pr\u00edstupu (model 1 v Tabu\u013eke 10). Na mieste je zodpovedanie si nasleduj\u00facich ot\u00e1zok: Je to moje vn\u00fatorn\u00e9 presved\u010denie, \u017ee dobr\u00e1 v\u00fdu\u010dba je v\u00fdu\u010dba zameran\u00e1 na \u017eiaka, t. j. na die\u0165a, a teda aj na t\u00e9my, o ktor\u00e9 sa deti zauj\u00edmaj\u00fa? Som ochotn\u00fd\/ochotn\u00e1 takto projektova\u0165 v\u00fdu\u010dbu a poklada\u0165 to za normu? Alebo budem do ur\u010ditej miery predsa len \u201ekoketova\u0165\u201c s my\u0161lienkou opiera\u0165 sa o \u201ebezpe\u010dn\u00e9\u201c opory vo v\u00fdu\u010dbe jazyka, ktor\u00fdmi s\u00fa lingvistick\u00e9 kateg\u00f3rie detailne rozpracovan\u00e9 v cvi\u010deniach v u\u010debnici a pracovnom zo\u0161ite, a a\u017e n\u00e1sledne prisp\u00f4sob\u00edm u\u010divo svojej triede, mysliac priebe\u017ene na ka\u017ed\u00e9ho z mojich \u017eiakov?<\/p>\n\n\n\n

Pr\u00edstup zameran\u00fd na die\u0165a<\/strong> je fokusovan\u00fd na projektovanie zauj\u00edmav\u00fdch tematick\u00fdch hod\u00edn. Pre tento model v\u00fdu\u010dby je prirodzen\u00e9, \u017ee \u017eiaci nemusia cel\u00fa hodinu sedie\u0165 vo svojej lavici, ale po\u010das vyu\u010dovania sa viackr\u00e1t premiest\u0148uj\u00fa \u2013 \u00falohy vy\u017eaduj\u00fa pohyb, ktor\u00fd je pre nich prirodzen\u00fd a nevyhnutn\u00fd. Znamen\u00e1 to tie\u017e, \u017ee popri u\u010debn\u00fdch pom\u00f4ckach v tla\u010denej forme a popri zo\u0161itoch (alebo namiesto nich) pou\u017e\u00edva u\u010dite\u013e aj in\u00e9, r\u00f4znorod\u00e9 vizu\u00e1lne a audit\u00edvne pom\u00f4cky, predmety a IT prostriedky. \u017diaci nepracuj\u00fa len s \u201epapierom a ceruzkou\u201c, ale pri pozn\u00e1van\u00ed jazyka zap\u00e1jaj\u00fa v\u0161etky svoje zmysly.<\/p>\n\n\n\n

Podstatn\u00e9 je v\u00fdu\u010dbu cudzieho jazyka organizova\u0165 tak, aby \u017eiaci mohli by\u0165 v u\u010den\u00ed sa jazyka \u00faspe\u0161n\u00ed, \u010do sa prejav\u00ed aj t\u00fdm, \u017ee nebud\u00fa ma\u0165 probl\u00e9m pri prechode na vy\u0161\u0161\u00ed stupe\u0148 vzdel\u00e1vania. Preto v prim\u00e1rnom vzdel\u00e1van\u00ed kladieme najv\u00e4\u010d\u0161\u00ed d\u00f4raz na organizovanie v\u00fdu\u010dby, ktor\u00e1 je a) postaven\u00e1 na odborn\u00fdch \u010di vedeck\u00fdch z\u00e1kladoch (jazykov\u00e1 kompetencia u\u010dite\u013ea, neurovedn\u00e9 v\u00fdskumy a psychologick\u00e9 te\u00f3rie u\u010denia sa, modern\u00e1 lingvodidaktika), a z\u00e1rove\u0148 b) jej sa \u017eiakom jav\u00ed ako zmyslupln\u00e1 a hrav\u00e1.<\/p>\n\n\n\n

U\u010di\u0165 HRAVO zah\u0155\u0148a schopnos\u0165 u\u010dite\u013ea napl\u00e1nova\u0165 \u010dinnosti primeran\u00e9 \u0161pecifik\u00e1m tohto vekov\u00e9ho obdobia tak, aby sa \u017eiaci mohli u\u010di\u0165 cez z\u00e1\u017eitky a hru, uvo\u013enene, bez stresu z hodnotenia v\u00fdkonu. V praxi sa stret\u00e1vame s t\u00fdm, \u017ee tieto dve kompetencie neb\u00fdvaj\u00fa vyv\u00e1\u017een\u00e9. U\u010ditelia niekedy klad\u00fa ove\u013ea v\u00e4\u010d\u0161\u00ed d\u00f4raz na obsah \u2013 na to, \u010do u\u010di\u0165 \u2013 ne\u017e na proces u\u010denia \u2013 ako u\u010di\u0165. Existuj\u00fa aj opa\u010dn\u00e9 pr\u00edstupy, prejavuj\u00face sa nedostato\u010dnou pozornos\u0165ou venovanou obsahu v\u00fdu\u010dby. Ide \u010dasto o podvedom\u00e9 rozhodovanie pre ur\u010dit\u00fd cie\u013e, ktor\u00e9 s\u00favis\u00ed \u010di u\u017e s osobnos\u0165ou u\u010dite\u013ea, alebo s jeho predch\u00e1dzaj\u00facimi sk\u00fasenos\u0165ami. Niektor\u00ed u\u010ditelia si najviac zakladaj\u00fa na d\u00f4slednom plnen\u00ed obsahov\u00fdch \u0161tandardov (d\u00f4sledne u\u010dia napl\u00e1novan\u00fa gramatiku, slovn\u00fa z\u00e1sobu). In\u00ed pokladaj\u00fa za prioritu vytv\u00e1ra\u0165 pr\u00edle\u017eitosti pre jazykov\u00e9 \u010dinnosti, a teda d\u00e1vaj\u00fa ve\u013ek\u00fd priestor komunika\u010dn\u00fdm aktivit\u00e1m a hr\u00e1m. To m\u00f4\u017ee vytv\u00e1ra\u0165 dojem, \u017ee z h\u013eadiska jazykov\u00e9ho inputu ich pr\u00edstup nie je dostato\u010dne systematick\u00fd. Takto v \u201ez\u00e1pale\u201c hier a pohybov\u00fdch \u010dinnost\u00ed m\u00f4\u017eu vznikn\u00fa\u0165 r\u00f4zne neo\u010dak\u00e1van\u00e9 situ\u00e1cie, na ktor\u00e9 treba flexibilne reagova\u0165.<\/p>\n\n\n\n

V\u0161etko n\u00e1jdete v u\u010debnici: https:\/\/jazykyhravo.umb.sk\/wp-content\/uploads\/Jazyky_hravo_a_zmysluplne_ONLINE.pdf<\/a>.<\/p>\n\n\n\n

Predch\u00e1dzaj\u00faci<\/a><\/p>\n\n\n\n

\u010eal\u0161\u00ed<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

jazyky hravo – ako organizova\u0165 v\u00fdu\u010dbu \u201eVyu\u010dovac\u00ed proces v prim\u00e1rnom vzdel\u00e1van\u00ed je \u0161pecificky odli\u0161n\u00fd od vyu\u010dovacieho procesu v sekund\u00e1rnom vzdel\u00e1van\u00ed. Prim\u00e1rne vzdel\u00e1vanie si vy\u017eaduje aj \u00faplne in\u00fd pr\u00edstup k vyu\u010dovaniu cudz\u00edch jazykov\u201c (B\u00e9re\u0161ov\u00e1, 2012, s. 7). S\u00fa\u010dasn\u00e1 kurikul\u00e1rna reforma (\u0160VP, 2023) d\u00f4sledne zd\u00f4raz\u0148uje pr\u00edstup zameran\u00fd na \u017eiaka\/na die\u0165a. V\u00fdu\u010dba cudz\u00edch jazykov zameran\u00e1 na die\u0165a sa… \u010c\u00edta\u0165 viac »ako organizova\u0165 v\u00fdu\u010dbu<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"","neve_meta_enable_content_width":"","neve_meta_content_width":0,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"","footnotes":""},"class_list":["post-1201","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/1201","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/comments?post=1201"}],"version-history":[{"count":7,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/1201\/revisions"}],"predecessor-version":[{"id":2176,"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/pages\/1201\/revisions\/2176"}],"wp:attachment":[{"href":"https:\/\/jazykyhravo.umb.sk\/index.php\/wp-json\/wp\/v2\/media?parent=1201"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}