Tsarin Aiki
Tsarin aiki [1][2] bayyana tsari da abun cikin darussan ilimi. Yana raba tsarin koyarwa na shekaru da yawa zuwa sassan aikin da ake iya isar da su, kowane na tsawon gajerun makonni (misali makonni biyu ko uku). Sannan ana yin nazarin kowane sashin aikin zuwa batutuwan da mutum zai iya koya har ma kuma ya fi guntu (misali sa'o'i biyu ko ƙasa da haka).
 Tsarin Aiki |
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Ingantattun tsare-tsaren taswirar aiki sun bayyana dalla-dalla yadda za a yi amfani da albarkatu (misali littattafai, kayan aiki, lokaci) da ayyukan aji (misali magana-malami, aikin ƙungiya, aikace-aikace, tattaunawa) da kuma dabarun tantancewa (misali gwaje-gwaje, tambayoyi, Tambaya, Aikin gida ). koyar da kowane fanni da tantance ci gaban ɗalibai wajen koyan abubuwan da ke da alaƙa da kowane batu, sashi da tsarin aikin gaba ɗaya. Yayin da ɗalibai ke ci gaba ta hanyar tsarin aikin, akwai tsammanin za a inganta fahimtar su game da alaƙa tsakanin batutuwa da raka'a.
Shirye-shiryen aiki na iya haɗawa da lokuta da kwanakin (kwanakin ƙarshe) don isar da abubuwa daban -daban na manhajar. A ilimin falsafa, wannan yana da alaƙa da imani cewa duk ɗalibai yakamata a fallasa su ga duk abubuwan manhaja kamar waɗanda waɗanda ke iya "ci gaba" ("mafi kyau" / fitattu) kada su rasa kowane abun ciki kuma zasu iya cimma mafi daraja. Ana iya bayyana wannan a matsayin ra'ayi na "gargajiya".
Akwai ra'ayin falsafanci mai karo da juna wanda ya kamata a guji lokacin karewa kuma kowane aji ya ci gaba da yadda ya dace: don haka kuma babu wani ɗalibi da aka “bari a baya”. Yayin da sauran ɗaliban suka “kama”, waɗancan ɗaliban da suka fahimta da sauri yakamata a sanya su cikin “tsarin riƙewa” cike da rikice-rikice da tambayoyin da ke ƙalubalantar su don haɗa ilmantarwa ta kwanan nan tare da ingantaccen ilmantarwa (ana iya ƙarfafa su su kashe ɗan ƙaramin abu yawan lokacin haɓaka fahimtar su ta hanyar tallafawa ma'aikatan koyarwa a cikin gano kurakurai/tambayoyin ɗaliban da ba su fahimci ra'ayoyin kwanan nan da sauri ba). Ana iya bayyana wannan ra'ayi a matsayin hanyar "Mastery". A cikin koyar da ilimin lissafi a Ingila yana da goyan baya mai ƙarfi daga Cibiyar Kula da Ilimin Lissafi ta Ƙasa da Gwamnatin ta ba da tallafi dangane da binciken da aka yi ta jagoranta na duniya-na musamman na makarantu a Singapore da Shanghai.
Manhaja
gyara sasheDabarun aikin yawanci fassarar takamaiman tsari ne ko manhaja kuma ana iya amfani da shi azaman jagora a duk lokacin karatun don sa ido kan ci gaba akan ainihin shirin. Ana iya raba tsare -tsaren aiki tare da ɗalibai don su sami taƙaitaccen tafarkin su.[3]
Babban tushen takamaiman ko manhaja shine manhaja. Manyan ka'idoji galibi Gwamnati ce ke bayyana su kuma saboda haka ta doka da/ko ƙa'ida. Dangane da haka, kowace ƙasa tana da nata (duk da cewa wasu ƙasashe sun zaɓi ɗaukar manhajojin da wasu ƙasashe suka ayyana).
Lokacin ƙirƙirar tsarin aiki, yana da mahimmanci a sami cikakkun bayanai game da tsarin karatun da ake buƙata na ƙasar da za a ba da tsarin aikin . Waɗannan galibi an ayyana su, daki -daki, ta batun. Fahimtar dabaru da nuances na gabatarwar su yana da mahimmanci yayin da ake bayyana mafi kyawun tsare -tsaren aiki .
Ingila
gyara sasheGa makarantun da aka kula da su da allon jarrabawa [4] ne ya kafa Manhajar karatu ta kasa don haka duk yaran da ke girma a Ingila suna da ilimi iri ɗaya.[4][5]
Manhajar karatun firamare (shekaru 4 zuwa 5 zuwa 11) da ilimin sakandare (shekaru 11 zuwa 18) a Ingila an raba su zuwa Mahimman Matakai guda biyar. Ana kawo manyan matakai 1 da 2 a Makarantun Firamare. Ana gabatar da Mahimman Matakai 3, 4 da 5 a Makarantun Sakandare.
==== Ingila - Lissafi ====[6]
Makarantun Firamare na Ingilishi: Matakan Mahimmanci 1 & 2 [shekaru 5 zuwa 11]
gyara sasheAbubuwan da ake tsammanin don isar da Manhaja ta Ƙasa don lissafi a Ingila a Mahimman Mataki na 1 da 2 an ƙulla su sosai tare da bayyanannun manufofin da ke da alaƙa da lokaci. Ma'aikatar Ilimi ta ba da tsarin aikin shekara -shekara na farko (ko saita tsammanin) ga kowace makaranta/shekarar ilimi daga Shekarar 1 (shekaru 5/6) zuwa ciki har da Shekara ta 6 (shekaru 10/11). Wannan baya ƙayyade tsarin koyar da kowane fanni a cikin kowace shekara; amma yana ba da jagora kuma yana fitar da tsammanin abin da za a koyar da koya a ƙarshen kowace shekara na ilimin firamare na ɗalibai.
Makarantun Sakandare na Ingilishi: Matakan Maballin 3 da 4 [shekarun 11 zuwa 16]
gyara sasheAn kuma ba da cikakken tsarin Manhaja na Ƙasa don lissafi a Ingila a Mahimman Matakai 3 da 4. Koyaya, kowane sashen ilimin lissafi na makarantar Ingilishi ana ba shi babban 'yanci don yanke shawara lokacin da yadda za a isar da abun ciki. Sabanin manhajar karatu na kasa na makarantun firamare na Ingila, babu tsammanin shekara -shekara. Madadin haka, an saita jagora ta hanyar yin nuni ga abin da za a koyar da koya a ƙarshen Maɓallin Maɓallin 3 [ƙarshen shekara 9 (shekaru 13/14)] da ƙarshen Maɓallin Mataki na 4 [ƙarshen shekara 11 (ƙarshen shekara 11) shekarun 15/16)].
Sanannen abu ne cewa Manhaja don Maɓallin Mataki na 4 Ma'aikatar Ilimi ce ta yi niyyar bincika duk ilmantarwa daga Matakan Maballin 1 zuwa 4. Musamman, batutuwan da aka jera a Mataki Na Farko 3 a bayyane sun zama wani ɓangare na manhajar don Mataki na 4 (kamar ana ƙarfafa tushen ilmantarwa na farko yayin gini akan su). Dangane da haka, ɗaliban da suka yi gwagwarmaya da kuma abubuwan da ke da wuyar fahimta a baya an ba su damar ƙware abun ciki na Mataki na 3 yayin da wasu ke gina mafi girma, a layi ɗaya.
Makarantun Sakandare na Ingilishi: GCSEs [yawanci shekarun 15/16+]
gyara sasheYa zama tilas a ƙasar Ingila ɗalibai su ɗauki GCSE a cikin ilimin lissafi kafin sukai shekara goma sha shida da haihuwarsu.
Sanannen abu ne cewa an haɗa abun cikin batun da aka amince tsakanin Ma'aikatar Ilimi da Ofishin Kwarewa da Dokokin Gwaji (Ofqual) [mai kula da hukumar jarrabawar GCSEs, AS-Levels da A-Levels] an haskaka ta hanyoyi daban-daban zuwa abubuwan da ke ƙunshe cikin manhajar karatu ta ƙasa don Mataki Na Farko 4.
Na ƙarshen yana da matakan jira biyu (rubutu mara kyau akan {m da 'braces'} ); tsoffin fasalulluka guda uku (rubutu mara kyau, rubutun da aka ja layi a ƙasa da rubutu mai ƙarfi ). Hankalin rarrabewa ya ba da damar ɗalibai masu fahimta, iyaye da malamai su ƙaddara (ko yin hasashe game da) hanyar da aka rarraba abun ciki (ko yakamata a rarraba) tsakanin sahu biyu daban -daban na gwajin lissafin GCSE (Gidauniya da Mafi Girma): waɗannan jeri biyu haɗa kai (yana ba da shawarar batutuwa da aka ja layi a ƙarƙashinsu tsakanin jigon batutuwan biyu).
Har ila yau, sananne ne cewa manhajar karatun GCSE Sashen Ilimi ce ta yi niyyar bincika duk ilmantarwa daga Matakan Mataki 1 zuwa 4. Musamman, batutuwan da aka jera a Mataki Na Farko 3 a sarari sun zama wani ɓangare na manhajar don Mataki Na Farko 4 da GCSE (kamar yadda ake ƙarfafa tushen ilmantarwa na farko yayin gini akan su). Dangane da haka, ɗaliban da suka yi gwagwarmaya da abubuwan da ke da wuyar fahimta a baya an ba su damar ƙware abun ciki na Mataki na 3 yayin da wasu ke gina mafi girma,
Makarantun Sakandare na Ingilishi: AS da A-Levels [yawanci shekarun 17+]
gyara sasheAS da A-Levels a cikin lissafi ba tilas bane.
Dangane da haka, babu tsarin karatun ƙasa don AS da A-Level lissafi a Ingila. Koyaya, akwai abubuwan da aka yarda da su waɗanda Ma'aikatar Ilimi ke buƙata don ƙayyadaddun matakin AS da A a cikin lissafi.
Abubuwa
gyara sasheMahimman sassan “tsarin aiki” na iya haɗawa da waɗannan abubuwan:
| Abun ciki 1 |
| Makasudi ko Sakamakon |
| Hanyoyin bayarwa (aikin ɗalibi da malami) |
| Dabarun tantancewa |
| Albarkatu |
| Sauran Magana |
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tsarin aiki
Misalin tsarin aiki Archived 2018-04-17 at the Wayback Machine mai sauƙi
Duba kuma Shirye -shiryen Darasi .
Manazarta
gyara sashe- ↑ Petty, Geoffrey. (2009). Teaching today : a practical guide (4th ed.). Cheltenham: Nelson Thornes. pp. 469–473. ISBN 978-1-4085-0415-4. OCLC 295002509.
- ↑ Learning to teach in the secondary school: a companion to school experience. Capel, Susan Anne, 1953-, Leask, Marilyn, 1950-, Turner, Tony, 1935- (4th ed.). London: Routledge. 2005. pp. 78–90. ISBN 0-415-36392-6. OCLC 58468269.CS1 maint: others (link)
- ↑ "How can we meet the needs of all pupils without differentiation of lesson content? How can we record progress without levels? - NCETM". www.ncetm.org.uk (in Turanci). Retrieved 2019-12-22.[permanent dead link]
- ↑ 4.0 4.1 "National curriculum". GOV.UK (in Turanci). Retrieved 2019-12-22.
- ↑ "Accreditation of GCSEs, AS and A levels for teaching from 2017". GOV.UK (in Turanci). Retrieved 2019-12-22.
- ↑ Cite error: Invalid
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