СРАВНИТЕЛЬНЫЙ АНАЛИЗ ПОДХОДОВ К ОБУЧЕНИЮ
Ключевые слова:
обучение, основанное на явлениях обучение на основе запросов, теории социокультурного обучения, принципы, многогранные компетенции, подход, основанный на опыте, нейробиология и психологияАннотация
В данной статье представлены основные сходства и различия между новым финским подходом к обучению, называемым обучением на основе феноменов, и другими подходами к обучению, включая подход, основанный на действиях, подход, основанный на задачах, обучение, основанное на проблемах, обучение, основанное на запросах, коммуникативный подход к обучению языку. и проектный подход. Сравнительный анализ был проведен с учетом различных точек зрения исследователей, подчеркивая основные характеристики каждого подхода к обучению. Кроме того, он проливает свет на принципы гуманистической психологии, объединяющей все эти подходы к обучению и фокусирующейся на личностно- ориентированном подходе.
Библиографические ссылки
Adaktylou N (2020). Remote sensing as a tool for phenomenon-based teaching and learning at the elementary school level: A case study for the urban heat island effect. International Journal of Educational Methodology 6(3):517-531.
Adirika, B. N. (2014). Action based teaching in Nigeria: Issues and reflections. An International Multidisciplinary Journal, Ethiopia, 8(2), 366-376. doi: 10.4314/afrrev. v8i2.22
Cuma, F. İ. (2014). Action-oriented learning in teaching with the Montessori method. The 2014 WEI International Academic Conference Proceedings. Retrieved from https://www.westeastinstitute.com/wp-content/uploads/2014/05/Filiz-lknur-Cuma-Full- Paper.pdf
Dabell, J. (2016, November 12). Those canny Finns! – Why is Finnish education so good?. Teacher Toolkit. Retrieved from http://www.teachertoolkit.me/2016/11/12/phenomenon-based- teaching/
Delı̇baş, M., & Günday, R. (2016). Action-oriented approach in foreign language teaching. Participatory Educational Research (PER), 4, 144-153. Retrieved from http://www.partedres.com/archieve/spi_16_4/per_16_spi_4_19.pdf
Donnelly, R., & Fitzmaurice, M. (2005). Collaborative project–based learning and problem- based learning in higher education: A consideration of tutor and student roles in learner-focused strategies. In G. O’Neill, S. Moore & B. McMullin (Eds), Emerging issues in the practice of university learning and teaching (pp. 87-95). Dublin: All Ireland Society for Higher Education (AISHE). Retrieved from http://www.aishe.org/readings/2005-1/
Fields D, Kennedy TJ (2020). What if… Phenomenon- Based Learning Projects: Augmenting Upper and Early Learning Stem Lessons, Inted 2020 Proceedings pp. 88-95. Retrived from: https://library.iated.org/view/FIELDS2020WHA
Nguyen, B., & Crabbe, D. (2000). The design and use of English language textbooks in Vietnamese secondary schools. In J. Shaw, D. Lubelska & M. Noullet (Eds.), Partnership and interaction (pp. 129-139). Bangkok, Thailand: Asian Institute of Technology.
Nguyen Hung Phi (2017). Phenomenon-based Learning in Finnish and Vietnamese Upper Secondary School Curriculum for English as a Foreign Language
Nunan, D. (2000) Language Teaching Methodology. Harlow: Longman, ISBN 0135214696.
Moskowitz, G.: Caring and Sharing in the Foreign Language Classroom, 1978.
Richards, J. C. (2006). Communicative language teaching today. New York, NY: Cambridge University Press.
Silander, P. (2015a). Digital pedagogy. In P. Mattila, & P. Silander (Eds.), How to create the school of the future: Revolutionary thinking and design from Finland (pp. 9-26). Oulu: University of Oulu, Center for Internet Excellence.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
Silander, P. (2015b). Phenomenon based learning. Phenomenal education. Retrieved from http://www.phenomenaleducation.info/phenomenon-based-learning.html
Silander P (2015). Rubric for Phenomenon Based Learning. http://nebula.wsimg.com/c58399e5d05e6a656d6e74f40b9e0c09?AccessKeyId=3209BE92A5 393B603C75&disposition=0&alloworigin=1
Symeonidis V, Schwarz JF (2016). Phenomenon-based teaching and learning through the pedagogical lenses of phenomenology:
