{"id":327,"date":"2010-03-07T16:53:06","date_gmt":"2010-03-07T15:53:06","guid":{"rendered":"https:\/\/blogy.rvp.cz\/cteni\/?p=327"},"modified":"2010-03-28T19:17:20","modified_gmt":"2010-03-28T17:17:20","slug":"aktivizacni-metody","status":"publish","type":"post","link":"https:\/\/blogy.rvp.cz\/cteni\/2010\/03\/07\/aktivizacni-metody\/","title":{"rendered":"Aktiviza\u010dn\u00ed metody"},"content":{"rendered":"<p>Ned\u00e1vno jsem se z\u00fa\u010dastnila dal\u0161\u00edho &#8222;\u0161kolen\u00ed&#8220; ohledn\u011b \u010dten\u00e1\u0159sk\u00e9 gramotnosti. Zapsala jsem si n\u011bkolik poznatk\u016f a &#8222;prohl\u00e9dnut\u00ed&#8220;. Nov\u00e9 poznatky se t\u00fdkaly organizace mezin\u00e1rodn\u00edch v\u00fdzkum\u016f. A proto\u017ee jsem \u010dlov\u011bk, kter\u00e9mu obecn\u00e9 v\u011bdomosti nesta\u010d\u00ed, vyhledala jsem si na internetu podrobn\u011bj\u0161\u00ed informace:<br \/>\n<a href=\"http:\/\/timss.bc.edu\/pirls2006\/framework.html\" target=\"_blank\">PIRLS 2006 Assessment Framework<br \/>\nand Specifications \u2014 2nd Edition<\/a><\/p>\n<p><a href=\"http:\/\/www.oecd.org\/document\/44\/0,3343,en_2649_35845621_44455276_1_1_1_1,00.html\" target=\"_blank\">PISA 2009 Assessment Framework &#8211; Key Competencies in Reading, Mathematics and Science<\/a><\/p>\n<p><a href=\"http:\/\/www.oecd.org\/pages\/0,3417,en_32252351_32235979_1_1_1_1_1,00.html\" target=\"_blank\">Reading Literacy <\/a><\/p>\n<p>&#8222;Prohl\u00e9dnut\u00ed&#8220; se t\u00fdkaj\u00ed p\u0159edev\u0161\u00edm aktiviza\u010dn\u00edch metod, kter\u00fdmi pokra\u010dovaly dal\u0161\u00ed \u010d\u00e1sti \u0161kolen\u00ed. Sama jsem si pro\u0161la obdob\u00edm fascinace t\u011bmito metodami. M\u00e1m jich sesb\u00edranou hezkou \u0159\u00e1dku. P\u0159esto od nich v posledn\u00ed dob\u011b upou\u0161t\u00edm, zejm\u00e9na v liter\u00e1rn\u00ed v\u00fdchov\u011b.<!--more-->Jist\u011b snaha o aktivizaci \u017e\u00e1k\u016f n\u011bkter\u00fdm hodin\u00e1m n\u011bkter\u00fdm z n\u00e1s st\u00e1le chyb\u00ed, ale z\u00e1rove\u0148 jakoby i v p\u0159\u00edpad\u011b t\u011bchto metod chyb\u011bl na\u0161emu vyu\u010dov\u00e1n\u00ed kone\u010dn\u00fd krok k c\u00edli. Pokud si za c\u00edl pokl\u00e1d\u00e1me rozv\u00edjen\u00ed \u010dten\u00e1\u0159sk\u00e9 gramotnosti, nejsou aktiviza\u010dn\u00ed metody st\u00e1le m\u00e1lo?<\/p>\n<p>Nap\u0159\u00edklad u metody vyu\u017e\u00edvaj\u00edc\u00ed kl\u00ed\u010dov\u00e1 slova se podle p\u0159\u00edru\u010dky rozv\u00edj\u00ed tyto dovednosti (Vyb\u00edr\u00e1m pouze dv\u011b z mnoha): propojuje nab\u00edzen\u00e1 slova navz\u00e1jem i se svou zku\u0161enost\u00ed a tvo\u0159\u00ed vlastn\u00ed hypot\u00e9zy a z\u00e1v\u011bry, formuluje si vlastn\u00ed ot\u00e1zky k t\u00e9matu. Jen\u017ee i kdy\u017e se \u017e\u00e1ky spr\u00e1vn\u011b provedeme reflexi (vedouc\u00ed k sebereflexi), nebudeme si jisti, \u017ee v\u0161echny nutn\u00e9 dovednosti skute\u010dn\u011b u dal\u0161\u00edho \u010dten\u00ed uplatn\u00ed. Mo\u017en\u00e1 je pot\u0159eba je v\u00e9st k reflexi nejen u\u010diva a pou\u017eit\u00ed metody, ale tak\u00e9 t\u011bchto c\u00edl\u016f. A mo\u017en\u00e1, \u017ee je t\u0159eba b\u00fdt mnohem explicitn\u011bj\u0161\u00ed ve v\u00fduce \u010dten\u00e1\u0159sk\u00e9 gramotnosti, tj. pou\u017e\u00edvat aktiviza\u010dn\u00ed metody (a strategie \u010dten\u00ed) jako prost\u0159edek k c\u00edli &#8211; porozum\u011bn\u00ed. A to znamen\u00e1, \u017ee by na\u0161e v\u00fduka m\u011bla kon\u010dit t\u00edm, \u017ee \u017e\u00e1ci posledn\u00ed ro\u010dn\u00edk\u016f budou schopni samostatn\u00e9ho \u010dten\u00ed a samostatn\u00e9 reakce na text bez pou\u017eit\u00ed metod, kter\u00e9 vyu\u017e\u00edv\u00e1me pouze za \u00fa\u010delem v\u011bt\u0161\u00ed aktivizace ve v\u00fduce.<\/p>\n<p>Ve skute\u010dn\u00e9m \u017eivot\u011b tak\u00e9 nikdo z n\u00e1s po p\u0159e\u010dten\u00ed knihy naza\u010dne s j\u00e1sotem sepisovat p\u011btil\u00edstek, ale pou\u017eijeme to, co m\u00e1 ve sv\u00e9 situaci smysl, nap\u0159\u00edklad Vennovy diagramy pro srovn\u00e1n\u00ed, podvojn\u00fd den\u00edk pro z\u00e1znam citac\u00ed nebo my\u0161lenkovou mapu kv\u016fli z\u00e1pisu hlavn\u00edch informac\u00ed. A pokud zn\u00e1me jednotliv\u00e9 dovednosti (co\u017e bychom jako u\u010ditel\u00e9 \u010de\u0161tiny zn\u00e1t m\u011bli), pou\u017e\u00edv\u00e1me je v\u011bdom\u011b i nev\u011bdom\u011b ke spr\u00e1vn\u00e9mu \u010dten\u00ed. Ale na \u017e\u00e1dn\u00e9m \u0161kolen\u00ed jsem zat\u00edm o \u017e\u00e1dn\u00fdch dovednostech nesly\u0161ela (nebo jen v\u00fdjime\u010dn\u011b a zna\u010dn\u011b stroze).<\/p>\n<p>Mysl\u00edm, \u017ee je t\u0159eba se \u017e\u00e1ky v\u00edce diskutovat o zp\u016fsobu pou\u017eit\u00ed t\u011bchto metod v \u017eivot\u011b a postupn\u011b pokra\u010dovat strategiemi. A ve \u0161kole vn\u00edmat aktiviza\u010dn\u00ed metody jen jako p\u0159\u00edpravn\u00e9 aktivity na skute\u010dnou v\u00fduku a uplat\u0148ov\u00e1n\u00ed dovednost\u00ed.<\/p>\n<p>Ti, kdo \u010detli knihy od S. Harvey nebo E. O. Keene, si jist\u011b v\u0161imli, \u017ee jsem pou\u017eila i jejich vlastn\u00ed argumentace. Ale ne\u0159\u00edk\u00e1m to, proto\u017ee jsem o tom &#8222;n\u011bco&#8220; \u010detla, ale proto\u017ee mn\u011b samotn\u00e9 za\u010dal chyb\u011bt onen posledn\u00ed krok. A proto se \u017e\u00e1ky \u010dasto mluv\u00edm o tom, jak p\u00ed\u0161u \u010dl\u00e1nky, jak pou\u017e\u00edv\u00e1m my\u0161lenkovou mapu pro osnovu nebo k z\u00e1pisu informac\u00ed textu, jak si vytv\u00e1\u0159\u00edm mnemotechnick\u00e9 pom\u016fcky, jak m\u00e1m ozna\u010dkovan\u00e9 odborn\u00e9 publikace, k \u010demu mi slou\u017e\u00ed ot\u00e1zky a jak mne vedou k porozum\u011bn\u00ed a zapamatov\u00e1n\u00ed apod.<\/p>\n<p>A pr\u00e1v\u011b tohle mi na v\u011bt\u0161in\u011b \u0161kolen\u00ed chyb\u00ed.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Ned\u00e1vno jsem se z\u00fa\u010dastnila dal\u0161\u00edho &#8222;\u0161kolen\u00ed&#8220; ohledn\u011b \u010dten\u00e1\u0159sk\u00e9 gramotnosti. Zapsala jsem si n\u011bkolik poznatk\u016f a &#8222;prohl\u00e9dnut\u00ed&#8220;. Nov\u00e9 poznatky se t\u00fdkaly organizace mezin\u00e1rodn\u00edch v\u00fdzkum\u016f. A proto\u017ee jsem \u010dlov\u011bk, kter\u00e9mu obecn\u00e9 v\u011bdomosti nesta\u010d\u00ed, vyhledala jsem si na internetu podrobn\u011bj\u0161\u00ed informace: PIRLS 2006 Assessment Framework and Specifications \u2014 2nd Edition PISA 2009 Assessment Framework &#8211; Key Competencies in [&hellip;]<\/p>\n","protected":false},"author":401,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-327","post","type-post","status-publish","format-standard","hentry","category-nezarazene"],"_links":{"self":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts\/327","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/users\/401"}],"replies":[{"embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/comments?post=327"}],"version-history":[{"count":5,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts\/327\/revisions"}],"predecessor-version":[{"id":369,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/posts\/327\/revisions\/369"}],"wp:attachment":[{"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/media?parent=327"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/categories?post=327"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogy.rvp.cz\/cteni\/wp-json\/wp\/v2\/tags?post=327"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}