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Analele Universitii Constantin Brncui din Trgu Jiu, Seria tiine ale Educaiei, Nr. 2/2010

Annals of the Constantin Brncui University of Trgu Jiu, Education Sciences Series, Issue 2/2010

53

METODE INTERACTIVE UTILIZATE N

NVMNTUL PRIMAR

Cristina TOMESCUColegiul Naional Tudor Vladimirescu,

Trgu-Jiu

Capul unui om talentat este ca o sal iluminat cuperei i oglinzi. Din afar vin ideile ntr-adevr reci iindiferente, dar ce societate, dar ce petrecere gsesc.

Mihai Eminescu

Rezumat: Rdcinile nvturii sunt amare, darfructele ei sunt dulci. Proverbul aduce n discuie gustul pecare procesul de nvare l poate avea. Utilizarea metodelorinteractive de predare nvare n activitatea didacticcontribuie la mbuntirea calitii procesului instructiv -educativ, avnd un caracter activ participativ i o realvaloare activ formativasupra personalitii elevului.

Cuvinte cheie: metod, predare, nvare activ

coala contribuie tot mai mult la modelareapersonalitii i la cultivarea trsturilor ei. nntreaga oper de formare a omului nou, a

personalitii sale , un rol important , uneori chiardecisiv, l au primii ani de coal.

colii primare i revine sarcina de a formaprimele deprinderi de munc intelectual. Deaceea, este necesar ca nvtorul sfie preocupatn permanen de perfecionarea metodelor i

procedeelor de predare nvare, a stilului demunc n general, pentru optimizare a procesuluiinstructiv educativ.

Cadrul didactic trebuie s fie animat de oputernic receptivitate fa de tot ce este nou iimportant n specialitatea sa i n pedagogie, iar n

practic s dovedeasc un efort continuu spreautodepire, pentru a face fasarcinilor pe care leridicnvmntul.

Rdcinile nvturii sunt amare,dar fructeleei sunt dulci. Proverbul aduce n discuie gustul

pe care procesul de nvare l poate avea.

INTERACTIVE METHODS USED IN

PRIMARY EDUCATION

Cristina TOMESCUNational College Tudor Vladimirescu,

Trgu-Jiu

The head of a talented man is like a lit roomwith walls and mirrors. From outside come ideasreally cold and indifferent, but what a company,what a party they find.

Mihai

Eminescu

Abstract: Teaching roots are bitter, but itsfruit is sweet. "Moot saying" taste "that learningcan play. Using interactive teaching- learningmethods contribute to improving the quality oftraining process and education, with an activecharacter - and a real participatory asset value -the format on the student's personality.Keywords:method, teaching, active learning

School increasingly contribute toshaping personality traits and to cultivatethem. The entire work of training the newman, his personality an important role,sometimes even decisive, they havekindergarten.

Primary school has the burden of workas the first intellectual skills. It istherefore necessary that the teacher is

always concerned with improving themethods and processes of teaching andlearning style of work in general, tooptimize the training process -educational.

The teacher must be animated by astrong receptivity to everything new andimportant in his specialty in pedagogyand in practice to prove a continuingeffort to strive to meet the higher burden

placed on them.

Teaching roots are bitter, but its fruits


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Utilizarea metodelor interactive de predare nvare n activitatea didactic contribuie lambuntirea calitii procesului instructiv -educativ, avnd un caracter activ participativ i o

realvaloare activ formativasupra personalitiielevului.

BRAINSTORMING

Brainstorming-ul este o metodde stimulare acreativitii i imaginaiei elevilor, dar i deformare a unor trsturi de personalitate(spontaneitate, altruism etc.). Se realizeaz prinformularea a ct mai multor idei, ca rspuns la osituaie enunat de profesor sau un elev, dup

principiul cantitatea genereazcalitatea.Un moment de brainstorming se poate crea n

orice etapa leciei i poate sse desfoare de la 5minute pn la ntreaga or (50 minute). Pentrudesfurarea optim a unui brainstorming, seimpune respectarea unor reguli, enunate de liderulgrupului (profesorul, elevul) chiar de la nceputulactivitii: solicitarea de exprimare a ideilor rapid n fraze,

propoziii sau cuvinte scurte i concrete frcenzur

sunt interzise aprecierile critice, ironiile,contradiciile, orice manifestare de acest gencare inhibimaginaia participanilor

sunt ncurajate asociaiile neobinuite de idei,combinrile i ameliorrile soluiilor propusede ceilali

imaginaia trebuie sfie liber, exprimndu-seorice idee i vin elevului n minte, care esteacceptatfrcenzurtoi elevii trebuie scomunice o idee

Metoda se parcurge prin derularea urmtoareloretape:

1. Alegerea temei/problemei i prezentarea ei- liderul (profesorul sau un elev) va comunicatema pus n discuie i va prezenta/reamintiregulile-subiectul brainstorming-ului se poate formula

prin diferite noiuni sau concepte, prin ntrebri(Ce tii despre...?, Ce ai face dacai fi...?, Ce

ai propune...?, Cum s-ar putea realiza...?, Cum

are sweet. Using interactive teachingmethods - teaching learning contribute

to improving the quality of trainingprocess - education, with an active

character - and a real participatory assetvalue - the format on the student'spersonality.

BRAINSTORMING

Brainstorming is a method ofstimulating creativity and imagination ofstudents, but also training of personalitytraits. Is done by issuing as many ideas inresponse to a statement put forward by

the teacher or a student, after the"quantity creates quality.

A moment of brainstorming can becreated at any stage of the lesson and cantake place from 5 minutes up to fullhours. For the proper conduct of a

brainstorm, to enforce compliance withrules, set by the group leader.

-request for expression of ideasquickly in phrases, sentences or shortwords and concrete without censorship,

- Critical assessments are prohibited,the ironies, contradictions, any event ofthis type which inhibit the imagination of

participants,- are encouraged unusual associations

of ideas, combinations and otherimprovements proposed solutions,

- imagination must be free, beexpressing any idea in mind the fitstudent who is accepted withoutcensorship,

- All students must communicate anidea.

The method is run through thefollowing steps:

1. Choosing the theme / problem andits presentation.

- Leader (teacher or student) willcommunicate the topic under discussionand present / recall rules,

- brainstorm the topic may be brought

by different notions or concepts, the


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explicai...?, Ce ntrebri ai pune...? etc.), prinprezentarea unor imagini, a unui film (metodapoate spreceaddezbaterea lor).

2. Generarea ideilor-toi elevii i vor comunica ideile, dupregulile enunate, frnici o cenzur- toate ideile vor fi scrise pe tablsau flipchartn ordinea emisde participani- etapa se ncheie cnd toi participanii i-auexprimat cel puin o idee

3. Evaluarea calitii ideilor- reluarea ideilor pe rnd i gruparea lor pediferite criterii

- analiza critic, argumentarea,contraargumentarea ideilor emise anterior, lanivelul ntregii clase sau al unor grupuri maimici

4. Selectarea celor mai importante idei- se discutliber soluiile originale i fezabile

5. Afiarea ideilor rezultate n forme ct maivariate i originale

METODATIU / VREAU STIU / AMAFLAT

Metoda tiu/Vreau s tiu/Am aflat-este ometod ce urmrete contientizarea elevilor nlegturcu proprialor activitate de cunoatere , respectivstimularea abilitilor metacognitive i agndirii critice.

Gndirea critic nu este o materie destudiu , ci un produs , este un nivel la careajunge gndirea noastr n momentul n caregndim critic din obinuin ca modalitatefireascde interaciune cu ideile i informaiile pecare le descoperim. n acelai timp este un procescare are loc atunci cnd cel ce nva i punentrebri de genul:-Ce semnificaie au aceste informaii pentru mine?-,,Cum pot s folosesc aceste informaii?-,,Cum pot lega aceste cunostine de ceea ce tiamdinainte?

-Care ar fi consecinele aplicrii acestor idei ,

questions (What do you know about ...?,What would you do if you have ...?, ...?,What you propose?2. Generating ideas.

-All students will communicateideas, according to the rules laiddown, without any censorship,

- All ideas will be written on theboard or flip chart in the order issuedby participants,

-Phase ends when all participantshave expressed at least an idea.

3. Quality assessment ideas.-Replay ideas and turn them on

various criteria group,

- critical analysis, argument,counter-ideas previously issued to thewhole class or smaller groups.

4. Selecting the most important ideas-Freely discuss the original

solutions.5. Display ideas results in forms as

varied and original.

METHOD KNOW/ I WANT TO

KNOW / I FOUND

The method I know / I want to know / Ifound out is a method that seeks studentawareness about their own businessknowledge.

Place these questions:How can I use this information?What significance has this informationfor me?How do I connect this knowledge of whatwe knew before?What I think about that?


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pentru mine i pentru ceilali (dacse lucreazngrup)?- ,,Ce cred eu despre asta?-, ,Ce anume pot face n alt fel acum, cnd dein

aceste informaii?- ,,Cum sunt afectate convingerile mele de acesteidei?

TIU VREAU STIU AM NVAT

KNOW I WANT TO KNOW I FOUND

CIORCHINELEEste o metodde brainstorming neliniar

care stimuleazgndirea critic, conexiunile dintreidei, crearea unei structuri grafice, a unor clasificrii corelri de cunotine, utiliznd informaii dintr-o sursanalizat. Este o metodgraficantrenant

ce poate fi utilizat pentru reinerea informaieidintr-un text, dar i pentru observarea icomentarea unei imagini sau film. Se poate folosin activitile de nvare, de fixare a cunotinelori la evaluarea sumativa uneia sau a mai multoruniti de nvare. ntr-un cerc, n mijlocul uneifoi/plane/tablse scrie un cuvnt, o sintagmcaresreprezinte subiectul. Pe msurce vin ideile, seformeazramuri care se trec n cercuri mai mici

pe lateral, legate de subiectul principal prin linii.Aceste subiecte-ramur pot avea, la rndul,

subiecte-mldie. Un subiect poate aveanumeroase ramuri, iar o ramur numeroasemldie.

Etapele de realizare ale metodei:6. stabilirea modalitii de lucru: individual, pe

grupe de 4-5-6 elevi sau cu ntreaga clas7. se scrie un cuvnt/tem/sintagmce urmeaza

fi cercetatn mijlocul foii, planei sau tablei8. se poate utiliza metoda brainstorming-ului

timp de 5 minute9. se citete textul/documentul, se observ

CLUSTERS

Brainstorming is a linear method thatstimulates critical thinking, connections

between ideas, create a graphicalstructure, classification and correlation

of knowledge. It can be used in learningactivities, setting the knowledge andsummative assessment. As ideas come,they form "branches" that are passed insmaller circles side by lines linked to themain topic. A topic may have many

branches and numerous branch branch.

Realization steps of the method:determining the way work;write a word to be searched in the

middle of the road;method can be used brainstorm for

five minutes;read text / document;individually record ideas,

expressions, knowledge that studentscome to mind in connection with the

proposed theme around the central word,dragging the lines between it and theinformation noted

exchange of ideas - along with


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imaginea ntr-un timp propus (15 20 minute)10.se noteaz individual ideile, sintagmele,

cunotinele care le vin n minte elevilor nlegtur cu tema propus n jurul cuvntului

central, trgndu-se linii ntre acesta iinformaiile notate11.schimbul de idei mpreun cu colegul de

banc, apoi n grup, elevul discut icompleteazciorchinele individual

12.se realizeazun produs al grupei sau al clasei,un afi pe coalmare, fiecare grupfolosetealt culoare de scris stabilit la nceput i sefixeaztimpul de lucru (10 minute)

13.produsele finale se afieaz i se realizeazturul galeriei

14.

raportorul grupei prezintprodusul i rspundentrebrilor

15.se face autoevaluarea i evaluarea pentrufiecare produs n parte, dup criterii dinaintestabilite i cunoscute de elevi.

Dacmetoda nu se utilizeazpe grupe, cieste implicatntreaga clas, atunci ciorchinele seva realiza pe tabl sau flipchart, i n aceastsituaie:- se urmeazpaii 1-5, activitatea oprindu-se cnd

s-au epuizat toate ideile, n limita de timp

anunat- n final, ciorchinele se va reorganiza, utilizndu-

se conceptele, ideile fezabile, elevii notndu-i ncaiete forma definitiva ciorchinelui.

Produsele finale pot rmne afiate nclas, iar cele individuale se vor pstra nPortofoliul elevului. Ciorchinele se poate utilizacu succes la toate clasele, gradul de complexitate alacestuia se organizeaz n funcie de

particularitile de vrstale elevilor.Clasa a II-a

Obiectul: Cunoaterea mediuluiTema: Animalele(recapitulare)

Elevii sunt mprii n grupe de cte 6 elevi.Fiecare echip primete cte o fi, care arescris n centrul ei, ntr-un oval, animaledomestice/animale slbatice din aranoastr/animale slbatice din alte zone alelumii.Elevii traseaz pe fi sgei din acel oval,scriind animalele care fac parte din acea

categorie.

fellow bank;final products are displayed;group rapporteur presented the

product and answer questions,

self-evaluation and assessment ismade for each product.If the method is not used by groups, but

involved the whole class, then clusterswill be carried on board or flip chart, andin this situation:

- Follow steps 1-5, stopping work whenthey have exhausted all ideas, within thetime advertised,

- Finally, clusters will rearrange,using concepts .

The final products can bedisplayed in class. Clusters "can beused successfully to all classes, thecomplexity of its features areorganized according to age of pupils.

Class IInd:Subject: Environmental KnowledgeTopic: Pets (recapitulation)-Students are divided into groups of six

students.-Each team receives one sheet, which iswritten in its center.-Students arrows drawn on the sheet inthat oval writing animals belonging tothat category.-Once students have completed theschedule board and have come to thewhole class, the animals in that category.

QUINTET

Method quintet focuses on studentpower, contributing to the ability tosummarize and synthesize information.Quintet is a poem that requires synthesisof information / content from a text inclear language. It is a poem of five lineswhose construction is based on certainrules that students must comply.

Work starts from a keyword of the day


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Dupce au finalizat fia elevii, cei care au fostdesemnai experi, vin la tabla i prezintntregii clase, animalele din acea categorie, pecare a reuit sle gseasc.

CVINTETULMetoda cvintetului pune accent pe fora

elevului, contribuind la formarea capacitii de arezuma i sinteti-za informaiile , de a surprindecomplexitatea unor idei, sentimente i convingerin cteva cuvinte .

Cvintetul este o poezie care impunesintetizarea informaiilor/coninuturilor dintr-untext n exprimri clare , care descriu sau prezintreflecii asupra temei date sau subiectului dat.

Este o poezie de 5 versuri a crei construcie arela bazanumite reguli pe care elevii trebuie slerespecte, iar timpul de ntocmire este de5-7 minute.

Activitatea pornete de la un cuvnt-cheie dinlecia zilei respective sau din lecia anterioar, iarelevii , n timpul dat , trebuie s dovedeascreceptivitatea la cele discutate n clas, bazndu-se pe capacitile lor de creaie.Regulile de ntocmire a unui cvintet: -primul vers este format din cuvtul tematic(

un substantiv); -al doilea vers este format din dou cuvinte

(adjective care s arate nsuirile cuvntuluitematic );

-al treilea vers este format din treicuvinte(verbe la gerun ziu care s exprimeaciuni ale cuvntu lui tematic);

-al patrulea vers este format din patru cuvintece formea zo propoziie prin care se afirmceva esenial despre cuvntul tematic );

-al cincilea vers este format dintr-un singurcuvnt, care sintetizeaztema/ideea.

ZpadIarna

rece, pufoas,frumoas, friguroas,acoperind ,rcorind, nghendzburnd, plecnd cntnd,

Noi copiii o iubim .Fuge de la noi.

catifea

or lesson from previous lesson andstudents during the given must showsensitivity to those discussed in class,

based on their creative abilit ies.

Rules of drawing up a quintet:-first verse is composed of thematic word-The second line consists of two words- The third line consists of three words- The fourth line consists of four wordsthat form a sentence tors-The fifth verse is composed of a singleword

Snowcold fluffycovering, cooling, freezing

Snow is loved by children.velvet

WinterBeautiful, cold,soaring, starting singingRunning away from us.

Shine

TREE IDEAS

Technique called 'ideas tree' involvesgroup work. Is a graphical methodkeyword is written in a rectangle at the

base page, in the middle.From this rectangle is also branch of

knowledge mentioned branches of a tree.Tree drawing sheet that is passed fromone State to another group and eachstudent has the opportunity to read whathis colleagues wrote.This form of group activity isadvantageous because it proposes toteach a new form of organization andsystematization of knowledge.

EXPLOSIVE STAR

Stellar explosion is a method ofstimulating creativity, a child how torelax and rely on the wording of

questions for solving problems and new


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strlucire

COPACUL IDEILORTehnica numit ,,copacul ideilor presupune

munca n grup.Este o metod grafic n carecuvntul cheie este scris ntr-un dreptunghi la bazapaginii,n partea central.

De la acest dreptunghi se ramificasemeneacrengilor unui copac toate cunotineleevocate.Foaia pe care este desenat copacul trece dela un membru la altul al grupului i fiecare elevare posibilitatea s citeasc ce au scris colegii si.

Aceast form de activitate n grup esteavantajoas deoarece le propune elevilor o nouform de organizare i sistematizare a

cunotinelor.

EXPLOZIA STELARExplozia stelar este o metod de stimulare acreativitii, o modalitatea de relaxare a copiilor ise bazeaz pe formularea de ntrebri pentrurezolvarea de probleme i noi descoperiri.Obiective: Formularea de ntrebri i realizarea deconexiuni ntre idele descoperite de copii n grup

prin interaciune i individual pentru rezolvarea

unei probleme.Material : O stea mare, cinci stele mici de culoaregalben, cinci sgei roii, jetoaneDescrierea metodei:1. Copiii aezai n semicerc propun problema derezolvat; pe steaua mare se scrie sau deseneazideea central.2. Pe 5 stelue se scrie cte o ntrebare de tipul :CE? CINE? UNDE ? DE CE ? CND ? iar cincicopii din grupextrag cte o ntrebare.Fiecare copil din cei cinci i alege cte 3-4 colegi,organizndu-se astfel n cinci grupuri.3. Grupurile coopereaz n elaborareantrebrilor.4. La expirarea timpului, copiii revin n semicercn jurul steluei mari i comunic ntrebrileelaborate , fie un reprezentant al grupului , fieindividual, n funcie de potenialul grupului /grupei. Copiii celorlalte grupuri rspund lantrebri sau formuleazntrebri la ntrebri.

5.

Se apreciaz ntrebrile copiilor, efortul

discoveries.Objectives:

Formulation of questions andmake connections between ideas found in

children

Material:- A large star, small yellow five-star, fivered arrows

Method description:1.Children sit in a semicircle propose

to solve problem, the big star central ideato write or draw.

2. On five stars is written on onequestion: What? WHO? WHERE? WHY?

WHEN? ,and five children in each groupextracted a question. Each child choosesone of five 3-4 colleagues, organizingitself in five groups.

3. Groups cooperate in draftingquestions.

4. At the end of time, the childrenreturn to large semicircle around stelueicompiled common questions. Childrenrespond to questions or other groups toformulate questions questions.

5. It considers the questions ofchildren, their effort to develop the rightquestions and how cooperation andinteraction.

Stellar explosion is effective becausethe corresponding image after reading therequirements and steps required for itsmethodology.

Traditional teaching in that teacherlecture, a demonstration, and student roleis to track not only produces very littlelearning. Is insufficient time for learningif students during teacher explanations

just listen and see a demonstration madeby the teacher. The brain does notfunction as a DVD or cassette. The brainis not simply a receiver of information.

Students should organize what theyheard and saw everything in a orderlyand meaningful. If students are not

provided during the discussion,


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acestora de a elabora ntrebri corecte precum imodul de cooperare i interaciune. Explozia stelar este eficient n lectura dupimagini deoarece corespunde cerinelor i etapelor

impuse de metodologia acesteia : enumerare,descriere, interpretare.Predarea tradiionaln sensul n care profesorul

ine o prelegere, face o demonstraie, iar rolulelevilor este acela de a urmri, nu produce nvaredect n foarte micmsur.

Este insuficient pentru nvare dacn timpulorei elevii doar ascultexplicaiile profesorului ivd o demonstraie fcut de profesor. Cauzaacestui fenomen, ine de nsui funcionareacreierului. Creierul nu funcioneaz ca un DVD

sau casetofon. Creierul nu este un simplu receptorde informaie.

Elevii trebuie sorganizeze ceea ce au auzit ivzut ntr-un tot ordonat i plin de semnificaii.Dac elevilor nu li se ofer ocazia discuiei, ainvestigaiei, a aciunii i eventual a predrii,nvarea nu are loc.

nvarea presupune nelegerea, iar aceastanseamnmai mult dect cunoaterea faptelor.

Elevii construiesc cunoaterea pe baza a ceeace deja cunosc sau cred.

Elevii formuleaz noile cunotine prinmodificarea i raionarea conceptelor lor curente i

prin adugarea de noi concepte la ceea ce cunoscdeja.

nvarea este mediatde mediul social n careelevii interacioneazunii cu alii.

nvarea eficientnecesitpreluarea de ctreelevi a controlului asupra propriei nvri.

Transferul, respectiv capacitatea de a aplicacunotine n situaii noi este afectat de gradul n

care elevii nva pentru nelegere i nva cunelegere.

Bibliografie: Bru, 2007: Marc Bru, Metodele n pedagogie,Bucureti,2007 Ionescu, Chi, 1992: Miron Ionescu, VasileChi, Strategii de predare-nvare, Bucureti, 1992 Pintilie, 2002: M. Pintilie, Metode moderne denvare-evaluare, Editura Eurodidact, Cluj-

Napoca, 2002

investigation, action and eventually toteaching, learning takes place.

- Learn about understanding and thismeans more than just knowing the facts,

- Students construct knowledge basedon what they already know or believe,- Students formulate new knowledge by

modifying their current concepts andreasoning and by adding new concepts towhat is already known.

- Learning is socially mediatedenvironment in which students interactwith each other.

- effective learning by students requirestaking control of their learning.

- transfer, the ability to apply thatknowledge in us is affected by the extentto which students learn for understandingand learning with understanding.

Bibliography:

Bru, 2007: Marc Bru, In teachingmethods, Bucharest, 2007.

Ionescu, Chi, 1992: Miron Ionescu,Vasile Chi, Strategies for teaching andlearning, Bucharest, 1992.

Pintilie, 2002: M. Pintilie, Modernmethods of learning-evaluation, Edituraeurodidact, Cluj-Napoca, 2002.


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