Edukácia jazykovo nadaných detí v podmienkach ZŠ + Metódy Výučby
Tak ako v predškolskom veku je dôležité pri výchove a vzdelávaní detí pôsobenie rodičov, v školskom veku sa dôležitým faktorom stáva škola. Škola a hlavne učiteľ by mal vedieť tak pôsobiť na žiaka, aby sa žiak naučil pracovať tvorivo, samostatne a so záujmom.
Aby bol učiteľ úspešný pri práci s nadanými deťmi, musí si vprvomrade stanoviť čiastkové kognitívne ciele a to:
1. poskytnutie informácií a faktov nad rámec bežných učebných
osnov – sem patrí: riešenie tvorivých a problémových úloh
a prezentácia výsledkov vlastného štúdia
2. podpora záujmu o rôzne oblasti okolitého sveta – sem patrí:
poznanie rôznych javov a podpora samoštúdia
a samovzdelávania
3. uplatňovanie a rozvíjanie vlastností, ktoré sú dôležité pre
rozvoj v kognitívnej oblasti: systematickosti, dôslednosti,
vytrvalosti pri riešení úloh
Takisto pri práci s nadanými deťmi sú veľmi dôležité podnety, ktoré by mali byť vysielané smerom k žiakovi. Podnety by mali byť v dostatočnom množstve a dostatočne silné. Nadané deti zle tolerujú dril a rutinné podnety. Preto by mali byť podnety pestré.
Čo sa týka osvojovania si cudzieho jazyka, najvhodnejší spôsob je, ak učiteľ aktívne manipuluje s nadanými žiakmi. Príkladom toho je aj nasledujúca aktivita č. 1:
Žiaci vytvoria 3 skupinky. Každá skupinka predstavuje istý druh zvierat (napr. 1. skupina – domáce – pets, 2. skupina – voľne žijúce – wild animals). Každý jeden žiak si vyrobí plagát, kde nakreslí potravu typickú pre dané zviera. Zároveň si pripraví krátke informácie o danom zvierati (I am very fat, pink animal with four legs. I live on farm – Som veľmi tučné, ružové zviera so štyrmi nohami. žijem na farme). Ostané skupinky musia uhádnuť o aké zviera ide.
Ďalšia aktivita č. 2: Deti sa prezlečú do kostýmov daného zvieraťa a snažia sa ho napodobniť. Učiteľ si doma pripraví kartičky s rôznymi charakteristikami zvierat (napr. it is black, it is very tall, it likes fish, it can fly). Žiaci potom postupne chodia k zvieraťu a priraďujú kartičky, pričom nahlas vyslovujú vety.
Aktivita č. 3: Deti majú za úlohu nakresliť zvieratko a napísať pod obrázok farbu, meno zvieraťa a výskyt (napr. zebra: black and white, name: Marína, they can live in: Africa). Po dokončení obrázku deti dostanú za úlohu pripnúť daný obrázok na kontinent, kde zvieratko môže žiť.
Niektorú učebnú látku si môže pripraviť a prezentovať žiak sám ako nové učivo pre ostatných žiakov. Taký spôsob oboznamovania sa s faktami je výzvou, silným podnetom pre prezentujúceho žiaka (naštudovať si učivo tak, aby žiaci pochopili).
Je určite ťažké vytvárať pre žiakov neustále nové podnetné aktivity, ktoré by uspokojili ich potenciál. Preto by učiteľ nemal predceňovať svoje schopnosti a neustále pripravovať čoraz originálnejšie úlohy.
Metódy vo vyučovaní nadaných žiakov
Metódy výučby by mali smerovať k tomu, aby sa žiaci naučili hľadať a odhaľovať pravidlá a zákonitosti namiesto priameho vysvetlenia učiteľom.
Učiteľ pri práci s nadanými žiakmi by mal vychádzať z týchto metód:
1. Metódy objavujúce – nové učivo by malo byť žiakom predkladané formou problémovej úlohy. Na vyriešenie problémovej úlohy žiaci potrebujú: vyvodzovať nové zákonitosti na základe predošlých poznatkov a uplatňovať intuíciu a ochotu riskovať (tzv. risk – taking).
Po predložení problému sa snažia žiaci problém vyriešiť. Po niekoľkých pokusoch zvyčajne aspoň časť detí dokáže daný jav zovšeobecniť a vyvodiť nové poznatky.
2. Metódy viacpodnetné – učiteľ zostavuje úlohy tak, aby pri nich žiaci využili svoj intelektový potenciál, aby bola zahrnutá ich potreba pestrosti prostredníctvom:
- nejednoznačných zadaní
- výnimiek z pravidiel
- rébusy, hádanky, hlavolamy
Na porovnanie uvádzame príklad monopodnetnej a multipodnetnej úlohy:
Monopodnetná: vysvetli, prečo sa vo vete „She sings a song“ pridáva v slovese –s. Žiak povie, že v treťej osobe singuláru sa vždy pridáva –s, ak ide o prítomný čas.
Multipodnetná: vytvor vetu, v ktorej sloveso nebude mať koncovku – s. Vytvor vetu, kde bude mať sloveso koncovku –ed. Tento fakt núti dieťa rozmýšľať nad tým, kedy sa nedáva v slovese koncovka –s a kedy sa dáva koncovka –ed.
Ďalší príklad monopodnetnej úlohy: vymenuj časti tela, ktoré poznáš
multipodnetnej úlohy: priraď názov k častiam tela
Učiteľ by mal ďalej využívať pri práci s deťmi aj učenie spojené s pohybom (napr. položí na zem švihadlo, jedna strana švihadla predstavuje slovesá, druhá podstatné mená. Podľa toho, čo učiteľ vysloví, deti skáču.).
Ďalej by mal využívať metódy skúmania, pozorovania a manipulácie ( napr. každému podá model ovocia a dieťa povie, aké je to ovocie a čo ho má rado).
3. Metódy samostatnej práce – ide tu o požiadavku maximálnej aktivizácie žiaka vo vyučovacom procese, aby mal pocit, že je využitý jeho potenciál. Keď učiteľ zadá žiakom cvičenie, žiaci majú možnosť samostatne úlohu vyriešiť. Na tento účel dobre poslúžia pracovné listy. Učiteľ deťom riešenia potvrdzuje, príp. pomáha im a povzbudzuje ich.
Či už učiteľ využíva alebo nevyužíva tieto metódy, nemal by zabúdať hlavne nato, ako pristupuje k nadanému jedincovi. Každý žiak potrebuje niečo, každý žiak ej jedinečný a výnimočný. Preto netreba zabúdať, že aj nadané deti nie sú tie, ktoré vedia všetko. Majú síce veľký potenciál, ale to, či budú z nich výborní ľudia, závisí hlavne od prístupu učiteľov.
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