Innowacyjna koncepcja kształcenia i idea widocznego uczenia się jako wsparcie polityki edukacyjnej w Nowej Zelandii i Australii
DOI:
https://doi.org/10.25312/2083-2923.16/2019_10asSłowa kluczowe:
tradycyjny model kształcenia, nauczanie oparte na dowodach, widoczne uczenie się, kształcenie, system edukacji, Nowa Zelandia, AustraliaAbstrakt
W artykule przeanalizowano tło teoretyczne zmian, które dokonały się w ciągu dwóch ostatnich dekad w australijskim i nowozelandzkim systemie oświatowym. Zdaniem autorki tworzą je (owe tło) dwa elementy: z jednej strony zmodyfikowane rozumienie działania pedagogicznego, zgodnie z którym nauczycielowi i uczniowi przypadają istotne role w procesie kształcenia, z drugiej natomiast koncepcja widocznego uczenia się (Visible Learning) autorstwa J. Hattiego.
Tekst składa się z czterech punktów. W pierwszym autorka rekonstruuje tradycyjny model szkolnego nauczania i uczenia się. Drugi punkt zawiera wyjaśnienie podstaw innowacyjnego, opartego na dowodach podejścia do kształcenia. W trzecim opisano koncepcję widocznego uczenia się w odniesieniu do głównych determinantów procesu kształcenia. Na zakończenie prześledzono wybrane innowacje z nowozelandzkiego i australijskiego systemu edukacyjnego, które przekonują o skuteczności rozwijanych w nich nowych praktyk edukacyjnych.
Pobrania
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Prawa autorskie (c) 2020 Akademia Humanistyczno-Ekonomiczna w Łodzi
Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Na tych samych warunkach 4.0 Miedzynarodowe.
