{"id":9815,"date":"2024-02-07T14:10:55","date_gmt":"2024-02-07T12:10:55","guid":{"rendered":"https:\/\/edugraal.eu\/?p=9815"},"modified":"2024-02-26T12:58:15","modified_gmt":"2024-02-26T10:58:15","slug":"tema-pentru-acasa-din-perspectiva-elevilor","status":"publish","type":"post","link":"https:\/\/edugraal.eu\/ro\/uncategorized-ro\/tema-pentru-acasa-din-perspectiva-elevilor\/","title":{"rendered":"Tema pentru acas\u0103 din perspectiva elevilor"},"content":{"rendered":"\n<p>Temele pentru acas\u0103 sunt considerate o parte obligatorie a activit\u0103\u021bilor de predare \u0219i \u00eenv\u0103\u021bare. Totodat\u0103, sunt privite ca o oportunitate de a dezvolta independen\u021ba, ini\u021biativa, creativitatea \u0219i individualitatea elevilor. Activit\u0103\u021bile academice sunt adesea percepute ca o modalitate de exersare a abilit\u0103\u021bilor, de preg\u0103tire a unor materiale noi sau de extindere a \u00eenv\u0103\u021b\u0103rii (Hoeke, 2017 p. 22). Cu toate acestea, percep\u021bia elevilor asupra temelor pentru acas\u0103 este un subiect de dezbatere \u00een zilele noastre. Ei consider\u0103 c\u0103 temele pentru acas\u0103 sunt uneori utile, alteori inutile sau nu contribuie semnificativ la aprofundare. Unii elevi sunt de p\u0103rere c\u0103 volumul de munc\u0103 este cople\u0219itor, ceea ce duce la stres \u0219i la dezechilibru \u00eentre via\u021ba profesional\u0103 \u0219i cea privat\u0103 \u0219i, astfel, temele pentru acas\u0103 \u00een exces au un impact negativ asupra personalit\u0103\u021bii lor. Mai mult, ace\u0219tia au impresia c\u0103 unele teme pentru acas\u0103 nu au o relevan\u021b\u0103 practic\u0103 real\u0103 \u0219i sunt considerate mai degrab\u0103 un mijloc de evaluare, dec\u00e2t de \u00eenv\u0103\u021bare.       <\/p>\n\n<p>\u00cen ultimii ani, a crescut interesul pentru forme alternative de teme pentru acas\u0103 \u0219i activit\u0103\u021bi de \u00eenv\u0103\u021bare, mai atractive \u0219i mai interactive. O abordare de gamificare a temelor pentru acas\u0103 poate motiva elevii s\u0103 \u00eenve\u021be \u0219i s\u0103 finalizeze temele pentru acas\u0103 (Butler B., Bodnar C., 2017). Cercet\u0103rile au ar\u0103tat c\u0103 acestea au un efect pozitiv at\u00e2t asupra motiva\u021biei, c\u00e2t \u0219i asupra finaliz\u0103rii temelor. Sentimentul de realizare le poate cre\u0219te \u00eencrederea \u00een sine \u0219i motiva\u021bia de a continua s\u0103 \u00eenve\u021be. Gamificarea \u00een educa\u021bie le ofer\u0103 elevilor provoc\u0103ri care necesit\u0103 g\u00e2ndire critic\u0103, favoriz\u00e2nd dezvoltarea abilit\u0103\u021bilor de rezolvare a problemelor.     <br\/><\/p>\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"740\" height=\"506\" src=\"https:\/\/edugraal.eu\/wp-content\/uploads\/2024\/02\/Graphique_article_6-.jpg\" alt=\"\" class=\"wp-image-9768\" srcset=\"https:\/\/edugraal.eu\/wp-content\/uploads\/2024\/02\/Graphique_article_6-.jpg 740w, https:\/\/edugraal.eu\/wp-content\/uploads\/2024\/02\/Graphique_article_6--480x328.jpg 480w\" sizes=\"(min-width: 0px) and (max-width: 480px) 480px, (min-width: 481px) 740px, 100vw\" \/><\/figure>\n\n<p><br\/>\u00cen acest context, Gimnaziul nr<sup>.<\/sup> 3 din Larissa a realizat un sondaj \u00een r\u00e2ndul elevilor pentru a afla experien\u021bele \u0219i feedback-ul lor cu privire la temele pentru acas\u0103 \u0219i opiniile lor despre elementele de joc introduse \u00een procesul educa\u021bional. <br\/>La sondaj au participat 156 de elevi din trei clase, iar r\u0103spunsurile lor au indicat c\u0103:<\/p>\n\n<ul>\n<li>18,6% \u00ee\u0219i evalueaz\u0103 experien\u021ba cu temele pentru acas\u0103 \u00eentre 1-4, 48% \u00eentre 5-7 \u0219i doar 33,3% \u00eentre 8-10 (1=foarte r\u0103u, 10= excelent).<\/li>\n\n\n\n<li><strong>67,3%<\/strong> consider\u0103 c\u0103 temele pentru acas\u0103 sunt o activitate care consum\u0103 foarte mult timp.<\/li>\n\n\n\n<li>37,2% sunt de p\u0103rere c\u0103 stilul \u0219i con\u021binutul temelor pentru acas\u0103 sunt plictisitoare, 23,1% le consider\u0103 dificile \u0219i doar 13,5% le consider\u0103 interesante \u0219i provocatoare.<\/li>\n\n\n\n<li>19,9% \u00ee\u0219i fac temele cu pl\u0103cere, 21,8% le fac f\u0103r\u0103 a se pl\u00e2nge \u0219i 33,3% le fac f\u0103r\u0103 interes (doar pentru c\u0103 trebuie s\u0103 le fac\u0103).<\/li>\n\n\n\n<li>30,8% consider\u0103 c\u0103 subiectele temelor pentru acas\u0103 sunt interesante, 23,7% le consider\u0103 dificile \u0219i 19,9% le consider\u0103 complexe.<\/li>\n\n\n\n<li>75,6% \u00ee\u0219i fac temele f\u0103r\u0103 ajutor\/ singuri.<\/li>\n\n\n\n<li><strong>52,6%<\/strong> consider\u0103 c\u0103 temele pentru acas\u0103 le reduc timpul liber \u0219i <strong>32,1%<\/strong> cred c\u0103 le provoac\u0103 stres.<\/li>\n\n\n\n<li>68,5% utilizeaz\u0103 rar sau ocazional instrumente electronice pentru temele pentru acas\u0103.<\/li>\n\n\n\n<li>81,4% sus\u021bin c\u0103 o tem\u0103 pentru acas\u0103 cu elemente bazate pe jocuri ar fi mai interesant\u0103 dec\u00e2t o versiune tradi\u021bional\u0103.<\/li>\n\n\n\n<li>\u00cen ceea ce prive\u0219te preferin\u021bele \u0219i interesele individuale legate de dezvoltarea jocurilor ( din perspectiva programei \u0219colare), <strong>32,2%<\/strong> prefer\u0103 chestionarele, <strong>20,3%<\/strong> jocurile digitale \u0219i software-ul educa\u021bional, <strong>9,1%<\/strong> rebusurile \u0219i <strong>9,1%<\/strong> pove\u0219tile cu mister. <\/li>\n<\/ul>\n\n<p>Harmer (2008) a sugerat c\u0103 profesorii ar trebui s\u0103 acorde o aten\u021bie deosebit\u0103 opiniilor elevilor cu privire la teme \u0219i s\u0103 g\u0103seasc\u0103 tehnici pentru a transforma temele \u00een sarcini interesante \u0219i relevante. Proiectul <strong>EduGraal<\/strong> Erasmus+ \u00ee\u0219i propune s\u0103 dezvolte \u0219i s\u0103 implementeze idei, metode \u0219i tehnologii noi care pot spori experien\u021ba de \u00eenv\u0103\u021bare \u0219i \u00eembun\u0103t\u0103\u021bi rezultatele educa\u021bionale, pun\u00e2nd accentul pe gamificare. Combinate cu un modul de e-learning \u0219i un set de instrumente pedagogice, aventurile temelor pentru acas\u0103 inter-curriculare create \u00een cadrul proiectului Edu Graal se concentreaz\u0103 pe promovarea dezvolt\u0103rii profesionale a cadrelor didactice \u0219i pe formarea acestora pentru a utiliza metode de predare inovatoare pentru a-\u0219i preg\u0103ti elevii pentru provoc\u0103rile cu care se vor confrunta \u00een viitor. Participarea noastr\u0103 la acest proiect ne ofer\u0103 oportunitatea de a crea un set adecvat de activit\u0103\u021bi de teme pentru acas\u0103, adaptate la interesele \u0219i nevoile educa\u021bionale ale elevilor, \u00eemp\u0103r\u021bite \u00een unit\u0103\u021bi inteligibile \u0219i care \u00eencorporeaz\u0103 mecanisme gamificate.   <\/p>\n\n<p>Gamificarea \u0219i \u00eenv\u0103\u021barea bazat\u0103 pe jocuri ca instrumente didactice erau deja cunoscute \u00een Grecia antic\u0103 \u0219i \u00een Imperiul Roman. Filozofi greci, precum Aristotel \u0219i Platon, credeau c\u0103 jocul era prima treapt\u0103 pe scara c\u0103tre adev\u0103rata cunoa\u0219tere \u0219i, prin urmare, avea un rol special \u00een educa\u021bie. \u00cen special, Platon, \u00een <em>Legile<\/em> (643 \u00ee.Hr.), accentueaz\u0103 importan\u021ba jocului \u00een educa\u021bia copiilor, afirm\u00e2nd:    <strong>&#8220;Nu-i educa\u021bi pe copii prin violen\u021b\u0103 sau asprime, ci \u00eentr-un mod care s\u0103 le distreze mintea, astfel \u00eenc\u00e2t s\u0103 pute\u021bi descoperi cu mai mult\u0103 acurate\u021be dispozi\u021bia special\u0103 a geniului care se afl\u0103 \u00een ei&#8221;.<\/strong><br\/><\/p>\n\n<h3 class=\"wp-block-heading\"><strong>Bibliografie:<\/strong><\/h3>\n\n<p>1. Brittany Lynn Butler, Dr. Cheryl A. Bodnar (2017). Establishing the Impact that Gamified Homework Portals Can Have on Students\u2019 Academic Motivation.  <em>Retrieved from<\/em> <br\/><a href=\"file:\/\/\/C:\/Users\/fenia\/Downloads\/establishing-the-impact-that-gamified-homework-portals-can-have-on-students-academic-motivation.pdf\">file:\/\/\/C:\/Users\/fenia\/Downloads\/establishing-the-impact-that-gamified-homework-portals-can-have-on-students-academic-motivation.pdf<\/a><\/p>\n\n<p>2. Harmer, J. (2008). How to Teach English. UK: Longman.   <em>Retrieved from<\/em><br\/><a href=\"https:\/\/www.academia.edu\/29550207\/How_to_Teach_English_2nd_Edition_Jeremy_Harmer\">https:\/\/www.academia.edu\/29550207\/How_to_Teach_English_2nd_Edition_Jeremy_Harmer<\/a><\/p>\n\n<p>3. Hellerstedt Andreas, Mozelius Peter (2019). Game-based learning &#8211; a long history.  <em>Retrieved from<\/em><br\/><a href=\"file:\/\/\/C:\/Users\/fenia\/Downloads\/Game-basedlearning-alonghistory_IGBL_HellerstedtMozelius.pdf\">file:\/\/\/C:\/Users\/fenia\/Downloads\/Game-basedlearning-alonghistory_IGBL_HellerstedtMozelius.pdf<\/a><\/p>\n\n<p>4. Hoeke.C.E. (2017). Homework Practices: Teacher and parent perceptions of efficacy and purpose. M.ed thesis. East Tennessee State University.    <em>Retrieved from<\/em><br\/><a href=\"https:\/\/dc.etsu.edu\/cgi\/viewcontent.cgi?article=4725&amp;context=etd\">https:\/\/dc.etsu.edu\/cgi\/viewcontent.cgi?article=4725&amp;context=etd<\/a><\/p>\n\n<p>5. Plato Quote. <em>Retrieved from<\/em><br\/><a href=\"https:\/\/www.reddit.com\/r\/QuotesPorn\/comments\/lcxwt3\/plato_do_not_train_a_child_to_learn_by_force_or\/\">https:\/\/www.reddit.com\/r\/QuotesPorn\/comments\/lcxwt3\/plato_do_not_train_a_child_to_learn_by_force_or\/<\/a><\/p>\n\n<p><br\/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Temele pentru acas\u0103 sunt considerate o parte obligatorie a activit\u0103\u021bilor de predare \u0219i \u00eenv\u0103\u021bare. Totodat\u0103, sunt privite ca o oportunitate de a dezvolta independen\u021ba, ini\u021biativa, creativitatea \u0219i individualitatea elevilor. Activit\u0103\u021bile academice sunt adesea percepute ca o modalitate de exersare a abilit\u0103\u021bilor, de preg\u0103tire a unor materiale noi sau de extindere a \u00eenv\u0103\u021b\u0103rii (Hoeke, 2017 p. [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":9789,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[5],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/posts\/9815"}],"collection":[{"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/comments?post=9815"}],"version-history":[{"count":1,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/posts\/9815\/revisions"}],"predecessor-version":[{"id":9816,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/posts\/9815\/revisions\/9816"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/media\/9789"}],"wp:attachment":[{"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/media?parent=9815"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/categories?post=9815"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/edugraal.eu\/ro\/wp-json\/wp\/v2\/tags?post=9815"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}