THE TEACHER DURING THE TEACHING PROCESS / Ο ΔΑΣΚΑΛΟΣ ΚΑΤΑ ΤΗ ΔΙΔΑΚΤΙΚΗ ΔΙΑΔΙΚΑΣΙΑ

Eugenia Bazani

Abstract


The general perception of old pedagogy focused on the role of the adult and overlooked the pedagogical role of the group. In contrast, modern scientific pedagogy recognizes the dynamic role of the student group, striving through it to maximize the learning outcomes of the school and focus its interest on the ideal of genuine communication between individuals. The "new school" is based on the close relationship between school and life and aims to provide lively education and learning, oriented towards the interests and experiences of the child. In this way, teachers will be able to teach children to use the language system in appropriate ways, which also means teaching them about their culture. The use of language is also a social activity, and therefore, it is the acquisition of the ability to communicate linguistically that allows children to acquire the ability to act in the social world. 

 

Η γενική αντίληψη της παλιάς παιδαγωγικής επικέντρωνε την προσοχή της στο ρόλο του ενηλίκου και παραέβλεπε τον παιδαγωγικό ρόλο της ομάδας. Αντίθετα, η σύγχρονη επιστημονική παιδαγωγική αναγνωρίζει το δυναμικό ρόλο της μαθητικής ομάδας, προσπαθεί μέσω αυτής να μεγιστοποιήσει τα μαθησιακά αποτελέσματα του σχολείου και να επικεντρώσει το ενδιαφέρον της στο ιδεώδες για μια πραγματική επικοινωνία μεταξύ των ατόμων. Το «νέο σχολείο» έχει ως αφετηρία του τη στενή σχέση σχολείου και ζωής και ως στόχο μια ζωντανή αγωγή και μάθηση, προσανατολισμένη στα ενδιαφέροντα και στις εμπειρίες του παιδιού. Έτσι, οι εκπαιδευτικοί θα μπορέσουν να μάθουν τα παιδιά να χρησιμοποιούν το γλωσσικό σύστημα με τους κατάλληλους τρόπους που σημαίνει ταυτόχρονα να μάθουν τον πολιτισμό τους. Η χρήση της γλώσσας είναι ταυτόχρονα και κοινωνική δράση κι επομένως η απόκτηση της ικανότητας για γλωσσική επικοινωνία είναι που επιτρέπει στα παιδιά και την απόκτηση της ικανότητας δράσης στον κοινωνικό κόσμο. 


Keywords


intra-school violence, delinquency, training, good practices / ενδοσχολική βία, παραβατικότητα, εκπαίδευση, καλές πρακτικές

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DOI: http://dx.doi.org/10.46827/ejes.v13i4.6605

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