{"id":39154,"date":"2019-10-31T22:28:09","date_gmt":"2019-10-31T19:28:09","guid":{"rendered":"https:\/\/prohoster.info\/blog\/kak-nauchitsya-uchitsya-chast-2-metakognitivnye-protsessy-i-dudling\/"},"modified":"2019-10-31T22:28:09","modified_gmt":"2019-10-31T19:28:09","slug":"kak-nauchitsya-uchitsya-chast-2-metakognitivnye-protsessy-i-dudling","status":"publish","type":"post","link":"https:\/\/prohoster.info\/sq\/blog\/news\/kak-nauchitsya-uchitsya-chast-2-metakognitivnye-protsessy-i-dudling","title":{"rendered":"Si \u00abt\u00eb m\u00ebsosh t\u00eb m\u00ebsosh\u00bb. Pjesa 2 \u2014 proceset metakognitive dhe doodling","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

N\u00eb pjes\u00ebn e par\u00eb<\/a><\/noindex> n\u00eb p\u00ebrmbledhjen ton\u00eb t\u00eb trukeve t\u00eb dobishme p\u00ebr student\u00ebt, fol\u00ebm p\u00ebr studimet shkencore q\u00eb q\u00ebndrojn\u00eb pas k\u00ebshillave t\u00eb qarta \u2014 \u00abpiu m\u00eb shum\u00eb uj\u00eb\u00bb, \u00abb\u00ebjush sport\u00bb, \u00abplanifiko nj\u00eb orar ditor\u00bb. N\u00eb k\u00ebt\u00eb pjes\u00eb do t\u00eb shqyrtojm\u00eb \u00abhakat\u00bb m\u00eb pak t\u00eb qarta dhe drejtimet q\u00eb sot konsiderohen m\u00eb premtuese n\u00eb arsim. Do t\u00eb p\u00ebrpiqemi t\u00eb kuptojm\u00eb se si mund t\u00eb jen\u00eb t\u00eb dobishme \u00abdoodle-e n\u00eb margjinat e fletoreve\u00bb dhe n\u00eb cilat raste refleksioni mbi provimin ndihmon p\u00ebr ta kaluar m\u00eb mir\u00eb at\u00eb.<\/p>\n

\"Si<\/a><\/noindex><\/a><\/noindex>Foto Pixelmattic<\/a><\/noindex> CC BY<\/a><\/noindex><\/i><\/p>\n

Memoria muskulore<\/h2>\n

\nT\u00eb frekuentosh leksionet \u2014 \u00ebsht\u00eb nj\u00eb tjet\u00ebr k\u00ebshill\u00eb e qart\u00eb p\u00ebr ata q\u00eb duan t\u00eb m\u00ebsojn\u00eb m\u00eb mir\u00eb. Dhe, p\u00ebr t'u th\u00ebn\u00eb t\u00eb drejt\u00ebn, \u00ebsht\u00eb nj\u00eb nga m\u00eb t\u00eb njohurat n\u00eb Quora<\/a><\/noindex>. Megjithat\u00eb, vet\u00ebm frekuentimi shpesh nuk \u00ebsht\u00eb i mjaftuesh\u00ebm \u2014 shum\u00eb prej jush ndoshta e kan\u00eb p\u00ebrjetuar situat\u00ebn: po p\u00ebrgatiteni p\u00ebr nj\u00eb provim, dhe nuk mund t\u00eb kujtoni p\u00ebr \u00e7far\u00eb fliste profesorja, megjith\u00ebse jeni krejt t\u00eb sigurt\u00eb q\u00eb ishit n\u00eb audienc\u00eb at\u00eb dit\u00eb.<\/p>\n

P\u00ebr t\u00eb shfryt\u00ebzuar maksimumin e mundsh\u00ebm nga leksionet, shkenc\u00ebtar\u00ebt k\u00ebshillojn\u00eb t\u00eb ushtrohen memorizimi muskulor \u2014 q\u00eb do t\u00eb thot\u00eb, p\u00ebr t\u00eb filluar, t\u00eb b\u00ebni sh\u00ebnime. Kjo jo vet\u00ebm q\u00eb ju lejon t\u00eb ktheheni te ato m\u00eb von\u00eb (di\u00e7ka mjaft e qart\u00eb) \u2014 vet\u00eb procesi i shkruarjes s\u00eb informacionit me dor\u00eb ndihmon n\u00eb memorizimin e tij m\u00eb mir\u00eb. Megjithat\u00eb, ndonj\u00ebher\u00eb p\u00ebr t\u00eb memoruar m\u00eb mir\u00eb konceptet e komplikuara, ka kuptim t\u00eb shkruani e t\u00eb vizatoni.<\/p>\n

Mund t\u00eb provoni t\u00eb paraqisni t\u00eb dh\u00ebnat n\u00eb form\u00eb skeme ose diagrami (\u00e7ka \u00ebsht\u00eb mjaft e v\u00ebshtir\u00eb, n\u00ebse duhet t\u00eb d\u00ebgjoni me kujdes lektorin), por ndonj\u00ebher\u00eb p\u00ebr t\u00eb memoruar m\u00eb mir\u00eb informacionin, mjafton t\u00eb plot\u00ebsoni sh\u00ebnimet me doodle ose skica (p\u00ebr k\u00ebt\u00eb lloj vizatimi p\u00ebrdoret ndonj\u00ebher\u00eb termi \u00abg\u0440\u0438\u0444\u043e\u043d\u0430\u0436<\/a><\/noindex>\u00bb).<\/p>\n

Doodlet mund t\u00eb duken si modele t\u00eb p\u00ebrs\u00ebritura, vijat, abstraksionet \u2014 ose fytyra, kafsh\u00eb ose fjal\u00eb t\u00eb ve\u00e7anta (si n\u00eb k\u00ebto shembuj<\/a><\/noindex>). Mund t\u00eb vizatoni gjith\u00e7ka \u2014 nj\u00eb ve\u00e7ori e r\u00ebnd\u00ebsishme e doodle-ve mbetet se kjo praktik\u00eb nuk e angazhon plot\u00ebsisht personin \u2014 n\u00eb kund\u00ebrshtim, p\u00ebr shembull, me pun\u00ebn e tensionuar n\u00eb nj\u00eb klas\u00eb pikture. <\/p>\n

N\u00eb shikim t\u00eb par\u00eb, doodling duket shqet\u00ebsues\u2014duket se njeriut thjesht i duket se po e humb koh\u00ebn dhe \u00ebsht\u00eb i z\u00ebn\u00eb me mendimet e tij. N\u00eb praktik\u00eb, tregon se doodlet, p\u00ebrkundrazi, na ndihmojn\u00eb t\u00eb perceptojm\u00eb m\u00eb mir\u00eb konceptet e reja dhe t'i mbajm\u00eb mend ato.<\/p>\n

N\u00eb vitin 2009, n\u00eb revist\u00ebn Applied Cognitive Psychology u publikuan jan\u00eb publikuar<\/a><\/noindex> rezultatet e nj\u00eb studimi t\u00eb kryer nga shkolla e psikologjis\u00eb n\u00eb Universitetin e Plimutit (Britania e Madhe). Ai p\u00ebrfshinte 40 individ\u00eb nga mosha 18 deri n\u00eb 55 vje\u00e7. T\u00eb testuarit<\/a><\/noindex> u k\u00ebrkuan t\u00eb d\u00ebgjojn\u00eb nj\u00eb regjistrim audio t\u00eb \"nj\u00eb telefonate nga nj\u00eb mik\" (n\u00eb regjistrim, narratori me nj\u00eb z\u00eb monoton lexohet nj\u00eb monolog i nj\u00eb \"miku\" t\u00eb imagjinuar, duke diskutuar kush mund t\u00eb shkoj\u00eb n\u00eb fest\u00ebn e tij dhe kush \u2014 jo, dhe p\u00ebrse). Grupi kontroll u pyet t\u00eb shkruante emrat e atyre q\u00eb do t\u00eb shkonin n\u00eb fest\u00eb (dhe asgj\u00eb m\u00eb shum\u00eb).<\/p>\n

Grupit eksperimentues iu dhan\u00eb nj\u00eb flet\u00eb me katror\u00eb dhe rrethe dhe u k\u00ebrkua t\u00eb mbushnin figurat gjat\u00eb d\u00ebgjimit (t\u00eb testuarit u paralajm\u00ebruan se shpejt\u00ebsia dhe sakt\u00ebsia e mbushjes nuk ishin t\u00eb r\u00ebnd\u00ebsishme\u2014thjesht duhej t\u00eb mbushnin p\u00ebr t\u00eb kaluar koh\u00ebn).<\/p>\n

Pas k\u00ebsaj, t\u00eb gjith\u00eb t\u00eb testuarit u k\u00ebrkuan s\u00eb pari t\u00eb p\u00ebrmendin ata q\u00eb do t\u00eb shkonin n\u00eb fest\u00eb dhe m\u00eb pas t\u00eb rendisnin emrat gjeografik\u00eb t\u00eb p\u00ebrmendur n\u00eb regjistrim. Rezultatet ishin mjaft befasuese\u2014n\u00eb t\u00eb dyja rastet, ata q\u00eb u k\u00ebrkuan t\u00eb mbushnin figurat ishin m\u00eb t\u00eb sakt\u00eb (grupi eksperimentues mbajti mend 29% m\u00eb shum\u00eb informacion se grupi kontroll, megjith\u00ebse atij nuk iu k\u00ebrkua t\u00eb regjistronte apo t\u00eb mbante mend ndonj\u00eb gj\u00eb).<\/p>\n

Ky efekt pozitiv mund t\u00eb lidhet me faktin se vizatimi i karakaturave t\u00eb pavet\u00ebdijshme lejon angazhimin e rrjetit<\/a><\/noindex> t\u00eb pun\u00ebs pasive t\u00eb trurit. \"Doodle-aktivist\u00ebt\", si Sunny Brown, autori i librit<\/a><\/noindex> \u00abRevolucioni i Doodlit\u00bb, besojn\u00eb se karakaturat nuk jan\u00eb thjesht nj\u00eb m\u00ebnyr\u00eb p\u00ebr t\u00eb mbajtur duar t\u00eb angazhuara, por nj\u00eb mjet q\u00eb aktivizon pun\u00ebn e trurit. N\u00eb fjal\u00eb t\u00eb tjera, kjo \u00ebsht\u00eb nj\u00eb mekaniz\u00ebm q\u00eb na lejon t\u00eb nisemi me \"rrug\u00eb alternative\" kur kemi mbetur n\u00eb nj\u00eb bllokim\u2014\u00e7far\u00eb do t\u00eb thot\u00eb se doodling mund t\u00eb ndihmoj\u00eb, n\u00ebse p\u00ebr shembull, nuk mund t\u00eb zgjidhni nj\u00eb problem apo t\u00eb gjeni formulimin e duhur p\u00ebr nj\u00eb pun\u00eb t\u00eb shkruar.<\/p>\n

Duke u rikthyer te mbajtja mend e informacionit\u2014karakaturat n\u00eb faqe ndihmojn\u00eb n\u00eb rikthimin e detajeve t\u00eb asaj q\u00eb ka ndodhur rreth jush kur i keni vizatuar ato. Jesse J. PrinzJesse J. Prinz<\/a><\/noindex>), kreu i Komitetit t\u00eb K\u00ebrkimeve Nd\u00ebrdisiplinore t\u00eb Shkoll\u00ebs s\u00eb Provimeve t\u00eb Doktorat\u00ebs n\u00eb Universitetin e New York-ut, pretendon<\/a><\/noindex>, e cila, duke par\u00eb doodles e tij, leht\u00eb kujton p\u00ebr \u00e7far\u00eb ishte fjala kur i vizatonte ato. Ai e krahasojn\u00eb doodle-t me kartolina - kur sheh nj\u00eb kartolin\u00eb q\u00eb e ke bler\u00eb gjat\u00eb nj\u00eb udh\u00ebtimi, t\u00eb vijn\u00eb menj\u00ebher\u00eb n\u00eb mendje gj\u00ebra t\u00eb lidhura me at\u00eb udh\u00ebtim - gj\u00ebra q\u00eb me siguri do t\u00eb ishte e v\u00ebshtir\u00eb t'i kujtonit thjesht k\u00ebshtu.<\/p>\n

\"Si
\nFoto e Universitetit ITMO<\/i><\/p>\n

K\u00ebtu q\u00ebndron avantazhi i 'sh\u00ebnimeve me doodle' (krahasuar me sh\u00ebnimet e zakonshme): kontributi i vazhduesh\u00ebm do t'ju shp\u00ebrqendroj\u00eb nga ajo q\u00eb po thot\u00eb m\u00ebsuesi n\u00eb at\u00eb moment, ve\u00e7an\u00ebrisht n\u00ebse ai jep nj\u00eb sasi t\u00eb madhe materiali, e cila nuk \u00ebsht\u00eb e p\u00ebrgatitur p\u00ebr t\u00eb shkruar n\u00ebn drejtim. N\u00ebse e regjistroni thelbin n\u00eb nj\u00eb m\u00ebnyr\u00eb normale dhe kaloni n\u00eb doodle gjat\u00eb shpjegimeve t\u00eb tyre, do t\u00eb jeni n\u00eb gjendje t\u00eb kuptoni \u00e7\u00ebshtjen m\u00eb mir\u00eb, pa humbur q\u00ebndrim.<\/p>\n

Nga ana tjet\u00ebr, doodling nuk \u00ebsht\u00eb i p\u00ebrshtatsh\u00ebm p\u00ebr \u00e7do detyr\u00eb. P\u00ebr shembull, n\u00ebse duhet t\u00eb memorizoni dhe studioni nj\u00eb sasi t\u00eb madhe t\u00eb imazheve (diagramave, grafik\u00ebve), vizatimet tuaja do t\u00eb jen\u00eb vet\u00ebm shp\u00ebrqendrime - Wall Street Journal \u00e7on<\/a><\/noindex> p\u00ebr t\u00eb mb\u00ebshtetur k\u00ebrkimin e kryer n\u00eb Universitetin e Kolumbis\u00eb Britanike. Kur t\u00eb dyja detyrat k\u00ebrkojn\u00eb trajtimin e informacionit vizual, doodling nuk na lejon t\u00eb p\u00ebrq\u00ebndrohemi n\u00eb at\u00eb q\u00eb \u00ebsht\u00eb me t\u00eb v\u00ebrtet\u00eb e r\u00ebnd\u00ebsishme n\u00eb at\u00eb moment.<\/p>\n

\u00cbsht\u00eb m\u00eb mir\u00eb t\u00eb injoroni doodlingun kur nuk jeni t\u00eb sigurt n\u00ebse fakte dhe formula q\u00eb m\u00ebsuesi jep, do t'i gjeni leht\u00ebsisht n\u00eb burime t\u00eb tjera. N\u00eb k\u00ebt\u00eb rast, st\u00ebrvitja e kujtes\u00ebs muskulore \u00ebsht\u00eb m\u00eb e sigurt me ndihm\u00ebn e sh\u00ebnimeve t\u00eb zakonshme.<\/p>\n

Dijen p\u00ebr njohurit\u00eb<\/h2>\n

\nNj\u00eb tjet\u00ebr drejtim t\u00eb cilin duhet ta v\u00ebn\u00eb re ata q\u00eb duan t\u00eb m\u00ebsojn\u00eb m\u00eb mir\u00eb jan\u00eb proceset meta-kognitive (njohurit\u00eb e rendit t\u00eb dyt\u00eb ose, thjesht, njohurit\u00eb tona n\u00eb lidhje me njohurit\u00eb tona). Patricia Chen, nj\u00eb k\u00ebrkuese nga Stanford, q\u00eb punon n\u00eb k\u00ebt\u00eb fush\u00eb, shpjegon<\/a><\/noindex>: \u201cShum\u00eb shpesh nx\u00ebn\u00ebsit fillojn\u00eb pun\u00ebn pa menduar, pa u p\u00ebrpjekur t\u00eb planifikojn\u00eb paraprakisht se cilat burime \u00ebsht\u00eb m\u00eb e mira t\u00eb p\u00ebrdoren, pa e kuptuar se \u00e7far\u00eb \u00ebsht\u00eb e mir\u00eb p\u00ebr secilin nga ato, pa e vler\u00ebsuar se si mund t\u00eb p\u00ebrdoren burimet e zgjedhura n\u00eb m\u00ebnyr\u00ebn m\u00eb efektive.\u201d<\/p>\n

Chen dhe koleg\u00ebt e saj kryen nj\u00eb seri studimesh (rezultatet e tyre ishin jan\u00eb publikuar<\/a><\/noindex> n\u00eb vitin e kaluar n\u00eb revist\u00ebn Psychological Science) dhe eksperimente q\u00eb tregojn\u00eb se si reflektimi mbi t\u00eb m\u00ebsuarit mund t\u00eb stimuloj\u00eb student\u00ebt t\u00eb m\u00ebsojn\u00eb m\u00eb mir\u00eb. N\u00eb kuad\u00ebr t\u00eb nj\u00ebrit nga eksperimentet, student\u00ebt u dha nj\u00eb anket\u00eb rreth 10 dit\u00eb para provimit - autor\u00ebt e saj propozonin q\u00eb t\u00eb mendonin mbi testin e ardhsh\u00ebm dhe t\u00eb p\u00ebrgjigjeshin n\u00eb pyetje lidhur me not\u00ebn q\u00eb donin t\u00eb merrnin, sa e r\u00ebnd\u00ebsishme ishte ajo p\u00ebr ta dhe me sa mund\u00ebsi mund ta merrnin at\u00eb.<\/p>\n

P\u00ebr m\u00eb tep\u00ebr, student\u00ebve iu k\u00ebrkua t\u00eb reflektonin mbi \u00e7far\u00eb pyetjesh me shum\u00eb mund\u00ebsi do t\u00eb ishin n\u00eb provim dhe t\u00eb p\u00ebrcaktonin se cilat nga 15 praktikat e m\u00ebsimit (p\u00ebrgatitja me sh\u00ebnime nga ligj\u00ebratat, leximi i librit m\u00ebsimor, shqyrtimi i pyetjeve t\u00eb provimit, diskutimi me koleg\u00ebt, kurset me m\u00ebsues privat etj.) do t\u00eb p\u00ebrdornin. M\u00eb pas, ata u k\u00ebrkuan t\u00eb shpjegonin zgjedhjen e tyre dhe t\u00eb p\u00ebrshkruanin se \u00e7far\u00eb sakt\u00ebsisht do t\u00eb b\u00ebnin - n\u00eb thelb, t\u00eb p\u00ebrgatisnin nj\u00eb plan p\u00ebrgatitjeje p\u00ebr provimin. Grupi kontroll kishte thjesht nj\u00eb kujtes\u00eb p\u00ebr provimin dhe se sa e r\u00ebnd\u00ebsishme ishte t\u00eb p\u00ebrgatiteshin p\u00ebr t\u00eb.<\/p>\n

Si rezultat, student\u00ebt q\u00eb p\u00ebrgatit\u00ebn nj\u00eb plan, v\u00ebrtet kaluan provimin m\u00eb mir\u00eb, duke marr\u00eb nota n\u00eb mesatare nj\u00eb t\u00eb tret\u00ebn m\u00eb t\u00eb lart\u00eb (p\u00ebr shembull, \u00abA+\u00bb n\u00eb vend t\u00eb \u00abA\u00bb ose \u00abB\u00bb n\u00eb vend t\u00eb \u00abB-\u00bb). P\u00ebrve\u00e7 k\u00ebsaj, ata theksuan se ndiheshin m\u00eb t\u00eb sigurt dhe kontrollonin m\u00eb mir\u00eb veten gjat\u00eb provimit. Autor\u00ebt e studimit n\u00ebnvizojn\u00eb se kishin zgjedhur pjes\u00ebmarr\u00ebsit e eksperimentit n\u00eb m\u00ebnyr\u00eb q\u00eb t\u00eb mos kishte ndonj\u00eb ndryshim statistikor nd\u00ebrmjet grupeve - grupi eksperimental nuk p\u00ebrb\u00ebhej nga student\u00eb m\u00eb t\u00eb aft\u00eb ose m\u00eb t\u00eb motivuar.<\/p>\n

Si\u00e7 v\u00ebrejn\u00eb shkenc\u00ebtar\u00ebt, p\u00ebrfundimi kryesor i studimit t\u00eb tyre \u00ebsht\u00eb se, duke iu kushtuar v\u00ebmendje proceseve metakognitve dhe duke reflektuar mbi detyr\u00ebn, ju b\u00ebni nj\u00eb pun\u00eb t\u00eb r\u00ebnd\u00ebsishme shtes\u00eb. Kjo, p\u00ebrfundimisht, ndihmon n\u00eb strukturimin m\u00eb t\u00eb mir\u00eb t\u00eb njohurive, mbajtjen e motivimit dhe gjetjen e zgjidhjeve m\u00eb efikase - si p\u00ebr p\u00ebrgatitjen p\u00ebr provim, ashtu edhe p\u00ebr situata t\u00eb tjera.<\/p>\n

TL;DR<\/h2>\n

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