{"id":39421,"date":"2019-10-31T22:32:21","date_gmt":"2019-10-31T19:32:21","guid":{"rendered":"https:\/\/prohoster.info\/blog\/pochemu-negativnoe-vospriyatie-uchebnogo-protsessa-svyazyvayut-s-ego-polozhitelnymi-rezultatami\/"},"modified":"2019-10-31T22:32:21","modified_gmt":"2019-10-31T19:32:21","slug":"pochemu-negativnoe-vospriyatie-uchebnogo-protsessa-svyazyvayut-s-ego-polozhitelnymi-rezultatami","status":"publish","type":"post","link":"https:\/\/prohoster.info\/sq\/blog\/news\/pochemu-negativnoe-vospriyatie-uchebnogo-protsessa-svyazyvayut-s-ego-polozhitelnymi-rezultatami","title":{"rendered":"Pse perceptimi negativ i procesit m\u00ebsimor lidhet me rezultatet e tij pozitive","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Konsiderohet se student\u00ebt m\u00ebsojn\u00eb m\u00eb mir\u00eb n\u00ebse kushtet jan\u00eb sa m\u00eb komode dhe m\u00ebsuesit jan\u00eb k\u00ebrkues, por gjithashtu pa mas\u00eb mir\u00ebsjell\u00ebs. Pa nj\u00eb mentor t\u00eb mir\u00eb, i cili patjet\u00ebr do t'u pelqej\u00eb t\u00eb gjith\u00ebve, \u00ebsht\u00eb praktikisht e pamundur t\u00eb m\u00ebsohet materiali dhe t\u00eb kalohen provimet, apo jo? Metodat e m\u00ebsimdh\u00ebnies gjithashtu duhet t\u00eb jen\u00eb t\u00eb p\u00eblqyera, dhe procesi m\u00ebsimor duhet t\u00eb shkaktoj\u00eb vet\u00ebm emocione pozitive. Kjo \u00ebsht\u00eb e v\u00ebrtet\u00eb. Por, si\u00e7 kan\u00eb zbuluar shkenc\u00ebtar\u00ebt, kjo nuk \u00ebsht\u00eb gjithmon\u00eb.<\/p>\n

\"Pse<\/a><\/noindex><\/a><\/noindex>
\nFotografia: Fernando Hernandez<\/a><\/noindex> \/ Unsplash.com<\/i><\/p>\n

Sa m\u00eb leht\u00eb dhe komode, aq m\u00eb mir\u00eb<\/h2>\n

\nSa m\u00eb komode dhe leht\u00eb t\u00eb jet\u00eb m\u00ebsimi, aq m\u00eb t\u00eb larta jan\u00eb rezultatet. Ky \u00ebsht\u00eb nj\u00eb fakt. Kjo e v\u00ebrteton hulumtimet q\u00eb jan\u00eb zhvilluar n\u00eb vende t\u00eb ndryshme \u2014 nga Irani dhe Kazakistani deri n\u00eb Rusi dhe Australi. T\u00eb gjith\u00eb bien dakord mbi k\u00ebt\u00eb, dhe dallimet kulturore nuk kan\u00eb ndikim t\u00eb r\u00ebnd\u00ebsish\u00ebm. K\u00ebshtu, sipas hulumtimi<\/a><\/noindex>, nj\u00eb studimi t\u00eb realizuar nga stafi i Universitetit t\u00eb Shkencave Mjek\u00ebsore n\u00eb Iran, performanca akademike, motivimi dhe niveli i k\u00ebnaq\u00ebsis\u00eb s\u00eb student\u00ebve nga procesi m\u00ebsimor jan\u00eb n\u00eb var\u00ebsi t\u00eb drejtp\u00ebrdrejt\u00eb nga karakteristikat e mjedisit edukativ. Prandaj, \"m\u00ebsuesit dhe drejtuesit e kurseve duhet t\u00eb krijojn\u00eb kushtet m\u00eb t\u00eb mira p\u00ebr m\u00ebsim me sistemet e ndryshme t\u00eb mb\u00ebshtetjes p\u00ebr student\u00ebt.\"<\/p>\n

Nj\u00eb aspekt i r\u00ebnd\u00ebsish\u00ebm i mjedisit edukativ \u2014 vler\u00ebsimi emocional i l\u00ebnd\u00ebve t\u00eb studiuara n\u00eb universitet<\/b>. Ato q\u00eb paraqiten p\u00ebr student\u00ebt si \"t\u00eb m\u00ebrzitshme\" ose \"t\u00eb panevojshme\", shpesh e kan\u00eb t\u00eb v\u00ebshtir\u00eb t'i japin rezultate. Perceptimi negativ ndaj nj\u00eb disiplines ndikon negativisht n\u00eb performanc\u00ebn; perceptimi pozitiv \u2014 ndihmon n\u00eb arritjen e notave t\u00eb mira<\/a><\/noindex>. Vet\u00eb student\u00ebt e lidhin drejtp\u00ebrdrejt interesin p\u00ebr l\u00ebnd\u00ebt me sukseset e tyre. K\u00ebshtu, rezultatet pozitive n\u00eb vitet e fundit tregohen m\u00eb shpesh nd\u00ebrsa diapazoni praktik po rritet sipas specialitetit.<\/p>\n

Nj\u00eb tjet\u00ebr p\u00ebrb\u00ebr\u00ebs i r\u00ebnd\u00ebsish\u00ebm i mjedisit edukativ \u2014 raporti me m\u00ebsuesit<\/b>, aft\u00ebsit\u00eb e tyre p\u00ebr t\u00eb motivuar student\u00ebt dhe p\u00ebr t'i nxitur ata t\u00eb m\u00ebsojn\u00eb. Studimi<\/a><\/noindex>, e realizuar n\u00eb Institutin Pedagogjik t\u00eb Tambovit, tregon se sa t\u00eb r\u00ebnd\u00ebsishme jan\u00eb cil\u00ebsit\u00eb e m\u00ebsuesve p\u00ebr student\u00ebt e par\u00eb. \u201cIsh-aspirant\u00ebt shprehin shpresa t\u00eb m\u00ebdha nga kolektivi pedagogjik. Ata e vler\u00ebsojn\u00eb shum\u00eb ndikimin e tij n\u00eb marr\u00ebdh\u00ebnien e tyre me studimin. Kjo p\u00ebr ta \u00ebsht\u00eb faktori m\u00eb i fort\u00eb\u201d, thuhet n\u00eb punim. Vet\u00eb m\u00ebsuesit, duket, ndonj\u00ebher\u00eb kan\u00eb tendenc\u00ebn ta ekzagjerojn\u00eb ndikimin e tyre mbi student\u00ebt dhe nx\u00ebn\u00ebsit \u2014 nga thjesht \u201cpa ligj\u00ebratat e mia nuk do t\u00eb kuptoni asgj\u00eb n\u00eb l\u00ebnd\u00eb\u201d deri te idealistet \u201cf\u00ebmij\u00ebt duhen dashuruar, p\u00ebrndryshe nuk do t\u00eb m\u00ebsojn\u00eb\u201d.<\/p>\n

N\u00eb k\u00ebt\u00eb kuptim, nj\u00eb shembull p\u00ebrcaktues \u00ebsht\u00eb ligj\u00ebrata<\/a><\/noindex> e m\u00ebsueses amerikane me 40 vjet p\u00ebrvoj\u00eb, Rita Pearson. Nj\u00ebher\u00eb, kolegia e saj tha, rr\u00ebfen Pearson gjat\u00eb ligj\u00ebrat\u00ebs: \u201cNuk paguhem p\u00ebr t\u00eb dashuruar f\u00ebmij\u00ebt. Paguhem p\u00ebr t\u2019i m\u00ebsuar ata. Ata duhet t\u00eb studiojn\u00eb. \u00c7\u00ebshtja \u00ebsht\u00eb e mbyllur\u201d. \u201cF\u00ebmij\u00ebt nuk m\u00ebsojn\u00eb nga ata q\u00eb nuk i duan\u201d, iu p\u00ebrgjigj Rita Pearson dhe mori duarprerje t\u00eb forta nga audienca.<\/p><\/blockquote>\n

\nPor \u00e7do kush mund t\u00eb kujtoj\u00eb se sa pak mund t\u2019i p\u00eblqente nj\u00eb m\u00ebsues ose l\u00ebnd\u00eb n\u00eb universitet, por provimet kaloheshin mir\u00eb dhe njohurit\u00eb ruhej. A ka ndonj\u00eb kontradikt\u00eb k\u00ebtu?<\/p>\n

T\u00eb m\u00ebsosh \u201cp\u00ebrmes mosdashjes\u201d \u00ebsht\u00eb e mundur<\/h2>\n

\nNdryshimet n\u00eb m\u00ebnyr\u00ebn tradicionale t\u00eb paraqitjes s\u00eb materiale dhe kalimi n\u00eb metode t\u00eb tjera t\u00eb m\u00ebsimdh\u00ebnies mund t\u00eb shkaktojn\u00eb pak\u00ebnaq\u00ebsi t\u00eb caktuara, emocione negative ose t\u00eb b\u00ebhen shkak p\u00ebr stres. Kjo \u00ebsht\u00eb e kuptueshme: \u00ebsht\u00eb e v\u00ebshtir\u00eb t\u00eb heq\u00ebsh dor\u00eb nga stereotipat e krijuara n\u00eb m\u00ebsim. Sidoqoft\u00eb, kjo nuk \u00e7on gjithmon\u00eb n\u00eb p\u00ebrkeq\u00ebsimin e rezultateve. P\u00ebr m\u00eb tep\u00ebr, emocionet pozitive nuk jan\u00eb gjithmon\u00eb n\u00eb ndihm\u00eb t\u00eb tyre.<\/p>\n

\"Pse
\nFotografia: Tim Gouw<\/a><\/noindex> \/ Unsplash.com<\/i><\/p>\n

Nj\u00eb studim t\u00eb madh studim<\/a><\/noindex> u zhvillua n\u00eb Fakultetin e Fizik\u00ebs t\u00eb Universitetit t\u00eb Harvardit pranver\u00ebn e k\u00ebtij viti. N\u00eb m\u00ebsime u p\u00ebrdor\u00ebn dy forma m\u00ebsimdh\u00ebnie: pasive dhe aktive. Dhe u shqyrtuan q\u00ebndrimi ndaj procesit edukativ<\/b>. N\u00eb rastin e par\u00eb, u mbajt\u00ebn ligj\u00ebrata dhe seminare tradicionale. N\u00eb t\u00eb dytin \u2014 aktivitete interaktive me pyetje dhe p\u00ebrgjigje, nd\u00ebrsa student\u00ebt zgjidh\u00ebn detyra, duke punuar n\u00eb grupe. Roli i m\u00ebsuesit ishte minimal: ai vet\u00ebm sa b\u00ebnte pyetje dhe ofronte ndihm\u00eb. N\u00eb eksperiment mor\u00ebn pjes\u00eb 149 persona.<\/p>\n

Formati interaktiv nuk e k\u00ebnaqte shumic\u00ebn e student\u00ebve. Ata ishin t\u00eb shqet\u00ebsuar se u ishte ngarkuar p\u00ebrgjegj\u00ebsia mbi procesin dhe ankohej se kishin shpenzuar shum\u00eb m\u00eb tep\u00ebr energji krahasuar me d\u00ebgjimin e leksioneve. Shumica e tyre k\u00ebrkuan q\u00eb t\u00eb gjitha l\u00ebnd\u00ebt t\u00eb jepen si zakonisht n\u00eb t\u00eb ardhmen. Nivelin e perceptimit negativ ndaj procesit edukativ, i p\u00ebrcaktuar sipas nj\u00eb metode speciale, ishte m\u00eb shum\u00eb se nj\u00eb e dyta m\u00eb i lart\u00eb pas m\u00ebsimeve t\u00eb zhvilluara n\u00eb form\u00eb aktive sesa tradicionalisht. Kontrolli p\u00ebrfundimtar i njohurive tregoi: rezultatet e m\u00ebsimeve interaktive ishin pothuajse 50% m\u00eb t\u00eb larta. K\u00ebshtu, megjith\u00eb perceptimin negativ ndaj<\/p>\n

Sigurisht, emocione pozitive jan\u00eb t\u00eb nevojshme. Por jo \u00e7do gj\u00eb \u00ebsht\u00eb kaq e thjesht\u00eb. Ato mund t\u00eb shp\u00ebrqendrojn\u00eb nga studimi, zbulua<\/a><\/noindex> n\u00eb Universitetin e Arizon\u00ebs. P\u00ebrve\u00e7 k\u00ebsaj, roli i profesor\u00ebve dhe sa shum\u00eb u p\u00eblqen ata nuk mund t\u00eb p\u00ebrshkruajn\u00eb gjithmon\u00eb cil\u00ebsin\u00eb e procesit edukativ. \"Student\u00ebt mund t\u00eb m\u00ebsojn\u00eb dhe n\u00eb t\u00eb v\u00ebrtet\u00eb m\u00ebsojn\u00eb nga njer\u00ebz q\u00eb nuk u p\u00eblqejn\u00eb. Truri yn\u00eb nuk fiket sepse ne e vler\u00ebsojm\u00eb kritikisht at\u00eb q\u00eb na jep njohuri. Nuk m\u00eb p\u00eblqente m\u00ebsuesi i biologjis\u00eb n\u00eb shkoll\u00eb, por ende e mbaj mend struktur\u00ebn e qelizave\", - beson<\/a><\/noindex> Blake Harvard, doktor i shkencave dhe profesor i psikologjis\u00eb n\u00eb nj\u00eb shkoll\u00eb t\u00eb mesme n\u00eb Alabama.<\/p>\n

TL;DR<\/h2>\n

<\/p>\n