{"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\/novosti-interneta\/pochemu-negativnoe-vospriyatie-uchebnogo-protsessa-svyazyvayut-s-ego-polozhitelnymi-rezultatami","title":{"rendered":"P\u00ebrse perceptimi negativ i procesit t\u00eb m\u00ebsimdh\u00ebnies lidhet me rezultatet e tij pozitive","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Mendohet se student\u00ebt m\u00ebsojn\u00eb m\u00eb mir\u00eb n\u00ebse jan\u00eb krijuar kushte maksimale komode p\u00ebr ta, dhe profesor\u00ebt jan\u00eb k\u00ebrkesor\u00eb, por jasht\u00ebzakonisht miq\u00ebsor\u00eb. Pa nj\u00eb mentor t\u00eb mir\u00eb, i cili patjet\u00ebr q\u00eb do t\u00eb p\u00eblqente t\u00eb gjith\u00ebve, \u00ebsht\u00eb praktikisht e pamundur t\u00eb kuptohet materiali dhe t\u00eb kalohen provimet, apo jo? \u041c\u0435\u0442odat e m\u00ebsimdh\u00ebnies gjithashtu duhet t\u00eb p\u00eblqehen, dhe procesi i m\u00ebsimit duhet t\u00eb shkaktoj\u00eb vet\u00ebm emocione pozitive. Kjo \u00ebsht\u00eb e v\u00ebrtet\u00eb. Por, si\u00e7 e zbuluan shkenc\u00ebtar\u00ebt, jo gjithmon\u00eb.<\/p>\n

\"P\u00ebrse<\/a><\/noindex><\/a><\/noindex>
\nFoto: Fernando Hernandez<\/a><\/noindex> \/ Unsplash.com<\/i><\/p>\n

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

\nSa m\u00eb komode dhe e leht\u00eb t\u00eb jet\u00eb m\u00ebsimi, aq m\u00eb t\u00eb larta jan\u00eb rezultatet. Kjo \u00ebsht\u00eb nj\u00eb fakt. Kjo konfirmohet nga studime q\u00eb jan\u00eb kryer n\u00eb vende t\u00eb ndryshme \u2014 nga Irani dhe Kazakistani deri n\u00eb Russ dhe Australi. T\u00eb gjith\u00eb bien dakord p\u00ebr k\u00ebt\u00eb, dhe ndryshimet kulturore nuk kan\u00eb ndonj\u00eb ndikim t\u00eb duksh\u00ebm. K\u00ebshtu, sipas studimit<\/a><\/noindex>, i kryer nga stafi i Universitetit t\u00eb Shkencave Mjek\u00ebsore n\u00eb Iran, performanca, 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 arsimor. Prandaj, \"m\u00ebsuesit dhe drejtuesit e kurseve duhet t\u00eb sigurojn\u00eb kushte m\u00eb t\u00eb mira p\u00ebr m\u00ebsim me sisteme t\u00eb ndryshme mb\u00ebshtetje p\u00ebr student\u00ebt.\"<\/p>\n

Nj\u00eb k\u00ebndv\u00ebshtrim i r\u00ebnd\u00ebsish\u00ebm i mjedisit arsimor \u2014 vler\u00ebsimi emocional i l\u00ebnd\u00ebve t\u00eb studiuara n\u00eb universitet<\/b>. Ato, t\u00eb cilat u paraqiten student\u00ebve si \"t\u00eb m\u00ebrzitshme\" ose \"t\u00eb panevojshme\", shpesh u jepen atyre m\u00eb dob\u00ebt. Perceptimi negativ i nj\u00eb disipline t\u00eb caktuar ndikon negativisht n\u00eb performanc\u00ebn; pozitivja \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 mund t\u00eb shfaqen m\u00eb shpesh me shfaqjen e pun\u00ebs praktike n\u00eb fush\u00ebn p\u00ebrkat\u00ebse.<\/p>\n

Nj\u00eb p\u00ebrb\u00ebr\u00ebs tjet\u00ebr i r\u00ebnd\u00ebsish\u00ebm i mjedisit arsimor \u2014 q\u00ebndrimi ndaj m\u00ebsuesve<\/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. Hulumtimi<\/a><\/noindex>, zhvilluar 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 vitit t\u00eb par\u00eb. \"K\u00ebta student\u00eb t\u00eb djesh\u00ebm kan\u00eb pritshm\u00ebri t\u00eb m\u00ebdha ndaj stafit pedagogjik. Ata e vler\u00ebsojn\u00eb shum\u00eb ndikimin e tij n\u00eb q\u00ebndrimin e tyre ndaj studimeve. Ky \u00ebsht\u00eb p\u00ebr ta \u2014 faktori m\u00eb i fort\u00eb,\" theksohet n\u00eb punim. Vete m\u00ebsuesit, duket, nganj\u00ebher\u00eb priren t\u00eb mbivler\u00ebsojn\u00eb ndikimin e tyre n\u00eb student\u00eb dhe nx\u00ebn\u00ebs \u2014 nga thjesht \"pa ligj\u00ebratat e mia, nuk do t\u00eb kuptoni asgj\u00eb n\u00eb l\u00ebnd\u00eb\" deri te idealistike \"duhet t'i duash f\u00ebmij\u00ebt, p\u00ebrndryshe ata nuk do t\u00eb m\u00ebsojn\u00eb.\"<\/p>\n

N\u00eb k\u00ebt\u00eb kuptim, nj\u00eb shembull ilustruese \u00ebsht\u00eb q\u00ebndresa<\/a><\/noindex> e m\u00ebsueses amerikane me 40 vjet p\u00ebrvoj\u00eb, Rita Pearson. Nj\u00eb her\u00eb nj\u00eb kolege e saj tha, rr\u00ebfen Pearson gjat\u00eb q\u00ebndr\u00ebs: \"Nuk m\u00eb paguajn\u00eb p\u00ebr t\u00eb dashur f\u00ebmij\u00ebt. M\u00eb paguajn\u00eb p\u00ebr t'i m\u00ebsuar ata. Dhe ata duhet t\u00eb punojn\u00eb. \u00c7\u00ebshtja \u00ebsht\u00eb e mbyllur.\" \"F\u00ebmij\u00ebt nuk m\u00ebsojn\u00eb nga ata q\u00eb nuk i duan,\" iu p\u00ebrgjigj Rita Pearson dhe mori nj\u00eb duartrokitje t\u00eb ashp\u00ebr nga publiku.<\/p><\/blockquote>\n

\nPor leht\u00eb, \u00e7do njeri mund t\u00eb kujtoj\u00eb se sa pak mund t\u00eb ishte i p\u00eblqyer m\u00ebsuesi apo l\u00ebnda n\u00eb universitet, por provimet kaloheshin mir\u00eb dhe njohurit\u00eb mbeteshin. A nuk ka nj\u00eb kontradikt\u00eb k\u00ebtu?<\/p>\n

Mund t\u00eb jet\u00eb e mundur t\u00eb studiosh \"n\u00eb m\u00ebnyr\u00eb t\u00eb detyruar\".<\/h2>\n

\nNdryshimet n\u00eb m\u00ebnyr\u00ebn e zakonshme t\u00eb paraqitjes s\u00eb materialit dhe kalimi n\u00eb metoda t\u00eb tjera m\u00ebsimore mund t\u00eb shkaktojn\u00eb pak\u00ebnaq\u00ebsi, emocione negative ose t\u00eb jen\u00eb shkak p\u00ebr stres. Kjo \u00ebsht\u00eb e kuptueshme: t\u00eb heq\u00ebsh dor\u00eb nga stereotipet e vendosura n\u00eb m\u00ebsim \u00ebsht\u00eb e v\u00ebshtir\u00eb. Megjithat\u00eb, kjo nuk \u00e7on gjithmon\u00eb n\u00eb p\u00ebrkeq\u00ebsimin e rezultateve. P\u00ebr m\u00eb tep\u00ebr, emocionet pozitive nuk ndihmojn\u00eb gjithmon\u00eb n\u00eb p\u00ebrmir\u00ebsimin e tyre.<\/p>\n

\"P\u00ebrse
\nFoto: Tim Gouw<\/a><\/noindex> \/ Unsplash.com<\/i><\/p>\n

E madhe nj\u00eb studim<\/a><\/noindex> u zhvillua n\u00eb fakultetin e fizik\u00ebs t\u00eb Universitetit t\u00eb Harvardit k\u00ebt\u00eb pranver\u00eb. N\u00eb m\u00ebsim p\u00ebrdoren dy forma t\u00eb m\u00ebsimit: pasive dhe aktive. Dhe u ndoq t\u00eb qasja ndaj procesit edukativ<\/b>. N\u00eb rastin e par\u00eb mbaheshin leksione tradicionale dhe seminare. N\u00eb rastin e dyt\u00eb \u2014 m\u00ebsime interaktive n\u00eb m\u00ebnyr\u00ebn \"pyetje - p\u00ebrgjigje\", nd\u00ebrsa student\u00ebt zgjidhnin detyra duke punuar n\u00eb grupe. Roli i m\u00ebsuesit ishte minimal: ai thjesht b\u00ebnte pyetje dhe ofronte ndihm\u00eb. N\u00eb eksperiment mor\u00ebn pjes\u00eb 149 persona.<\/p>\n

Formatet interaktiv nuk e k\u00ebnaqte shumic\u00ebn e student\u00ebve. Ata ishin t\u00eb shqet\u00ebsuar se i ishte v\u00ebn\u00eb p\u00ebrgjegj\u00ebsia p\u00ebr procesin, ankuan dhe pohuan se kishin shpenzuar shum\u00eb m\u00eb tep\u00ebr energji krahasuar me d\u00ebgjimin e leksioneve. Shumica prej tyre k\u00ebrkuan q\u00eb t\u00eb gjitha l\u00ebnd\u00ebt n\u00eb t\u00eb ardhmen t\u00eb ishin m\u00ebsuar si zakonisht. Nivelin e perceptimit negativ t\u00eb procesit edukues, i p\u00ebrcaktuar sipas nj\u00eb metode t\u00eb ve\u00e7ant\u00eb, ishte m\u00eb shum\u00eb se gjysm\u00eb m\u00eb i lart\u00eb pas m\u00ebsimeve interaktive se sa pas atyre tradicionale. Verifikimi p\u00ebrfundimtar i njohurive tregoi: rezultatet e m\u00ebsimeve interaktive ishin gati 50% m\u00eb t\u00eb larta. Prandaj, pavar\u00ebsisht perceptimit negativ t\u00eb 'novacioneve edukative', performanca u rrit ndjesh\u00ebm.<\/p>\n

Sigurisht, emocionet pozitive jan\u00eb t\u00eb nevojshme. Por nuk \u00ebsht\u00eb gjith\u00e7ka kaq e thjesht\u00eb. Ato mund t\u00eb shp\u00ebrqendrojn\u00eb nga studimi, u zbuluan<\/a><\/noindex> n\u00eb Universitetin e Arizon\u00ebs. P\u00ebrve\u00e7 k\u00ebsaj, roli i m\u00ebsuesit dhe sa i p\u00eblqen ai ose ajo, nuk p\u00ebrket gjithmon\u00eb p\u00ebr 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 vet\u00ebm sepse ne vler\u00ebsojm\u00eb kritikisht at\u00eb q\u00eb po na jep njohuri. Nuk m\u00eb p\u00eblqente m\u00ebsuesja e biokimis\u00eb n\u00eb shkoll\u00eb, por ende e mbaj mend struktur\u00ebn e qelizave,\" \u2014 beson<\/a><\/noindex> Blejk Harvard, doktor i shkencave dhe m\u00ebsues psikologjie n\u00eb nj\u00eb nga shkollat e larta n\u00eb Alabama.<\/p>\n

TL;DR<\/h2>\n

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