Majda Švagan, OŠ Ljudski vrt, Ptuj
Povzetek
Matematično nadarjeni učenci potrebujejo raznovrstne spodbude in mentorja/učitelja za svoj optimalen razvoj. Njihova pravica je, da te potrebe upoštevamo pri načrtovanju in oblikovanju individualiziranega programa dela. Uporaba informacijsko-komunikacijske tehnologije (IKT) je ena izmed dejavnosti, ki matematično nadarjenim učencem omogoča, da razvijajo svoje matematične sposobnosti, da so pozitivno naravnani do matematike in samozavestni pri njeni uporabi.
V prispevku predstavljamo načrt in izvedbo individualizacije za učenca v 9. razredu za učni sklop Geometrijska telesa. Učenec se uči samostojno v času rednega pouka z uporabo različnih računalniških programov, elektronskih informacijskih in tiskanih virov. Z uporabo IKT je možno več eksperimentiranja, učenec samostojno raziskuje in odkriva, kar pa je hkrati priložnost za razvoj ustvarjalnosti in višjih taksonomskih veščin.
Matematično nadarjeni učenci se pri pouku v razredu lahko dolgočasijo. Uporaba IKT nadarjene učence privlači, saj jim ponuja veliko možnosti za realizacijo lastnih interesov. Njihovo delo se ne konča v šoli, ampak se nadaljuje po pouku. IKT pa omogoča tudi nov odnos v komunikaciji med učencem in njegovim mentorjem/učiteljem.
Abstract
Students gifted in Mathematics need various stimulations and a mentor/teacher for their optimal development. It is their right that those needs are taken into consideration while planning and making individualized schemes of work. The use of information communicational technology (ICT) is one of the activities that enables mathematically gifted students to develop their mathematical abilities, to be positively oriented towards Maths and to use it with confident.
In this article I present a plan and realization of individualization of Geometric shapes unit for a student in grade 9. The student learns independently within regular lessons by means of using various computer programs, electronic and printed sources. By using IKT the possibility of experimenting increases and the student investigates and discovers things independently. This presents an opportunity for developing creativity and higher taxonomic skills.
Mathematically gifted students could be boring during regular lessons in the classroom. The use of ICT attracts gifted students, because it offers them a lot of possibilities for realization of their interests. Their work does not end at school, but it continues after school too. ICT also enables a new relationship in communication between the student and his mentor/teacher.
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