LJUDSKI PLES IN MATEMATIČNE SLEDI - KAJ IMAJO SKUPNEGA?
Folk dance and mathematical traces - what they have in common?
Nives Markun Puhan, Amela Sambolić Beganović, Leonida Novak
Zavod Republike Slovenije za šolstvo
Povzetek
Namen prispevka je predstaviti možnosti vključevanja informacijsko komunikacijske tehnologije (IKT) v pouk, ki je medpredmetno zasnovan, interaktiven, dinamičen in ki predstavlja za učenca izziv, saj ga postavlja v aktivno vlogo.
V prispevku je predstavljena na videz nemogoča povezava dveh tematskih sklopov – ljudskega plesa, kot dela tradicije, ljudskega izročila ter sredstva za ohranjanje kulturne dediščine na eni, in geometrije pri matematiki na drugi strani, pri čemer smo želeli poudariti aktivno pridobivanje in izgradnjo pojma sledi pri učencih.
Povezovalni element sklopov in vzgojno izobraževalnih ciljev je IKT v različnih oblikah predstavnosti. Ključni poudarek prispevka se kaže v stalnem presojanju učitelja o smotrnosti in smiselnosti uporabe IKT v nasprotju z delom brez IKT in s konkretno izkušnjo.
Ugotovili smo naslednje: gibanje v povezavi z glasbo je odlično sredstvo za aktivno pridobivanje osnovnih in kompleksnih pojmov. Ocenjujemo, da je učitelju dana ključna naloga s tem, ko se odloča, kdaj bo uporabil IKT in kdaj ne. Nikakor pa ni zanemarljivo dejstvo, da lahko s pomočjo IKT in premišljenih, ciljno usmerjenih dejavnosti ohranjamo kulturno dediščino in skrbimo za ohranjanje in predstavljanje lastne identitete.
Ključne besede: IKT, kritična presoja, ljudski ples, matematične sledi.
Abstract
The aim of the article is to present some possibilities and proposals of using the ICT in the teaching and learning process, to make this process interdisciplinary, interactive, dynamic, and make a challenge to the pupils.
We are presenting on the first view impossible combination between two subjects: folk dance on one side as a part of tradition (folk tradition), as a mean of preserving cultural heritage, and geometry on the other side to achieve the pupils’ active role in researching different mathematical traces.
The connecting element of this two subjects and educational objectives is the use of ICT in various forms of media. The focus of the pupils’ contribution is resulting in permanent teachers assessing about the effectiveness and the reasonableness of the use of ICT on one side opposed to actual work with a specific experience on the other.
We came to several conclusions – the movement in conjunction with the music is the perfect tool for active acquisition of basic or complex concepts. We noted that the teacher made a critical task in making a choice when choosing the ICT and when rather not. Additionally, the fact is that with the proper use of ICT, through targeted actions, we preserve the cultural heritage and provide presentation of our cultural identity.
Key words: ICT, critical assessment, folk dance, mathematical traces.
