NIEKTÓRE DYDAKTYCZNE CZYNNIKI INTENSYFIKUJĄCE NAUCZANIE W SZKOLE WYŻSZEJ

NE0D1DAGMA TA X X P O ZN A N 1991

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A b s t r a c t . Vasilev G rigor, HeKomopue d u d a x m m e c x u e ( fia K m o p u w im e tic u r fiu K a ifu u o ô y u e n u a e e y 3 e (Some didactic factors for intensification o f education in higher schools), „N eodidagm ata” XX, Poznan 1991, A dam Mickiewicz U niversity Press, pp. 17-25. ISB N 83-232-0302-4. ISSN 0077-653X. Received: Septem ber 1987.

This article has a chance of showing some didactic factors and form s for intensification of education in higher schools. They are as follows: scientific organization of the pedagogical activity of teachers and students’ study; m odernisation o f the technical base o f the universities and institutes; psycho-pedagogical and m ethodical qualification of the university staff (teachers); improvement o f the relationships am ong lecturers an d students; using the form s and m ethods of training in a pcdagogically right com bination and so on.

According to the a u th o r these an d some o th er forms and factors will intensify the process of education if they are taken into account.

Grigor Vasilev, Kliment Okhridskij University, Sofia, Russkij Bulvar 15, Bulgaria.

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n p H H ajiH H H H n o jiO y K iiT e jib iiO H H p o i^ e c c H O H a jib H O H i i a n p a B J i e u o c T i i K n e - f l a r o r n n e c K O H a e a T e jib H O C T H - s t h n p e n o a a B a T e j i H o a r a iO T C H n a c c H B H U M H H H e np O H B JIfllO T A O nO H H IITeJlbH O M H I lim iia T H B b l AJIfl K O H T aK T a CO C T y u eH T aM H . / J j i h h h x flO c ra T O H H O ( J i o p M a j ib i i o e o ß m e i m e b p a M K a x C T y a e H - n e c K H x a y flH T O p H H h c c M i n i a p i i b i x 3 a jiO B . X o t h o h h A H C n iin jiH H iip o B a iib i, n y H K T y a jib H b i h a K K y p a T iib i n p n h c i i o j i i i g i i i i h c b o h x c j i y a c e ö i i b i x 0 6 s 3 a H H 0 - C T eö . 3 t h h x jiiiH H b ie K a n e c T B a h h x 4 ) o p M a j i b H a a B 3 H C K aT e n b H 0 C T b x o t h h „H C K y cT B eH H o ” iuiT C H C nc})H H H pyiO T y H e ö i io - B O c n n T a T e ji b i iy K ) a e a T e j i b - HOCTb C T y aeH T O B . O h h H e p a e r o n a i o T nyB C T B , h o a e j i o B a a h T B o p n e c K a a aT M O C (J)epa n o M o r a e T c h c t c m h o m y , m c t ojx uh í j o M y h y c K o p e H H O M y p e u ie H H i o c j i o m i b i x h a e jiH K a T H b ix B 0 c n H T a T e j i b H 0 - 0 6 p a 3 0 B a T e j i b H b i x n p o ö j iC M .

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22

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h ( J j o p M H p O B a i i H H m o j i o a u x c n e i u i a j m c T O B . C j i y n a i m L i e c o 6 u t h h , c o ö c T B e H - H o e H a c r p o e H H e h n o B e a e i i H e C T y A e u T O B M a c r o a B J i a e T c a n p i i H i i i i o ñ , K O T o p a a o n p e a e j i a e T C T H J ih h x O T H O i u c H H a k p a 6 o T e : o h h h j i h n e p e c n y p Ö J i a r o p a c n o j i o a c e H M c h h c x o a h t c j h i H M , h j i h i i e o n p a B A a i i o B 3 u c K a T e j i i . H U h n e f l a H T H H i i u . C T p e M J i e H H e k ( J i o p M a j i b n o M y K O H T a K T y c o C T y a e n r a M H H H o r f l a c o 3 f l a e T T a r o c T H y i o h H a n p i D t c e i m y i o 0 6 c r a H 0 B K y , K O T o p a a y M e i i Ł H i a e T t c m h h K a n e c T B e i u i o e o c m u c j i h b a i m e y n c G u o r o c o a e p a c a i m a .

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n e a a r o r n n e c K O H ^ e a T e j i b u o c T H n o c T e n e H H O H a c j i a i i B a i O T c a n e r a T H B i i u e M O M e H T U , K O T O p u e c 0 n p 0 B 0 2 c a a i 0 T c a H e y f l O B J i e T B o p e H H O C T b i o h n p e B p a - m a i o T c a b M y n e n n e . 4. O T P H U A T E J IL H B ia CTH JIB B 3A H M O O T H O m E H H ÎÏ P e ^ K o , h o k c o K a j i e i i H i o , b B y 3 a x H i i o r f l a B c r p e u a i O T c a n p e n o a a B a T e j i H , K O T O p u e H M e i O T O T p H H a T e j I b H U H C T H J I b B 3 a H M O O T H O H i e H H H C O C T y flC H T a M H h O T p H u a T e j i b i i o e O T H O H i e H H e k n e f l a r o r n n e c K O H f l e a T e j i b H O C T H . O T p n u a T e j i b H b i H C T H j i b M O y K e T S b i T b C H T y a T H B H U M ( B p e M e i i H U M ) h j i h

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3 K . D e n e k , O ptim ization..., c. 43.

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23

h M eTO JiorH H C CKaa o iu iiS ic a . H h k t o He M o a ce T n o c T a B H T b H a M ecT O KJiaccHHecKOH JieKHHH Æ p y r o ô , 6o n e e n o f lx o fla m H H h 6o jie e 3(|)tJ>eKTHBHLiH M eTO fl, c H beñ n o M o m b i o 3a K O p O T K o e B peM H , b C T p o iiH O H n o rn n e c K O H CHCT6M6, A O C T y n H b lił B0 3M03KH0C T S M a y flH T O p H H H3ŁDC, B HOHHTHOH (J)OpMe H3JI03KH Tb O rp O M H O e n o KOJIHHCCTBy CJIOaCHblH H H eflO CTynH ŁJH , T p yA IIblH 3a o c M u c jiH B a H H e h n o m iM a im e n o C B o e ñ c y m iio c T H M a T e p n a ji. H e M e iib in a a

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cpoK. H c n 0 J ib 3 0 B a im e TOJibKO J ie ic m in K a s M e T O ^ a o 6 y H e rn ia c r y a e u T O B CTaBHT n p e n o f la B a T e jiH b o n e i i b n e B b ir o A n y io n o 3 H iiH io : n c H x n n e c K a a n e p e r p y 3 K a h e a iiH C T B e m ib iił h c t o h h h k m i< J)o p M aim H . C .a p y ro M C T o p o H ti C T yaeH T H JIHUiaiOTCH B03M05KIÎ0CTH p a3 B H B aT b

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c MeTOflaMH HayHHoro nccjieflOBanna.

J l e K n m i n o f l r o T a B J i H B a i O T x o p o n m e HcnojiHHTeubCKne K a ^ p t i , h o p e ^ K O noMoraiOT p a3BbiTnio TBopnecKax cn o co ß iio cT eß CTyaeirroB h h x p o c r y KaK pyKOBOflHiiiHX K a a p o B . n0 3T0My b n e f l a r o r a n e c K O H jnrrepaType b n o c u e ^ H e e BpeMH OMeilb MHOrO HHmeTCH O HCn0JIb3 0BaHHH ÆimaKTHHecKHX <J)opM h M e T O f lO B K a K C H C T e M a 5. I I o o ä h o ö h T O H a c e T e M e , b o ä h o h h tom a c e J i e K i i m i M oryT SbiTb Hcn0Jib3 0Banbi p a3JiHHHŁie yneSiibie MeTO^bi, K OTopue HHTencHiJjHUHpyioT h onTHMH3n p yio T o6yneHHe, p a3BHBaioT h 4>opMHpyiOT oanii HJiH flpyrne yM em ia, HaBbDCH, KanecTBa h c h o c o ô h o c th y cneqiiajincTOB. „BaaaibiM (JiaKTopoM o n ra M iaa m iH yHe6u o r o n p o n e cca aBJiaeTca yM enoe n c- n0Jib3 0BaHae 4>opM, m c to a o b h AHAaKTHHCCKnx cpeACTB, o S p a m a a BHHMa- HHe na ncHxojioninecKHH noTCim naji ynaiUHxcjj [ . . . ] , noiM M aim e h 3anaM a- TbiBamie 3 n a H i i M h b o 3 m o 3 C h o c t h p e r n a T b 3 a ,g a H H K a K m o x h o S b i C T p e e ” 6.

IüiipoK oe Hcn0Jib3 0BanHe b yneSnoH npaKTiiKe By3 0B uauuiH „o rry a n n o H -

Hbie MeTOAbl” OÖyHeHHfl, Ha3BaHHhie H3-3a HeKOMneTeHTHOCTH „aKTHBHLIMH MeTO^aMH” . Cym ilOCTb 3THX MeTOßOB COCTOHT B TOM, HTO JIHHIIOCTb „CTaBHTca” b 6ojiee h jih Menee c jio m ib ie n p o 6 jieMHbie CHTyauHH, h3 KOTOpbix

MoaceT BbiiÍTH TOJibKO T o r a a , K or^a iiaM/iCT onTHMajibHoe pem em ie npoöJieMbi. BepoflTHO n o s t o h npm m ne npotj). C . M n x a n n o B , M . BacHJibeBa n x Ha3biBaiOT „ n p 0 6 jieMii0 -CHTyanH0 iinbiMH MeToaaMH” .

3 M. B a c H J i b e B a , C u c m e M a d u d a K m w e a c u x tßopM u M e m o d o e e e u c u i e M o ö p t n o e a n u u , „ C o B p e M e n n a a B u c rn a s u iK O jia ” 1983, 3, c. 111-125.

24

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y B e p3K A e n n e , h t o s t h m c t o a l i „a K T H B iib i” - M eTOflH M ecKaa n m c t o -

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h n o j i y n e i i a c n o M o m b io K o n B e iim io H a jib H b ix m c t o a o b . H u a n e c o3« a e T c a B n e n a T J ie n u e , a 3t o h H a caM O M a e j i e T a K , h t o T p a a u m i o n u b i e h c H T y a u a o H - H bie M eTO /lbl KOII(|)pOHTHpyiOTCH.

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3aK Jiio iie n n c M oaceM CKa3a T b , h t o n p o6jie M U HHTeHCHfJiHKauHH y4e6n o r o n p o u e c c a iiS b icK iiB a iO T KOMUJieKCHbiH n o a x o a n p H h x pem eH H H , r n y6o K o e 3ii a n n e 3a K0H0M e p ii0C T eił b o o i h-

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GRIGOR WASILJEW

N IE K T Ó R E D Y D A K TY C ZN E C Z Y N N IK I IN T E N S Y F IK U JĄ C E N A U C Z A N IE W S Z K O L E W Y ŻSZEJ

S t r e s z c z e n i e

Jest to artykuł o charakterze przeglądowym , podejm ujący próbę w skazania możliwości podniesienia efektywności nauczania - uczenia się w szkole wyższej, tkw iące zarów no w innej organizacji treści nauczania, form i m etod tego nauczania, stosow anych środków , ja k i sposobu pracy studentów. A u to r kró tk o om aw ia każdy z tych elem entóe systemu, w skazując najbardziej - jest zdaniem - obiecujące możliwości jego udoskonalenia. Szczególnie dużo miejsca poświęcone tu różnym zachow aniem się nauczyciela akadem ickiego podczas prow adzenia wykładu, a także tzw. m etodom aktywizującym, zwłaszcza grom dydaktycznym .

GRIGOR WASILJEW

ZU E IN IG E N D E N L E H R P R O Z E ß A N D E N H O C H S C H U L E N IN T E N S IV IE R E N D E N D ID A K T IS C H E N F A K T O R E N

Z u s a m m e n f a s s u n g

D er vorliegende Aufsatz bietet eine Ü bersicht über die M öglichkeiten der E rhöhung der Effektivleistung im Lehr- und L ernprozeß an der E rhöhung der Effektivleistung im Lehr- und Lernprozeß an der Hochschule. Es geht hier um die N eugestaltung des Inhalts sowie der Form en, M ethoden und M ittel im U nterrichtsprozeß, ferner um die N eugestaltung der Arbeitsweise der Studenten. D er Verfasser bespricht kurz die einzelnen Elem ente dieses Systems, wobei er au f die, seiner M einung nach, effektivsten M öglichkeiten dessen Entw icklung hinw eist Viel A ufm erksam ­ keit wurde verschiedenen Verhaltensweisen eines H ochschullehrers w ährend des V ortrags sowie den sog. Aktivierungsm ethoden, insbesondere den didaktischen Spielen, gewidmet.