Adhyapan Nishpatio

Std 3 To 8 Ganit Adhyapan Nishpatio

      Teaching and study is a process that involves many factors. The way the learner covers the new knowledge, ethics and skills moving toward its goals, so that the learning of its learning can expand, so all these factors continue to be in a state of dialogue among themselves.

During the last century, different types of approaches have emerged on education. One of them is knowledgeable teaching, who sees learning as an action of the brain. Second, the creative teaching which sees knowledge as a composition in the process of learning. Rather than looking at these principles individually, they should be seen as a series of possibilities that can be threaded in learning experiences. In this process of integration, it is important to take other factors into consideration- the knowledgeable style, the style of teaching, the nature of our intellect and the kind of education that can be employed by those who have its special needs and which are from different cultural backgrounds Come on.

Theory of Creativity

Creativity is a strategy of teaching in which the student's prior knowledge, beliefs and skills are used. Through creative tactics, the student develops a new kind of understanding based on his prior knowledge and information.

The teacher working on this style raises the question and inspects the students' findings, guides them, and initiates new ways of thinking. Working with raw data, primary sources and interactive material, the creative-style teacher tells the students to work on their collected data and to work for directing their own quest. Gradually the student starts to understand that teaching is actually a knowledge process. This type of style works for students of all ages, it also works on adults.

Circumvention

One of the main ideas in Bruner's theoretical framework is that teaching is such an active process in which the learner creates new ideas or concepts based on his past and present knowledge. The learner selects information by converting them, making proposals, making decisions, and while doing so, it relies on a knowledgeable framework. Knowledgeable structures (plan, mental form) organize experiences by making meaningful and give the person the opportunity to go beyond 'available information'.

As far as the instructions are concerned, the director should encourage the students to search the principles themselves. The director and the student should be in the position of active dialogue.

(Socrates's Principle) The director's job is to transform teaching information according to the student's understanding. The curriculum should be developed in an annular way so that the learners continue to learn more and more on the basis of their prior knowledge.

Bruner (1966) says the principle of directing should focus on four main parties:

1. Tilting toward learning,

2. In what way should the unit of any knowledge be restructured so that the learner can absorb it easily,

3. The most effective way of presenting the teaching material,

4. The nature of the award and penalty,

Knowledge should be restructured in such a way that new installations can be made easy and information can be easily served.

Recently, Bruner (1986, 1990, 1996) expanding his theoretical framework, including the social and cultural aspects of education, has also included legal actions.

Chance / experiment

Brunner's theory of creativity works as a general framework for teaching guidelines based on the study of knowledge. Most of the theory of the theory joins the development of child development research (especially Piazzi). The ideas that were outlined in Bruner (1960) theory came out from a conference focused on science and mathematics education. Bruner proposed his theory in reference to mathematics and social science programs for young children. The development of a framework for the logic process has been described in detail in the work of Bruner, Goodnaw and Austin (1951). Bruner (1983) insists on teaching language in children.

It is worth noting that the theory of creativity has a broad perceptual structure in philosophy and science, and Bruner's theory brings forth only a specific perspective.

Example: This example is taken from Bruner (1973).

"A child can absorb the knowledge of prime digits more easily when it learns in a constructive way that some beans can not be put in it when the entire lines are filled. The number of such bean can be either inserted into one file or incomplete rows where there is always an extra or a low blade in filling the entire line. Then the child understands that these lines are called prime. From here, it becomes easy for a child to go to more than one table, where he can clearly see the particle removal in prime numbers and the product. "

theory

1. Directions should be related to experiences and references that the child can be prepared to learn.

2. The guidelines should be structured so that these children can be sensibly understood. (Annular structure)

3. The guidelines should be based on which the estimates can be made and the vacancies can be filled (i.e. the encroachment of the information provided is possible)

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