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O 0  :(      j:3 WMMMԔ?CIE=, STEPE analza, SWOT analza, KEMSAK, DITOR, Tahoma"` 7    @:3 WMMMԔ?TRIZ, METDA BRAINSTORMINGU Arial"`    n:3 WMMMԔ?VZOREC `dASTIA, PSYCHODIDAKTICK KOMPETENCIE U ITE=A, Arial"`C    <(:3WMMMԔ?Pomcka pri psan projektu 2Arial Black"`xH  0޽h ? 33___PPT10i.(@G|+D=' b= @B +   0 0 L(     <sh  VZOREC `dASTIA Pre o? o chcem dosiahnue HODNOTY ! CIELE ! CESTY KCIE=OM A HODNOTM ! SPECH (relatvna hodnota), AK DIELO (produkt) (zmysel ~ivota) ! potrebujem kompetencie ! K= OV KOMPETENCIE ! u ite>a vychovvate>a ~iaka metodika riadite>a ! PRODUKT (vzba medzi dielom a hodnotami je zka!) 'hz%=           k0#WWH  0޽h ? 33___PPT10i.(`+D=' b= @B +   0 @(  H  <8Y   PSYCHODIDAKTICK KOMPETENCIE U ITE=A Vediee hodnotie prcu ~iaka (spravodlivo hodnotie a vytvrae podmienky na sebahodnotenie ~iaka) Vediee hodnotie speanose svojej prce Vediee motivovae a aktivizovae u enie sa ~iaka (musme to robie zmysluplne) Vediee pedagogicky a didakticky interpretovae obsah u ebnej osnovy do u iva Vediee pedagogicky diagnostikovae Vediee podporie samostatnose a zodpovednose ~iaka za svoje u enie sa Vediee pomhae pri u en sa ~iaka Vediee pracovae scie>mi vo vchove a vzdelvan Vediee pracovae schybou ako zdrojom u enia sa (poskytovae spo>ahliv sptn vzbu) Vediee riadie proces u enia sa ~iaka (projektovae, realizovae, vyhodnocovae) Vediee rozvjae tvoriv myslenie ~iaka Vediee stanovie zkladn u ivo Vediee vytvrae priazniv podmienky na u enie sa (socilna, emocionlna a pracovn klma) 0' &DU4%$(v*sH  0޽h ? 33___PPT10i.(+D=' b= @B +  0 0L(  L\ L <O' CIE= ( i je relny, merate>n) S - specific - apecifick, konkrtny - significant, stretching, simple M - measurable  merate>n - meaningful, motivational, manageable A - attainable - ambicizny, akceptovan - appropriate, achievable, agreed, assignable, actionable, action-oriented, ambitious R - relevant - realizovate>n, relny - realistic[- results/results- focused/results oriented, resourced, rewarding T - time-bound - terminovan - time framed, timed, time-based, timeboxed, timely, timebound, time-specific, timetabled, trackable, tangible (PRE =UBOVO=N CIE=, PRE STRATEGICK JE TO PRERASTANIE) !.9 &  + m Q  H L 0޽h ? 33___PPT10i.(a[+D=' b= @B +%  0 <4D(  D D B'R  "STEPE analza S - socilne faktory (~ivotn roveH, mzdy, rodinn politika& , vstup doEU& ) T - technologick faktory (rozvoj internetovch slu~ieb, INFOvek, digitlne technolgie, laserov techniky& ) E - ekonomick faktory (zmena financovania akl, vvoj platov, vvoj platov, vvoj cien, euromena& ) P - politick faktory (MILNIUM, samosprvy, EU, NATO, VC, Viaegrdska  atvorka , zl enie parlamentov, akoly a legislatva& ) E - ekologick faktory (zkon o PVC, nov zdroja energie, likvidcia odpadu, nhrada materilu& )l  H>+ <% 9D lH D 0޽h ? 33___PPT10i.(pZ+D=' b= @B +  0 6. H(  H H BITs  SWOT analza S - strenghts - siln strnky W - weaknesses - slab strnky O - opportunities - mo~nosti, aance T - threats - ohrozenie SLEDOVANIE UR ITYCH PARAMETROV, DEJOV VICH ORGANIZOVAN (to, o som chcel, aby dnes bolo, o bude) +   eggIIH H 0޽h ? 33___PPT10i.( 3[+D=' b= @B +  0 @PL(  P P H4y$) v`ese funkci osobnosti - mnemotechnick pomcka KEMSAK K - kognitivizcia loveka, poznvacie schopnosti - rozvjanie inteligencie, myslenia, metakogncie, schopnost rieaie problmy, u ie sa, orientovae sa vexplzii informci, rozumiee im a vyu~vae ich& , vaeobecne ide o kongnitivizciu loveka E - emocionalizcia loveka, emocionlna zrelose loveka - zdrazHuje sa ako rovnocenn kvalita s poznvacmi schopnoseami, vo svete sa emocionlnej inteligencie dnes pripisuje enormn vznam pre kvalitn ~ivot loveka M - motivcia loveka, motivcia - sstavn zdokona>ovanie sa, zujem ~iakov o u enie, poznvanie, t~ba po h>adan progresvneho zmyslu ~ivota, h>adanie sprvnej hodnotovej orientcie, vzeahu ksebe, >uom, prrode, svetu, je to proces motivcie loveka S - socializcia loveka, prosocilne sprvanie - etika, schopnosti a zru nosti efektvne komunikovae, ~ie sinmi >umi, spolupracovae s nimi, pomhae im a tvorie progresvne socilne vzeahy, vaeobecne tento cie> m~eme nazvae socializcia loveka A - auto-regulcia, sebaregulcia - schopnose prevziae zodpovednose za seba a svoj rozvoj, osvojenie si presved enia, ~e je mo~n budcnose ovplyvnie, zmenie vhodnmi smermi; je to vlastne regulcia na zdokona>ovanie sa vu en a rozvoji, vzdelvaniu sa po cel ~ivot a k prispsobovaniu sa meniacim podmienkam ~ivota; do efektvnej autoregulcie patr starostlivose o psychick a fyzick zdravie loveka; zameranie je jednak do oblasti prce, vkonov a tie~ kprosperite spolo nosti, na vytvorenie vlastnho a skupinovho aeastia K - kreativizcia, tvorivose - tvoriv rieaenie problmov, rozvoj divergentnho myslenia, fluencie, flexibility, opriginality, imagincie, predstavivosti, je to potreba osvojenia si heuristickch metd, tvorivho atlu ~ivota9/  # :H P 0޽h ? 33___PPT10i.([+D=' b= @B +   0   PTz (  TB  T B|Rz  Heuristick nvod DITOR D - definuj problm - spomedzi tm vyber problm, sformuluj ho, rozde> na problmy, poks sa zostavie idelne rieaenie, cie>, k omu chcea dospiee I - informuj sa o problme - ako sa doteraz rieail?& zozbieraj poznatky, ktor m~u prispiee kjeho rieaeniu& konzultuj o problme sodbornkmi& ako sa doteraz rieail tento problm vliteratre?& v inch podmienkach? ...je potrebn prizvae odbornkov? T - tvor rieaenia, npady, hypotzy - produkuj o najviac, o najrozmanitejach npadov na rieaenie problmu& uvo>ni si fantziu& kombinuj npady, rieaenia& pou~i brainstorming& modifikuj a dopracuj nvrhy a rieaenia& pou~vaj analgie O - ohodnoe npady, rieaenia - pos ich novose a u~ito nose, relnose a mo~nose uskuto nie ich pod>a rozli nch kritri R - realizuj vybran rieaenia vpraxi - uva~uj, ako by si vbudcnosti mohol vyu~ie sksenosti zrieaenia tohoto problmu ____________________________________________________________________________________ Autormi tohto univerzlneho heuristickho nvodu s Miron Zelina a Milota Zelinov  %c&ZT T  H T 0޽h ? 33___PPT10i.(k*+D=' b= @B +  0 4,`(  ` ` <<^7 T R I Z Heuristick nvod TRIZ je odvoden zruatiny t.j. tvoriv rieaenie vynlezeckch loh a efektvne sa d vyu~ie vo vyu ovacch predmetoch konatruk nho charakteru T - tvor eskoje R - reaenije I - izobrate>skych Z - zada  Heuristick nvod TRIZ pozostva zo atyroch etp 1. Systematick kontrola a spresnenie prvej formulcie problmu 2. Analytick atdium rieaenia problmu 3. Opera n atdium rieaenia problmu 4. Syntetick atdium rieaenia problmu ________________________________________________________________________________ Heuristick nvod TRIS zostavil G.S.Altauller na u>ah enie technickej tvorivosti wQ 1R;SH ` 0޽h ? 33___PPT10i.(0W,+D=' b= @B +  0 `X>(  X X B89 METDA BRAINSTORMINGU Po prvkrt sa tto metda realizovala vUSA vroku 1938 a prtomn astnci ju nazvali brainstorming, o vpreklade znamen brka, vytriasanie mozgov. Jej tvorcom je Alex F. Osborn. Vychdzal ztchto prems. =udia mnoh myalienky, npady ani nepovedia, lebo sa boja, ~e s to npady neuskuto nite>n, blzniv, zl, smieane, nie s vslade stm, o je napsan vu ebniciach, o tvrdia autority, o je konven n. Nechc sa zosmieanie alebo sa ukzae ako hlpi i nepraktick. Toto vaak tvorivosti neprospieva, a preto je potrebn prekonae socilne a psychick bariry, ktor blokuj vznik novch, netradi nch, originlnych npadov. ZSADY BRAINSTORMINGU: Oddelenie tvorby, produkcie npadov od ich hodnotenia Kvantita vyvolva kvalitu Synergick efekt  >udia pracuj spolo ne, navzjom sa inapiruj, pomhaj si& vyprodukuj viacej npadov ako ke pracuj individulne a vsledky ich prce sa po taj PRAVIDL BRAINSTORMINGU: Pravidlo zkazu kritiky (v tane ak>abkov, mvnut ruky a podobne) Pravidlo uvo>nenia fantzie ( m je npad divokeja a brliveja, tm lepaie, lebo krotenie myalienok je >ahaie ako invencia Pravidlo o najv aieho po tu npadov Pravidlo vzjomnej inapircie Pravidlo plnej rovnosti astnkov ETAPY BRAINSTORMINGU: Oboznmenie astnkov scie>om zasadnutia, problmom a spravidlami brainstromingu Tvorba, produkcia npadov, rieaen Prestvka Vyhodnotenie nvrhov, rieaen VARIANTY BRAINSTORMINGU: METDA 635 - pri nej ka~d zo skupiny aiestich astnkov m napsae na papier tri nvrhy a potom ho posune susedovi. Tento cyklus sa opakuje pekrt, as na generovanie nvrhov vjednom cykle je limitovan na pe mint. PINGPONGOV BRAINSTORMING - ide o dvoch astnkoch, jeden znich povie nvrh a druh reaguje svojm nvrhom a opa ne& HOBO METDA - etapa semoatdia,tvorba nvrhov, hodnotenie nvrhov. GORDONOVA METDA - jedno, ale originlne rieaenie. Xp     ,        [  7      H X 0޽h ? 33___PPT10i.(Ί++D=' b= @B +,   0   #t, (  t #t <:, 4Pou~it literatra MICHALOV, J. : Pracovn materily kvzdelvacm projektom  rukopisy pre diatan n vzdelvanie metodikov. Metodicko-pedagogick centrum Bansk Bystrica. PRUCHA, J. : , WALTEROV, : E. :, MARE`, : J. : Pedagogick slovnk, Nakladate>stvo Portl, s.r.o. , Praha, 2001, 3. vydanie, ISBN 80-7178-579-2 Rtling, G.: Orientujeme vyu ovanie viac na innost ~iaka ? In: Pedagogick rozh>ady, ro . 8, 1999, .1. Rtling, G.: Vyu ovanie ako projekt. In: Pedagogick rozh>ady, ro . 11, 2002, . 2. SIHELSKY, B. : Ako vytvorie vyu ovac projekt, Metodicko-pedagogick centrum B. Bystrica. 2002, 2. vydanie, ISBN 80-8041-441-6 SABOL,J.: Pracovn materily kvzdelvaniu - Tvorba projektov vakolskch zariadeniach. Metodicko-pedagogick centrum Bansk Bystrica. Turek,I.: Kapitoly zdidaktiky, ciele vyu ovacieho procesu. 2.vyd. 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