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TOPIK 5 PENGAJARAN BERKESANDISEDIAKAN OLEH:OUM 1 KDP14 MINGGU SMPPRINSIP TEKNOLOGI PENGAJARANPengajaran Yang BerkesanPengajaran Yang BerkesanObjektif;1. Menerangkan ciri-ciri guruyang berkesan2. Menghuraikan prinsip pembelajaran dan pengajaran3. Menyediakan rancangan pengajaran4. Menyediakan persediaanpersediaan mengajar5. Menjelaskan kemahiran-kemahiran penyampaianDefinisi Guru BerkesanDefinisi operasional tentang gegasan guru berkesan sangat kompleks (Zulkifli, PPK,1998)Berkait rapat dengan :PersonalitiSikapPengalaman mengaarBakat dan pen!apaian"enurut Brop#$ % &ood(1998)'arapan $ang bersesuaian dengan pelaarKema#iran dalam pengurusan kelasPemberian peluang untuk mempelaariPengaaran tidak membosankan"engaar untuk pelaar menguasai"enggalakkan suasana pembelaaranCiri Guru Berkesan (Zigmond,1996)Sa#sia# $ang tidak dapat dilupakan ole# pelaar"empun$ai pengeta#uan akademik $ang tinggi dalam mata pelaaran $ang diaar"empun$ai pengeta#uan $ang tinggi dalam pedagogiBole# terema#kan teori kepada amalanSedar dan mema#ami ba#a(a belaar untuk pengaaran iala# proses sepanang #a$atBerupa$a meng#asilkan sasaran pembelaaran $ang diinginiSambungan Ciri-ciri Guru Berke!"1# Kecek!$!" Bi%!"&'# Ke$e()!&!i!" K!e%!* Me"&!+!r,# Pe"&(i)!-!" Pe(!+!r D!(!. Pe"&!+!r!"4# Enthusiasm5# Suu"!" %!" Ke+e(!!"1# Kecek!$!" Bi%!"& uru mempunyai pengetahuan dan kemahiran yang mendalam dalam bidangnyaMemb!lehkan guru". 1. mengajar dengan yakin2. menga#al kelas dengan baik3. merancang dan mengajar dengan baikuru perlu mempelajari perkara yang beliau kurang mahir. '# Ke$e()!&!i!" K!e%!* Me"&!+!r uru mengaplikasikan kepelbagaian kaedah dalam menyampaikan isi pelajaran$aedah pengajaran te!ri adalah berbe%a daripada kaedah mengajar kemahiran.uru perlu mahir dalam pelbagai kaedah mengajar.,# Pe"&(i)!-!" Pe(!+!r %!(!. Pe"&!+!r!" uru perlu fikir cara menglibatkan pelajar.&englibatan pelajar membantu meningkatkan m!ti'asi pelajar untuk belajar.(!nt!h penglibatan) peny!alan* melibatkan pelajar dalam akti'iti* permainan* dsb.uru perlu sentiasa peka dan prihatin dengan keperluan pelajar.4# Enthusiasm /.i"!-0 e.!"&!-0 ke&*!ir!*!"1 Mempamerkan keyakinan dalam perkara yang hendak diajar.Menunjukkan kesungguhan semasa mengajar melalui nada suara dan gerak geri.$elihatan bertenaga dan gembira semasa mengajar5# Suu"!" %!" Ke+e(!!" Objektif pengajaran disediakan dengan jelas+si pelajaran dan akti'iti pengajaran disusun mengikut !bjektif+si pelajaran disampaikan mengikut urutan.&enerangan guru jelas dan b!leh difahami !leh pelajarCiri-ciri Guru Berke!"1# Kecek!$!" Bi%!"&'# Ke$e()!&!i!" K!e%!* Me"&!+!r,# Pe"&(i)!-!" Pe(!+!r D!(!. Pe"&!+!r!"4# Enthusiasm5# Suu"!" %!" Ke+e(!!"Pri"i$ Pe"&!+!r!" D!" Pe.)e(!+!r!"Pri"i$-$ri"i$ P2P )er$er!"!"e)!&!i $!"%u!" ke$!%! &uru u"-uk .e"+!(!"k!" $e"&!+!r!" %e"&!" )erke!"1. &embelajaran pelajar meningkat jika &,& bermula daripada tahap &-. pelajar2. &,& meningkat jika pelajar dim!ti'asi untuk belajar3. &engajaran yang tersusun dan jelas akan meningkatkan pr!ses pembelajaran pelajar4. &engajaran yg melibatkan pelajar akan meningkatkan m!ti'asi pelajar dalam apa yang dipelajari5. &eningkatan pembelajaran di kalangan pelajar yg mengetahui kemajuan pelajaran adalah / baik dpd yang tdk diberi maklum balas ttg kemajuan pembelajaran mereka.0. &,& yg berkesan 1 &,& yg ambilkira perbe%aan indi'idu2. &embelajaran yg jelas matlamatnya akan meningkatkan pr!ses pembelajaran3. -esuatu pembelajaran itu bermakna a4b perkara yang dipelajari diingati , diaplikasikan dalam situasi yg baru5. $ejayaan merupakan m!ti'asi utk belajar$67+$686M -9$O8.:Matlamat $;-M memperkembangkan p!tensi indi'idu secara menyeluruh* seimbang dan bersepadu dari aspek (.>.>&9>.&98.$-.>..>$67+$686M-6$.=.> &98.?!kumen bertulis utk sesuatu mata pelajaran.?isediakan !leh ;ahagian &embangunan $urikulum@;&$A* $&MMengandungi""""""""""""""""""""""""""""""""""Menjadi garis panduan kpd guru utk mengajar&erlu dianalisis !leh guruMathematicsKurikulum Bersepadu Sekolah RendahKBSR(Integrated Curriculum for Primary Schools)Two aspects of the curriculum should be given equal emphases during implementation:Curriculum ContentPedagogyIn education, we aim to develop our students potentials holistically, therefore, elements of our curriculum content will consist knowledge, abilities or skills and valuesPedagogy is the issue of content delivery Teaching and learning will be mainly discussedIntroductionCurriculum content is comprehensively documented in two main documents of the curriculum:The !yllabusCurriculum !peci"cations#oth documents specify the aim and ob$ectives of a particular curriculum The !yllabus sets the general outline of the knowledge area to be covered, while the Curriculum !peci"cations document elaborates other elements of content, ie, abilities and attitudes under particular knowledge areaCurriculumContentThough important in curriculum implementation, there is no single, formal and comprehensive documentation on pedagogical aspectsThree ma$or learning theories where instructional models are based on and developed are:#ehaviorismCognitivismConstructivismThe %athematics !' curriculum generally adopts constructivist ideas, as manifested through the learning principles in the Curriculum !peci"cation documentPedagogySyllabusTheFeaturesFeatures( general description of the %athematics !' program)iscuss rationale, aim, ob$ectives, content organisation, general teaching and learning approaches, and assessment*ists the mathematical topics through the si+,year primary school programTopics are organised in four inter,related areas of -umbers, %easures, !hapes and !pace, and !tatistics( general description of the %athematics !' program)iscuss rationale, aim, ob$ectives, content organisation, general teaching and learning approaches, and assessment*ists the mathematical topics through the si+,year primary school programTopics are organised in four inter,related areas of -umbers, %easures, !hapes and !pace, and !tatisticsRukunegaraTheDECLARATION./' -(TI.-, %(*(0!I(, being dedicated to achieving a greater unity of all her peoples1 to maintaining a democratic way of life1 to creating a $ust society in which the wealth of the nation shall be equitably shared1 to ensuring a liberal approach to her rich and diverse cultural traditions1 to building a progressive society which shall be oriented to modern science and technology123, her peoples, pledge our united e4orts to attain these ends guided by these principles:#3*I35 I- 6.)*.0(*T0 T. &I-6 (-) C./-T'0/P7.*)I-6 T73 C.-!TIT/TI.-'/*3 .5 *(26..) #37(8I./' (-) %.'(*IT0ationalPhilosophyof!ducationThe3ducation in %alaysia is an ongoing e4ort towards further developing the potential of individuals in a holistic and integrated manner so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a "rm belief in 6od !uch an e4ort is designed to produce %alaysian citi9ens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving a high level of personal well,being as well as being able to contribute to the betterment of the family, the society and the nation at large The Primary !chool %athematics Curriculum aims to build pupils understanding of number concepts and their basic skills in computation that they can apply in their daily routines e4ectively and responsibly in keeping with the aspirations of a developed society and nation, and at the same time to use this knowledge to further their studies The Primary !chool %athematics Curriculum aims to build pupils understanding of number concepts and their basic skills in computation that they can apply in their daily routines e4ectively and responsibly in keeping with the aspirations of a developed society and nation, and at the same time to use this knowledge to further their studies SyllabusTheAimAimSyllabusTheObjectivesObjectives &now and understand mathematical concepts, rules andprinciplesrelatingto numbers, operations, space, measurement and data representation1 %aster basic operations of mathematics:_ addition,_ subtraction, _ multiplication,_ division1' %aster the skills of combined operations1 %aster basic mathematical skills, namely:_ making estimates and appro+imates,_ measuring, _ handling data, _ representing information in the form of graphs and charts1SyllabusTheObjectives (continued )Objectives (continued )/se mathematical skills and knowledge to solveproblems in everydaylife e4ectively and responsibly1 /se the language of mathematics correctly1 /se suitable technology in concept building, acquiring mathematical skills and solving problems1 ^(pply the knowledge of mathematics systematically, heuristically, accurately and carefully1Participate in activities related to mathematics1 and(ppreciate the importance and the beauty of mathematicsContent"rganisation&nowledge content organised into four inter,related areas of:-umbers%easurement!hapes and !pace)ata 7andlingMathematics #ear $TopicTopicContentC%S"rganisation; 2hole -umbers< 5ractions= )ecimals> Percentage? %oney@ TimeA *engthB %assC 8olume of liquid;D!hape and space;;)ata 7andling; 2hole -umbers< 5ractions= )ecimals> Percentage? %oney@ TimeA *engthB %assC 8olume of liquid;D!hape and space;;)ata 7andlingTopicMathematics #ear $1. !o"e Numbers1. !o"e NumbersContentC%S"rganisation; -umbers to ; DDD DDD< (ddition= !ubtraction> %ultiplication? )ivision@ %i+ed .peration; -umbers to ; DDD DDD< (ddition= !ubtraction> %ultiplication? )ivision@ %i+ed .perationLearning AreaMathematics #ear $#. Fractio$s#. Fractio$sContentC%S"rganisation; Improper 5raction< %i+ed -umbers = (ddition of fractions> !ubtraction of fractions? %ultiplication@ )ivision; Improper 5raction< %i+ed -umbers = (dd