Treść książki
Przejdź do opcji czytnikaPrzejdź do nawigacjiPrzejdź do informacjiPrzejdź do stopki
ConstruingForeignLanguageEducaton
Butsoleknowledgeisnotenough;agoodandtalentedteacherhastopossess
quitealotofpractcalintuiton,thatisaflimsyandfragilefeelingonhowcer-
taindidactcprocedures,whenappliedtocertaingroupsoflearners,mightstart
workingandwhatultmateresultsmightbeexpected.
However,practcalintuitonaloneisstllnotenoughforateacher.Whatalso
seemsnecessaryisanatentveeyeandanopenmind;aneyewillberequiredto
followthereactonsofthelearnersandamindtofindoutawaythatwouldlet
themremainasinvolvedinthewholeeducatonalprocessastheyhavebeenup
tllthen.Itisinsuchmomentswhensystematcapproachtowhole(i.e.global)
FLEactviteswillbedesiredatallcost.
Systematzatonofdidactcactviteswillrequireteacherstousenotonly
specificmethods,techniquesorprocedures,butalsotheirownviewsofwhat
thespecificfieldofknowledgeisandwhythemessagesrelatedtoitareneeded
bystudents.Forifscienceistobeeńectveandpragmatcallylogical,itmust
makeiteasierforthehumanbeingtoactwiththeoverallviewoftherealityin
whichs/heis.Therefore,oneshouldlookforandthenconsidertheimportance
ofusingsuchformsofsystemizinginformatonofapartculartype,thatthey
canbeconsideredimportant,helpfulanduncomplicatedbythehumanbeing
(sothattheycanbeappliedfollowingthelargestlogicalamountofinformaton).
Eachschool-basedlessonwillembracenotonlyoninternalelements(e.g.the
willingnesstolearnandacquireinformatonofagiventype),butalsoanumber
ofexternalones,touchingonthestructuresandformsofthelearningprocesses
developedbymanyproficientandskillfuleducators,andwhatisimportant-rec-
ommendedbythem.
Asfarasin1943,F.B.Skinnersaidarelatonshipbetweenlearningandteach-
ingissimilartotheoneobservedbetweenscienceandart
1
.Forwhilelearning
isbasedinmanysituatons(albeitnotalwaysandnotinall)tolearnaboutthe
student'sinternalabilites,andthen,subsequently-usingthesepossibilitesto
eńectvelyconnectthestudentwithknowledge,theteacher'sactvityhasmuch
incommonwithart,becauseitisbasedonfullycreatveactvity.Inthiscontext,
didactcsisavibrantarea,aninstrumentthatcanchangeitscolor,aformof
actngthatassumesitscontactwithdivergentthinkingfromtheverybegin-
ning.Basedontheteacher'sindividualbeliefs,stronglyassociatedwithhis/her
mind'sperceptonofthemainfeaturesofthesubjectbeingtaught,animage
ofalessonshouldbecreatedthatfullycorrespondstoaspecific,internaland
1
SkinnerB.F.(1954[2002]),TheScienceofLearningandtheArtofTeaching[in:]HarvardEducatonal
Review,24,pp.86-097.Reprintedin:A.Pollard(ed.).(2002).Readingsforrefectveteaching(2002),
contnuum,Amsterdam,pp.106-9;
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