Changed the modern education nature of the relationship between the teacher and the learner Vartguet the level of the relationship vertical authoritarian linking Bath and acceptor, between the owner of knowledge and asked her to the level of horizontal relationship between the tonic Rashid and the elements of an active flow dynamic and has the capacity and queens and the data and gains that do not need a teacher, but you need to the prompt has the ability to organize that potential and activation of those queens and capacity to provoke and to reflect its existence. And also became an important teacher to a variety of regulating the activity of learners, and develop their talents and train them to actively participate in the conduct of the lesson and completion of the educational process, a task required to be available for learners of a minimum of data from which to and build their activity cognitive them, the data may be implemented some sort of achievements and experiences former professor provoke the minds of students to be restored to a very organized and enriched and deepened, as is the case with many of the social studies and these data may be illegally batters of Modhat aids and audio or visual or audio-visual or text provided by the certified teacher and pupils to help a good investment and finding information Lesson from which, if he is not this and that does not have recourse to the professor assigned students to examine prior Or configure files so the work of students outside the department is a variety of aids provided by the students themselves that they may have a boot and the preparatory work which provides them to the extent necessary of the data required for their participation in addressing issues of the lesson and its related issues, intellectual was, scientific or social or linguistic lingual.
Also had the students can not absorb all the information prescribed them in the study because of time constraints, the school Vtelmiv Tunisian active learners within a group of not less than thirty people in only a few rare, as is often the number of students per class ranges between thirty and forty pupils, and Then, if we exclude the lessons applied by the students divided the class into teams and small groups enables each and every one of them from the practice of scientific experiment, or direct action on the ground already. Excluding that and we consider the number of pupils chapter thirty-five only, and we found that the share of Telmivna of actual direct and practical involvement in the activity and self-expression for its existence and disclosure of his thoughts and perceptions and attitudes is always very limited however adopted the teachers of the ways active as a share of per pupil activity personal and individual exercise direct equivalent to the proportion of time spent in the classroom divided by the number of students in chapter (50 minutes divided by 35 students Ü 50/35= 1.42) that if the professor just in the distribution of activity and participation among his disciples and was keen to activate and ensure the participation of all the passive and active alike. And if you avoid Alahdarat and according to the investment of time allocated for the lesson in full without any Ahdarat and any waste. On this basis, some of our lessons are scheduled for our students need to assign a prior preliminary work and are some of our materials need to intensify domestic exercises and supplementary work assigned to students later they practice outside the department. From this standpoint, the need is to assign students work outside the department of vital educational needs should have a share in the research and educational studies and application Tnzira and restraint standards and technical rules for the organization of student work outside the department and ensure the proper investment.
التسميات
Pedagogy