LSP 4023: KAEDAH PENGAJARAN SEJARAH: TUTORIAL LSP 4023

KURSUS KAEDAH PENGAJARAN SEJARAH SESI 2009/2010

TUTORIAL BERMULA MINGGU HADAPAN
KHAMIS 4-5 PETANG DI MAKMAL SEJARAH 3
KHAMIS 6-7 PETANG DI MAKMAL SEJARAH 3
KHAMIS 3-4 PETANG TEMPAT AKAN DIBERITAHU KEMUDIAN
KHAMIS 5-6 PETANG TEMPAT AKAN DIBERITAHU KEMUDIAN

GAMBATTE NE

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SUKOSENSEI

KEMAHIRAN GURU merancang,menyusun,mengabungjalinkan elemen hasil pembelajaran dengan isi pelajaran, aktiviti,masa dan latar belakang pelajar sangat bermakna dalam menjadikan kita guru sejarah yang berkesan. Persediaan seorang guru dalam proses P&P melambangkan kewibawaanya

Plan A dan B perlu ada bagi memastikan P&P pada hari itu terus berjalan lancar walau apa pun masalah teknikal yang dihadapi seperti putusnya bekalan elektrik dan sebagainya.

PENYUSUNAN ISI pengajaran dan pembelajaran menentukan sejauhmana hasil pembelajaran yang diharapkan atau dirancang sebelum P&P berjaya atau tidak dilaksanakan. Penyampaian isi hendaklah dilontarkan secara teratur dan berperingkat untuk memudahkan kefahaman pelajar.Kebanyakkan bakal guru lemah dari segi ini, maka latihan yang berterusan perlu untuk memastikan kemahiran mengajar sejarah yang berkesan dan membantu pelajar memahami isi pengajaran dengan lebih mudah di semua peringkat dan latar belakang pencapaian.

Pengajaran Micro akan di mulakan pada minggu ini di mana kumpulan 3-4 petang akan membuat pengajaran micro selama 15 minit untuk Tingkatan 2.Kumpulan 4-5 petang pula akan mengajar tajuk-tajuk di tingkatan 3, Kumpulan5-6 petang tingkatan 4 Kumpulan 6-7 malam akan menggunakan Tajuk-tajuk tingkatan 5. Anda boleh membuat persiapan mulai sekarang sebarang poertanyaan boleh rujuk jumpa saya selepas kuliah Selasa (24.2.2009)

SMART THINKING SKILLS

Thinkers with attitude

Remember, smart thinking always has a social dimension: we humans are doing the reasoning. As a result, one of the key ingredients of successful thinking and analysis, and of the effective use of reasoning, is our own attitude. For most (if not all) of us, our knowledge will usually consist of both the basic information or 'facts' we know, as well as a framework or structure of broader ideas with which we interpret these
facts. Many of us are quite capable of assimilating and 'knowing' the facts, but smart thinkers constantly
assess their structures and frameworks. In the process,
they develop a much deeper and more effective appreciation of situations and events. Smart thinkers can be confident in their reasoning, precisely because they do not rely on too many unexamined or unquestioned assumptions.

First of all, we should always be willing to reflect on our own views and positions—to scrutinise the way we think about the world. We might ask ourselves
from time to time:

• Are my views consistent with one another?
•

What assumptions underpin my views?

• Am I open to new ideas and alternative conclusions?

• Can I look at this issue from another perspective?
We should also be constantly asking ourselves, in relation to the issues that
matter to us:

• Why did this happen?

• What should we do next?

• What does it mean?
As we will see, questioning is the key analytical skill that enables us to develop complex knowledge about the world in the form of structures of related ideas, so as to communicate
with other people. It is not the answers to these questions
that matter, but the very fact that we ask them of ourselves, the willingness not to 'take things for granted' or to be satisfied
with the 'obvious answer'. Indeed, a great failure of our society is that, by and large, we are people who believe that someone has the answer and all we have to do is develop a clever way of finding that answer. In fact, the key skill that you need, to
be an effective and thoughtful adult who is able to engage with and understand the world, is not an ability to find the answers: it is the ability to ask the right questions If you can ask the right questions, then most of the answers will come very easily. Moreover, you will also be able to determine why others do not necessarily accept your answers but have their own views. Questions are fundamental to reasoning.

SUKOSAN NO KANGAE : MICRO TEACHING

Pengajaran dan pembelajaran perlu di rancang . Kemahiran guru merancang apa yang akan di ajar di dalam kelas perlu dilakukan dengan memikirkan kaedah yang hendak digunakan agar ianya sesuai dengan tajuk yang hendak kita ajar pada hari tersebut. Tingkatan berapa? Kelas yang bagaimana lemah,sederhana atau cemerlang? Pastikan hasil pembelajaran yang dinyatakan sesuai dengan latar belakang atau pengalaman sedia ada pelajar. Pemberian fakta semata-mata dan bersifat sehala merupakan cara tradisional di dalam kaedah pengajaran dan pembelajaran. Kita perlu sediakan gerak kerja dan aktiviti yang sesuai untuk mengalakkan pelajar kita berfikir dan menyelesaikan masalah yang diberikan.. kore ga chotto muzukashi dakara minasan wa mo benkyoshimasu. Ja ne

TAJUK-TAJUK KULIAH

Pengenalan

Tujuan-tujuan mengajar sejarah

perancangan dan persediaan guru

sukatan pelajaran sejarah

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Pengajaran Mikro

Kaedah Mengajar Sejarah

kaedah Mengajar Sejarah 2

sumber dan Bahan Bantu mengajar

pengurusan bilik darjah

ICT dalam pengajaran dan pembelajaran sejarah

Pkemahiran berfikir dan nilai dalam P&P

penilaian dalam Pendidikan Sejarah [minggu 12 – 14]

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LSP 4023: KAEDAH PENGAJARAN SEJARAH

KURSUS KAEDAH PENGAJARAN SEJARAH SESI 2009/2010

Thursday, February 19, 2009

TUTORIAL LSP 4023

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