{"id":1079,"date":"2017-05-06T09:55:37","date_gmt":"2017-05-06T07:55:37","guid":{"rendered":"http:\/\/revista.newprojects.org\/?p=1079"},"modified":"2018-03-25T19:52:05","modified_gmt":"2018-03-25T17:52:05","slug":"avantajele-utilizarii-softurilor-educationale-in-predarea-matematicii","status":"publish","type":"post","link":"https:\/\/revista.newprojects.org\/?p=1079","title":{"rendered":"Avantajele utiliz\u0103rii softurilor educa\u021bionale \u00een predarea matematicii"},"content":{"rendered":"<h5>Erculescu Laura, profesor, matematic\u0103, Colegiul Na\u0163ional \u201eConstantin Cantacuzino\u201d, T\u00e2rgovi\u015fte<br \/>\nBaicu Elena Izabel, profesor, informatic\u0103, Liceul Tehnologic &#8222;Aurel Rainu&#8221;, Fieni<\/h5>\n<p>Societatea actual\u0103 cu schimb\u0103ri permanente reprezint\u0103 o inedit\u0103 provocare pentru educa\u0163ie. Existen\u0163a fiec\u0103rui individ \u00a0\u00een parte,\u00a0 elev sau profesor,\u00a0 cap\u0103t\u0103 un ritm din ce \u00een ce mai alert, devine tot mai marcat\u0103 de necesitatea cunoa\u015fterii rapide, complete \u015fi corecte a realit\u0103\u0163ii \u00eenconjur\u0103toare, pentru ca luarea deciziilor s\u0103 fie f\u0103cut\u0103 ferm, oportun \u015fi competent.<\/p>\n<p>Aceasta duce inevitabil la asimilarea de noi informa\u0163ii ce trebuie analizate, la necesitatea stoc\u0103rii \u015fi prelucr\u0103rii acestora, deci la necesitatea utiliz\u0103rii calculatorului at\u00e2t \u00een via\u0163a de zi cu zi c\u00e2t \u015fi \u00een procesul instructiv-educativ.<\/p>\n<p>Calculatorul devine foarte util, at\u00e2t pentru elev, c\u00e2t \u015fi pentru profesor, \u00eens\u0103 folosirea acestuia trebuie realizat\u0103 astfel \u00eenc\u00e2t s\u0103 \u00eembun\u0103t\u0103\u0163easc\u0103 calitativ procesul instructiv-educativ, \u015fi nu s\u0103-l \u00eengreuneze.<\/p>\n<p>Primele realiz\u0103ri \u00een domeniul instruirii asistate de calculator se concentrau mai mult pe \u00eenv\u0103\u0163are prin verificarea cuno\u015ftin\u0163elor. Mai t\u00e2rziu, au \u00eenceput s\u0103 apar\u0103 softuri complexe, care \u00eencurajeaz\u0103 construc\u0163ia activ\u0103 a cuno\u015ftin\u0163elor, promoveaz\u0103 reflec\u0163ia \u015fi stimuleaz\u0103 activitatea intelectual\u0103.<\/p>\n<p>Calculatorul trebuie folosit cu scopul de a duce la achizi\u0163ionarea unor cuno\u015ftin\u0163e \u015fi formarea unor deprinderi, care s\u0103 permit\u0103 elevului s\u0103 se adapteze cerin\u0163elor unei societ\u0103\u0163i aflat\u0103 \u00een\u00a0 continu\u0103 evolu\u0163ie. At\u00e2t elevii c\u00e2t \u015fi profesorii\u00a0 trebuie s\u0103 fie preg\u0103ti\u0163i\u00a0 pentru schimb\u0103ri, s\u0103 le \u00eent\u00e2mpine cu entuziasm, f\u0103r\u0103 fric\u0103 \u015fi rezisten\u0163\u0103.<\/p>\n<p>Rolul decisiv revine profesorului, \u00een a \u00eendruma\u00a0 elevii\u00a0 cu \u00eencredere spre schimbare.\u00a0 Astfel, ei vor sim\u0163i nevoia de a fi instrui\u0163i c\u00e2t mai bine pentru a face fa\u0163\u0103 nout\u0103\u0163ilor ce continu\u0103 s\u0103 apar\u0103. Profesorul se situeaz\u0103 \u00een prima linie a schimb\u0103rii, astfel \u00eenc\u00e2t permanent va trebui s\u0103 se adapteze, s\u0103 se acomodeze \u015fi s\u0103 se perfec\u0163ioneze.<\/p>\n<p>Educa\u0163ia va trebui reg\u00e2ndit\u0103 \u00een raport cu noile posibilit\u0103\u0163i tehnice \u015fi \u00een func\u0163ie de cerin\u0163ele noii societ\u0103\u0163i. O clasificare acceptat\u0103 a softurilor educa\u0163ionale este cea realizat\u0103 dup\u0103 func\u0163ia pedagogic\u0103 specific\u0103 pe care o pot \u00eendeplini acestea \u00een cadrul unui proces de instruire: exersare, prezentare interactiv\u0103 de noi cuno\u015ftin\u0163e, prezentarea unor modele ale unor fenomene reale (simulare), testarea cuno\u015ftin\u0163elor, dezvoltarea unor capacit\u0103\u0163i sau aptitudini printr-o activitate de joc.<\/p>\n<p>A\u015fadar, calculatorul \u015fi softurile educa\u0163ionale specifice matematicii vin \u00een ajutorul nostru al tuturor, pentru a ne putea organiza\u00a0 eficient activitatea \u015fi pentru a putea vedea \u00een timp real anumite procese ce dovedesc caracterul practic aplicativ al disciplinei.<\/p>\n<p>Softurile educa\u0163ionale pot fi grupate astfel:<\/p>\n<ul>\n<li>Softurile interactive pentru \u00eensu\u015firea unor cuno\u015ftin\u0163e noi.<\/li>\n<li>Softuri de exersare (Drill-and-Practice).<\/li>\n<li>Softuri de simulare<\/li>\n<li>Softuri pentru testarea cuno\u015ftin\u0163elor.<\/li>\n<li>Jocuri educative.<\/li>\n<\/ul>\n<p>Folosind astfel de instrumente, \u00eenv\u0103\u0163area\u00a0 nu va mai fi doar efectul demersurilor \u015fi muncii profesorului, ci \u015fi rodul interac\u0163iunii elevilor\u00a0 cu profesorul \u015fi cu calculatorul.<\/p>\n<p>Avantajele utiliz\u0103rii softurilor educa\u0163ionale sunt multiple \u015fi aduc dup\u0103 sine schimb\u0103ri \u00een plan personal, profesional \u015fi social pentru toate categoriile implicate \u00een proces, folosite eficient preiau\u00a0 o mare parte din munca de rutin\u0103, care consum\u0103 mult timp \u015fi energie. \u00a0Este dificil de realizat o ierarhizare a acestor avantaje, dar \u00eencerc\u0103m s\u0103 prezent\u0103m succint c\u00e2teva dintre ele.<\/p>\n<p>Pentru\u00a0 elevii cu deficien\u0163e, aceste aplica\u0163ii permit o inser\u0163ie mai rapid\u0103 \u00een societate, \u00een procesul educa\u0163ional prin posibilitatea de a alege strategii adecvate particularit\u0103\u0163ilor fiec\u0103rui individ, menite s\u0103 duc\u0103 la rezolvarea diverselor aplica\u0163ii.<\/p>\n<p>De asemenea profesorul are posibilitatea de a reproiecta activitatea \u00een func\u0163ie de secven\u0163a anterioar\u0103, prin prisma feedback-ului permanent primit \u015fi prin aprecierea imediat\u0103 a r\u0103spunsurilor elevilor.<\/p>\n<p>Utiliz\u00e2nd astfel de metode, se vor consolida abilit\u0103\u0163ile de investigare \u015ftiin\u0163ific\u0103, no\u0163iunile \u00eenv\u0103\u0163ate \u00ee\u015fi vor g\u0103si\u00a0 utilitatea, imediat\u0103 sau ulterioar\u0103 \u015fi motivarea elevilor \u00een procesul de \u00eenv\u0103\u0163are va cre\u015fte. Pentru fiecare se dezvolt\u0103 capacitatea de autodep\u0103\u015fire \u015fi de competitivitate, se vor forma deprinderi practice, deprinderi de prelucrare rapid\u0103 a datelor, de efectuare a calculelor, de afi\u015fare a rezultatelor, de realizare de grafice, de tabele, de realizare de desene utile \u00een rezolvarea problemelor de geometrie plan\u0103 \u015fi geometrie \u00een spa\u0163iu.<\/p>\n<p>Utilizarea acestor metode conduce la dezvoltarea g\u00e2ndirii, astfel \u00eenc\u00e2t, pornind de la o modalitate general\u0103 de \u00a0rezolvare a unei probleme, elevul \u00ee\u015fi g\u0103se\u015fte singur r\u0103spunsul pentru un caz particular sau invers.<\/p>\n<p>Toate acestea ajut\u0103 la stimularea g\u00e2ndirii logice, a imagina\u0163iei, a capacit\u0103\u0163ii de \u00eenv\u0103\u0163are inovatoare, adaptabil\u0103 la condi\u0163ii de schimbare social\u0103 rapid\u0103, a unui stil de munc\u0103 independent.<\/p>\n<p>Ne vom referi \u00een continuare la modul \u00een care putem utiliza softul educa\u0163ional \u00een cadrul lec\u0163iilor de matematic\u0103. Una dintre cele mai reu\u0219ite platforme care poate fi utilizat\u0103 ca resurs\u0103 de materiale este <a href=\"http:\/\/portal.matedidactica.ro\" target=\"_blank\" rel=\"noopener\">http:\/\/portal.matedidactica.ro<\/a>, platform\u0103 unde avem abordate teme de didactic\u0103 \u0219i metodic\u0103 din domeniul matematicii specifice nivelului primar, gimnazial \u0219i liceal.<\/p>\n<p>Iat\u0103 c\u00e2teva exemple sugestive:<\/p>\n<p><a href=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-1081\" src=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1-1024x576.png\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1-1024x576.png 1024w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1-300x169.png 300w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1-768x432.png 768w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1-150x84.png 150w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_1.png 1366w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><\/p>\n<p><a href=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-1083\" src=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2-1024x576.png\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2-1024x576.png 1024w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2-300x169.png 300w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2-768x432.png 768w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2-150x84.png 150w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_2.png 1366w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><\/p>\n<p><a href=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-1084\" src=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3-1024x576.png\" alt=\"\" width=\"1024\" height=\"576\" srcset=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3-1024x576.png 1024w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3-300x169.png 300w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3-768x432.png 768w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3-150x84.png 150w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_3.png 1366w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/a><\/p>\n<p>Un alt exemplu foarte u\u0219or de accesat \u0219i la dispozi\u021bia tuturor cadrelor didactice este platforma AEL unde orele de predare \u0219i de consolidare se pot desf\u0103\u0219ura interactiv utiliz\u00e2nd lec\u021biile din arhiva platformei.<\/p>\n<p><em>Exemplu:<\/em><\/p>\n<p><a href=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_4.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1085\" src=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_4.png\" alt=\"\" width=\"871\" height=\"641\" srcset=\"https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_4.png 871w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_4-300x221.png 300w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_4-768x565.png 768w, https:\/\/revista.newprojects.org\/wp-content\/uploads\/1079_4-150x110.png 150w\" sizes=\"auto, (max-width: 871px) 100vw, 871px\" \/><\/a><\/p>\n<p>\u00cen continuarea vom descrie c\u00e2teva scenarii didactice cu component\u0103 TIC, la obiectul pe care matematic\u0103.<\/p>\n<p><em>La clasa a VIII tema : \u201eS\u0103 \u00eenv\u0103\u0163\u0103m s\u0103 construim corpuri geometrice \u00een Paint\u201d. Descrierea secven\u0163ei de lec\u0163ie:<\/em><\/p>\n<ol>\n<li><em>Realiza\u0163i un desen al unei piramide patrulatere regulate utiliz\u00e2nd aplica\u0163ia Paint<\/em><\/li>\n<li><em>Deschiderea aplica\u0163iei\u00a0Paint.<\/em><\/li>\n<li><em>Folosim instrumentul pentru trasarea dreptunghiurilor<\/em><\/li>\n<li><em>Modific\u0103m \u00eenclina\u0163ia figurii cu 50 de grade pe orizontal<\/em><\/li>\n<li><em>Folosind instrumentul de trasare a liniilor desen\u0103m diagonalele \u015fi apotema bazei.<\/em><\/li>\n<li><em>Folosind acela\u015fi instrument \u015fi guma, marc\u0103m celelalte laturi ale piramidei, \u00een\u0103l\u0163imea \u015fi apotema<\/em><\/li>\n<li><em>Select\u00e2nd instrumentul de scris, not\u0103m v\u00e2rfurile priramidei. Dup\u0103 ce desenul este terminat se poate salva \u00een format JPG \u015fi \u00eel putem insera ca imagine \u00een orice document word pe care \u00eel edit\u0103m.<\/em><\/li>\n<\/ol>\n<p>Profesorul poate realiza prezent\u0103ri, teste sau diferite alte materiale \u00een care s\u0103 foloseasc\u0103 programul\u00a0Paint\u00a0pentru crearea unor figuri geometrice, sau capturi de ecrane, care pot fi inserate mai apoi \u00een aceste documente, iar elevii pot realiza referate \u00een care s\u0103 insereze imagini editate, realizate de ei cu ajutorul aplica\u0163iei\u00a0Paint.<\/p>\n<p>Tot pentru clasa a VIII a la algebr\u0103 , elevii au f\u0103cut cuno\u015ftin\u0163\u0103 cu softul Geogebra.<\/p>\n<p><em>\u00cen cadrul capitolului : Func\u0163ii, un subiect \u00eendr\u0103git de elevi, iat\u0103 descrierea secven\u0163ei de lec\u0163ie:<\/em><\/p>\n<ol>\n<li><em>Folosi\u0163i link-ul urm\u0103tor\u00a0<u><a href=\"http:\/\/www.geogebra.org\/webstart\/geogebra.html\" target=\"_blank\" rel=\"noopener\">http:\/\/www.geogebra.org\/webstart\/geogebra.html<\/a> <\/u>pentru a accesa online softul Geogebra.<\/em><\/li>\n<li><em>Descrie\u0163i pa\u015fii necesari construirii unui triunghiului ABC \u015fi scrie\u0163i valorile afi\u015fate \u00een fereastra Algebra.<\/em><\/li>\n<\/ol>\n<p><em>Creare puncte A(0,2); B(2,0); C(0,0)<\/em><\/p>\n<p><em>Trasare drepte AB, BC, AC<\/em><\/p>\n<ol start=\"3\">\n<li><em>Reprezenta\u0163i grafic func\u0163ia f:(<strong>\u00a0<\/strong><strong>-\u221e,<\/strong>o<strong>)\u2192<\/strong>R<strong>,\u00a0<\/strong>f(x)= 2+x<\/em><\/li>\n<li><em>\u00cen fereastra introduce\u0163i comanda Function[2+x, -\u221e, 0] \u015fi ap\u0103sa\u0163i apoi tasta ENTER<\/em><\/li>\n<\/ol>\n<p>C\u00e2teva din avantajele utiliz\u0103rii softului Geogebra \u00een cadrul lec\u0163iilor de matematic\u0103 sunt: exactitate, existenta unor functii predefinite, reprezentare grafica foarte buna, rapiditate in executie, soft intuitiv;<\/p>\n<p><em>La clasa a V-a elevii au f\u0103cut cuno\u015ftin\u0163\u0103 cu numerele prime, ei afl\u0103 c\u0103 problema numerelor prime a dat b\u0103t\u0103i de cap multor matematicieni \u015fi s-au scris foarte multe c\u0103r\u0163i pe aceast\u0103 tem\u0103.<\/em><\/p>\n<p><em>Matematicienii au \u00eencercat s\u0103 g\u0103seasc\u0103 o formul\u0103 cu ajutorul c\u0103reia s\u0103 putem genera numere prime \u015fi din p\u0103cate nu au reu\u015fit.<\/em><\/p>\n<p><em>Descierea secven\u0163ei de lec\u0163ie:<\/em><\/p>\n<ol>\n<li><em>Matematicienii au propus o formul\u0103 care r\u0103spunde cerin\u0163elor obi\u015fnuite \u00een \u015fcoal\u0103:\u00a0<\/em><em>n<\/em><em><sup>2<\/sup><\/em><em>-n+41<\/em><\/li>\n<\/ol>\n<ol start=\"2\">\n<li><em>D\u00e2nd valori lui n se ob\u0163in numere prime p\u00e2n\u0103 la 1681, pentru n=41 se ob\u0163ine un num\u0103r compus<\/em><\/li>\n<li><em>Folosind \u00a0Excel elevii au ca sarcina de lucru, sub \u00eendrumarea profesorului, generarea unei liste de numere prime, folosind formula de mai sus.<\/em><\/li>\n<li><em>Pe coloana A , elevii scriu numerele de la 1 la 40, iar \u00een B1 scriu formula \u201e=A1*A1-A1+41\u201d, pe care apoi o vor copia \u00een celelate celule ale coloanei B.<\/em><\/li>\n<li><em>Concluzia este c\u0103 formula genereaz\u0103 o parte din numerele prime mai mici ca 1681.<\/em><\/li>\n<\/ol>\n<p>\u00cen final, concluzion\u0103m c\u0103 folosirea softurilor educa\u0163ionale determin\u0103 o atitudine pozitiv\u0103 a elevilor at\u00e2t fa\u0163\u0103 de disciplina de studiu la care este utilizat calculatorul, c\u00e2t \u015fi \u00a0fa\u0163\u0103 de valorile morale, culturale \u015fi spirituale ale societ\u0103\u0163ii \u0219i conduce la reducerea timpului de studiu&#8230;<\/p>\n<p><strong>Bibiografie:<\/strong><\/p>\n<ol>\n<li><em>Programul Intel-Teach. Cursul Intel Teach \u2013 Instruirea \u00een societatea cunoa\u015fterii, 2007 <\/em><\/li>\n<li><em>Predarea interactiv\u0103 centrat\u0103 pe elev<\/em>(Modul pentru dezvoltarea profesional\u0103 a personalului didactic), Editura Educa\u0163ia 2000+, Bucure\u015fti, 2005<\/li>\n<li>Elearning.ro<\/li>\n<li><em>Predarea interactiv\u0103 centrat\u0103 pe elev<\/em><em>(modul pentru dezvoltarea profesional\u0103 a personalului didactic), Editura Educa\u0163ia 2000+, Bucure\u015fti, 2005<\/em><\/li>\n<li><em>http:\/\/www.elearning.ro<\/em><\/li>\n<li><em> Constantin Chiril\u0103, \u201cFormarea continu\u0103 a profesorilor de matematic\u0103 \u00een societatea cunoa\u015fterii\u201d, Bucure\u015fti 2012<\/em><\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"<p>Erculescu Laura, profesor, matematic\u0103, Colegiul Na\u0163ional \u201eConstantin Cantacuzino\u201d, T\u00e2rgovi\u015fte Baicu Elena Izabel, profesor, informatic\u0103, Liceul Tehnologic &#8222;Aurel Rainu&#8221;, Fieni Societatea actual\u0103 cu schimb\u0103ri permanente reprezint\u0103 o inedit\u0103 provocare pentru educa\u0163ie. Existen\u0163a fiec\u0103rui individ \u00a0\u00een parte,\u00a0 elev sau profesor,\u00a0 cap\u0103t\u0103 un ritm din ce \u00een ce mai alert, devine tot mai marcat\u0103 de necesitatea cunoa\u015fterii rapide,&#8230;<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-1079","post","type-post","status-publish","format-standard","hentry","category-infogates"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts\/1079","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1079"}],"version-history":[{"count":4,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts\/1079\/revisions"}],"predecessor-version":[{"id":1208,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts\/1079\/revisions\/1208"}],"wp:attachment":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1079"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1079"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1079"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}