καλες πρακτικες στο λυκειο
21
ȱɏɛɐɒɍɑ ȞɈɍɒɃȽɏɜɁɄɑ ȭɖ. ɐɠɊȾɍɓɉɍɑ ȫȠ4 ȭɂɉɜɁȽ1 ƬƣƭƧƴ ƲƳƣƬƵƫƬƧƴ ƴƵƱ ƭƶƬƧƫƱ Ʈǀǂ DžNJǂǗǐǒdžǕNJNjƿ ǑǒǐǔƾDŽDŽNJǔLj ǔǕLj ǑǂǒǐǖǔǀǂǔLj NjǂNJ ǕLj njǞǔLj ǑǒǐǃnjLjǍƽǕǚǎ Ǎdž ǕLjǎ ǂǎƽǑǕǖǏLj ǕǐǖǓ ǔdž ǗǞnjnjǂ džǒDŽǂǔǀǂǓ NjǂNJ ǕLjǎ DžNJǂǑǒǂDŽǍƽǕdžǖǔƿ ǕǐǖǓ ǂǑǝ ǐǍƽDždžǓ ǍǂljLjǕǟǎ ƸǒƿǔǕǐǓ ƥNjǐǕLJǂǒǀDžLjǓ ƴǘ. ƴǞǍǃǐǖnjǐǓ ƲƧ4 Ʃ ǔǖǎƿljLjǓ ǑǒǂNjǕNJNjƿ Ǒǐǖ ǂNjǐnjǐǖljdžǀǕǂNJ ǔǕǂ ƭǞNjdžNJǂ NjǂNJ ƧƲƣƭ ǔǘdžǕNJNjƽ Ǎdž ǕLjǎ džǑǀnjǖǔLj ǑǒǐǃnjLjǍƽǕǚǎ, džǀǎǂNJ ǔdž DŽdžǎNJNjƾǓ DŽǒǂǍǍƾǓ Lj džǏƿǓ: Ƶǂ ǑǒǐǃnjƿǍǂǕǂ DžǀǎǐǎǕǂNJ Ǎdž ǕLj ǍǐǒǗƿ Ǒǐǖ DŽǒƽǗǐǎǕǂNJ ǔǕǂ ǔǘǐnjNJNjƽ, NjǂNJ ǝǘNJ Ǎǝǎǐ, ǃNJǃnjǀǂ Ǎdž ǕLjǎ ǔǖǎǐǑǕNJNjƿ NjǂNJ "ǂNjǂDžLjǍǂǛNjƿ" ǑdžǒNJDŽǒǂǗƿ Ǒǐǖ DŽǎǚǒǀLJǐǖǍdž, Ǎdž ǍǐǎǂDžNJNjƽ LJLjǕǐǞǍdžǎǂ ǂǖǕƽ Ǒǐǖ džǑƾnjdžǏdž ǐ ǔǖDŽDŽǒǂǗƾǂǓ Ǖǐǖ ǑǒǐǃnjƿǍǂǕǐǓ. Ʃ njǞǔLj DŽǀǎdžǕǂNJ ǔǕǐ ǔǘǐnjdžǀǐ ǂǑǝ Ǖǐǎ NjǂljLjDŽLjǕƿ Ǎdž ǕLj ǃǐƿljdžNJǂ džǎǝǓ, ƿ ǑdžǒNJǔǔǐǕƾǒǚǎ ǍǂljLjǕǟǎ, ƿ ǔǕLj NjǂnjǞǕdžǒLj ǑdžǒǀǑǕǚǔLj ǂǑǝ Ǖǐ ǔǞǎǐnjǐ ǕLjǓ ǕƽǏLjǓ Ǎdž ǕǐǖǓ ǍǂljLjǕƾǓ ǎǂ džǒDŽƽLJǐǎǕǂNJ ǍǝǎǐNJ ǕǐǖǓ. Ʃ ǍǐǒǗƿ ǂǖǕƿ Ǖǚǎ ǑǒǐǃnjLjǍƽǕǚǎ NjǂljǟǓ NjǂNJ Lj DžNJǂDžNJNjǂǔǀǂ njǞǔLjǓ ǕǐǖǓ džǀǎǂNJ Ǖǝǔǐ ǑǂDŽNJǚǍƾǎdžǓ ǔǕLj ǔǖǎdžǀDžLjǔLj NjǂljLjDŽLjǕǟǎ NjǂNJ ǍǂljLjǕǟǎ, Ǒǐǖ ǔǑƽǎNJǂ ƾǘǐǖǎ DŽǀǎdžNJ ǑǒǐǕƽǔdžNJǓ ǍǀǂǓ DžNJǂǗǐǒdžǕNJNjƿǓ DžNJDžǂNjǕNJNjƿǓ ǑǒǐǔƾDŽDŽNJǔLjǓ ǔdž ǂǖǕǝ Ǖǐ NjǐǍǍƽǕNJ Ǖǐǖ ǍǂljƿǍǂǕǐǓ. Ʃ ǑǒǂNjǕNJNjƿ Ǒǐǖ ǑdžǒNJDŽǒƽǗLjNjdž ǑǂǒǂǑƽǎǚ ƾǘdžNJ Ǖǐ ǑnjdžǐǎƾNjǕLjǍǂ Ǖǐǖ ǘǒǝǎǐǖ, DžLjnjǂDžƿ ǍǑǐǒdžǀ ǔǕLj DžNJƽǒNjdžNJǂ ǕLjǓ DžNJDžǂNjǕNJNjƿǓ ǟǒǂǓ ǎǂ DžNJǂǑǒǂDŽǍǂǕdžǖǕǐǞǎ ǑǐnjnjƾǓ ǂǔNjƿǔdžNJǓ NjǂNJ ǑǒǐǃnjƿǍǂǕǂ, ǝǍǚǓ džǀǎǂNJ ǖǑǝ ǂǍǗNJǔǃƿǕLjǔLj Ǖǂ ǂǑǐǕdžnjƾǔǍǂǕǂ Ǒǐǖ ƾǘdžNJ ǔdž ǔǘƾǔLj Ǎdž ǕLjǎ ǔǖǍǍdžǕǐǘƿ NjǂNJ ǕLjǎ NjǂǕǂǎǝLjǔLj Ǖǚǎ ǍǂljLjǕǟǎ, NJDžNJǂǀǕdžǒǂ ǂǖǕǟǎ Ǒǐǖ ǘǂǒǂNjǕLjǒǀLJǐǎǕǂNJ ǚǓ ǍƾǕǒNJǐNJ ƿ ǘǂǍLjnjƿǓ džǑǀDžǐǔLjǓ. Ʈǀǂ ǔǖǎLjljNJǔǍƾǎLj džNJNjǝǎǂ Ǖǐǖ ǔLjǍdžǒNJǎǐǞ ǍǂljƿǍǂǕǐǓ džǀǎǂNJ ǎǂ ǍdžǕƾǘǐǖǎ ǔǕLj DžNJǂDžNJNjǂǔǀǂ džǎdžǒDŽƽ ǍdžǒNJNjǐǀ ǍǂljLjǕƾǓ, NjƽǑǐNJǐNJ ƽnjnjǐNJ ǎǂ
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Μία διαφορετική προσέγγιση στη παρουσίαση και τη λύση προβλημάτων με την ανάπτυξη τους σε φύλλα εργασίας και την διαπραγμάτευσή τους από ομάδες μαθητών
Transcript of καλες πρακτικες στο λυκειο
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