Metody aktywizujące w nauczaniu dorosłych, czyli jak sprawić, aby studentom chciało się chcieć
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The progress of civilization and the economic, social, and cultural transformations resulting from it are behind the changes occurring in people and influencing their oppor¬tunities and needs. Those changes are triggered by the people striving to adapt to the new situation by acquiring knowledge, experiences, and skills, which help them find them¬selves in the existing reality. It is that need to acquire knowledge and the ability to employ it in life, which in effect leads to changes occurring in the entire personality, that is one of the basic human needs described by the psychologists and one of the key goals of the education process. Teacher responsible for organizing that process first of all should be acquainted with characteristics of the target group, for which all the didactic activities need to be adapted. In case of a university teacher the target group are students, who are on the verge of their transition from adolescence to early adulthood. Because the students employ various learning models, work with such a target group requires the teacher to be able to combine the knowledge from pedagogy and andragogics areas. The teacher working with adults needs to be familiar with such tools as knowledge about developing the objectives and defining education results, selection of content that is interesting to the students and of teaching aids adequate to the needs, levels, and abilities of the students. Teacher work¬ing with adults must also know what kind of teaching methods ought to be used in adult education, what methods are suitable for a given type of classes, and what methods help to activate all the senses, which in turn raises the effectiveness of the didactic process he/ she organizes. Teacher then ought to be competent in the content, pedagogy, didactics, and methodology areas, as well as should be able to combine those competences with the knowledge from the area of andragogics.
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