{"id":6661,"date":"2021-02-23T10:12:01","date_gmt":"2021-02-23T09:12:01","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/3-10\/"},"modified":"2021-03-11T15:54:31","modified_gmt":"2021-03-11T14:54:31","slug":"3-10","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/3-10\/","title":{"rendered":"Praktiska metode idejas att\u012bst\u012b\u0161anai – 3. Noda\u013ca 10. Nodarb\u012bba"},"content":{"rendered":"\n

Aatbil\u017eu variantu metodes. Konkr\u0113ts piem\u0113rs <\/strong><\/h2>\n\n

Pielietojot 9. nodarb\u012bbas koncepcijas m\u016bsu galvenajam m\u0113r\u0137im, kas ir izveidot noder\u012bgu modeli STEAM izgl\u012bt\u012bbai, izmantojot izlau\u0161an\u0101s istabas metodiku, m\u0113\u0123in\u0101sim defin\u0113t, k\u0101ds var\u0113tu b\u016bt st\u0101sta koncepcijas piem\u0113rs:<\/p>\n\n

“Skol\u0113nu iesaist\u012b\u0161ana st\u0101st\u0101, kur\u0101 tiek pied\u0101v\u0101ta virkne atkl\u0101tu jaut\u0101jumu par matem\u0101tiskiem j\u0113dzieniem”<\/strong><\/em><\/p>\n\n

M\u0113s atrodamies sava ce\u013ca s\u0101kumpunkt\u0101, nosakot, k\u0101d\u0101m \u012bpa\u0161\u012bb\u0101m j\u0101b\u016bt m\u016bsu \u201cst\u0101stam\u201d, un t\u0101p\u0113c \u0161o m\u0113r\u0137i var\u0113tu sasniegt vair\u0101kos veidos. Tas ir t\u0101, it k\u0101 m\u0113s atrastos IZBRAUK\u0160ANAS z\u012bmes priek\u0161\u0101, bet mums priek\u0161\u0101 b\u016btu vair\u0101ki ce\u013ci.<\/p>\n\n

M\u016bsu koncepcija visp\u0101r\u012bgi run\u0101 par \u201cst\u0101stu\u201d, tagad mums ir j\u0101saprot, k\u0101dam st\u0101stam tam vajadz\u0113tu b\u016bt.<\/p>\n\n

M\u016bsu st\u0101sta \u017eanrs b\u016bs atkar\u012bgs no ce\u013ca izv\u0113les un tikai autors ar sav\u0101m tieksm\u0113m, gaumi, iepriek\u0161\u0113j\u0101m zin\u0101\u0161an\u0101m sp\u0113s izlemt, kur\u0161 ir pareiz\u0101kais.<\/p>\n\n

Pied\u0101v\u0101to pamatkoncepciju jau var izstr\u0101d\u0101t ar da\u017e\u0101m v\u0113rt\u012bg\u0101m deta\u013c\u0101m:<\/p>\n\n

“Skol\u0113nu iesaist\u012b\u0161ana detekt\u012bvst\u0101st\u0101, kur\u0101, lai atrisin\u0101tu nosl\u0113pumu, ir j\u0101sav\u0101c nor\u0101des un j\u0101atrisina matem\u0101tiski uzdevumi.”<\/strong><\/em><\/p>\n\n

Tagad m\u0113r\u0137is \u0161\u0137iet diezgan skaidrs, bet mums ir j\u0101att\u012bsta si\u017eets. M\u0113s ierosin\u0101m iedvesmoties no detekt\u012bvst\u0101sta tipiskajiem un b\u016btiskajiem elementiem divu galveno iemeslu d\u0113\u013c:<\/p>\n\n

  1. Tas ir viens no visvair\u0101k kodific\u0113tajiem \u017eanriem un \u013cauj turpin\u0101t diezgan racion\u0101lu un programmatisku proced\u016bru<\/strong><\/li>
  2. Sal\u012bdzinot ar m\u016bsu projekta m\u0113r\u0137i (izmantot izlau\u0161an\u0101s istabas modeli ar noteiktu didaktisku m\u0113r\u0137i), tas ir tas, kas ir visatbilsto\u0161\u0101kais, p\u0101rst\u0101vot rakstnieka intelektu\u0101lo izaicin\u0101jumu un stimul\u0113jot las\u012bt\u0101ja probl\u0113mu risin\u0101\u0161anas prasmes.<\/strong><\/li><\/ol>\n
    \"\"<\/figure><\/div>\n\n

    Izpildiet \u0161os punktus, m\u0113s varam noteikt 5 elementus, kurus var uzskat\u012bt par der\u012bgiem ar\u012b citu \u017eanru gad\u012bjum\u0101:<\/p>\n\n

    1. Kur\u0161 ir galvenais varonis <\/strong>un kur\u0161 ir vi\u0146a antagonists<\/strong>? K\u0101di ir p\u0101r\u0113jie <\/strong>\u0161\u012b st\u0101sta <\/varo><\/strong><\/li>
    2. K\u0101d\u0101 kontekst\u0101 <\/strong>st\u0101sts notiek?<\/li>
    3. K\u0101das attiec\u012bbas ir galvenajam varonim<\/strong> un antagonistam<\/strong>? K\u0101ds notikums vi\u0146us noved konflikt\u0101?<\/li>
    4. K\u0101ds ir \u0161\u012b konflikta <\/strong>c\u0113lonis? K\u0101di ir vi\u0146u sadursmes <\/strong>c\u0113lo\u0146i?<\/li>
    5. K\u0101da ir galven\u0101 varo\u0146a attieksme pret st\u0101stu?<\/li><\/ol>\n

      Metodi, kuru m\u0113s v\u0113lamies pied\u0101v\u0101t, var\u0113tu saukt par \u201c<\/strong>Vair\u0101ku\u00a0izv\u0113\u013cu metode\u201d un t\u0101s m\u0113r\u0137is ir att\u012bst\u012bt rado\u0161umu un izt\u0113li.<\/p>\n\n

      Iedom\u0101simies nevis vienu, bet vismaz tr\u012bs iesp\u0113jam\u0101s atbildes (vai vair\u0101k, ja m\u0113s v\u0113lamies) un p\u0113c vienk\u0101r\u0161as tabulas aizpild\u012b\u0161anas dom\u0101jam par katru iesp\u0113ju un p\u0113c tam izv\u0113lamies p\u0101rliecino\u0161\u0101ko atbildi.<\/p>\n\n

      Metode “atbil\u017eu varianti” ir v\u0113rsta tie\u0161i uz rado\u0161uma un izt\u0113les rosin\u0101\u0161anu, liekot jums iedom\u0101ties vismaz 3 ticamas atbildes uz da\u017e\u0101diem jaut\u0101jumiem<\/strong>, pirms izv\u0113laties p\u0101rliecino\u0161\u0101ko! Paral\u0113li m\u0113s cen\u0161amies p\u0101rdom\u0101t katras iesp\u0113jas stipr\u0101s un v\u0101j\u0101s puses, nekad neaizmirstot, kur\u0161 ir m\u016bsu gal\u012bgais m\u0113r\u0137is. Iedom\u0101joties atbildes, jau ir nepiecie\u0161ams iedom\u0101ties noteiktu scen\u0101riju, jo varonis ar savu r\u012bc\u012bbu, savu izv\u0113li un veidu, k\u0101 redz\u0113t lietas, noteiks st\u0101sta att\u012bst\u012bbu no s\u0101kuma l\u012bdz beig\u0101m.<\/p>\n\n

      Tagad m\u0113\u0123in\u0101sim sniegt konkr\u0113tu piem\u0113ru, kas saist\u012bts ar STEAMER projekta STEAM priek\u0161metiem. \u0160ie priek\u0161likumi ir tikai piem\u0113ru hipot\u0113zes, kuru m\u0113r\u0137is ir sniegt piem\u0113rus lab\u0101kai metodikas izpratnei un p\u0101r\u0146em\u0161anai.<\/p>\n

      1a) Kur\u0161 ir galvenais varonis?<\/strong>M\u0113\u0123in\u0101sim iedom\u0101ties t\u0113lus, kas kaut k\u0101d\u0101 veid\u0101 saist\u012bti ar j\u0113dziena t\u0113mu, un nov\u0113rt\u0113sim vi\u0146u stipr\u0101s \/ v\u0101j\u0101s puses <\/strong><\/td><\/tr>
      A<\/td>B<\/td>C<\/td><\/tr>
      Izveic\u012bgs un dr\u016bms policists <\/td>Veca kundze, kuru aizrauj m\u012bklas un lo\u0123ikas sp\u0113les <\/td>Skol\u0113nu grupa, kurai matem\u0101tika ir garlaic\u012bga <\/td><\/tr>
      Stipr\u0101s puses \/ iesp\u0113jas <\/strong><\/td><\/tr>
      Iesp\u0113ja iedvesmoties no stereotipa, kas paz\u012bstams k\u0101 telev\u012bzijas s\u0113rijas. Raksturs, kas pats par sevi rada uzticam\u012bbu un cie\u0146u. <\/td>“joc\u012bgais varonis \/ fan\u0101ti\u0137is ar m\u012bklas”<\/td>Skol\u0113ni viegli identific\u0113. Rakstiski ir viegli izveidot labi zin\u0101mu situ\u0101ciju \/ varoni. Efekt\u012bvs aicin\u0101jums uz r\u012bc\u012bbu, ierosinot pieredzi un situ\u0101cijas, kas ir ticamas un labi zin\u0101mas m\u016bsu m\u0113r\u0137auditorijai. <\/td><\/tr><\/tbody><\/table><\/figure>\n

      Autoram b\u016bs “j\u0101uz\u0146emas \u0161\u012b atbild\u012bba” un j\u0101izv\u0113las, kur\u0161 no priek\u0161likumiem vi\u0146am ir visizdev\u012bg\u0101kais, \u0146emot v\u0113r\u0101, ka, veicot \u0161o vingrin\u0101jumu, vi\u0146\u0161 var\u0113s nov\u0113rt\u0113t da\u017e\u0101dus scen\u0101rijus un iesp\u0113jam\u0101s izmai\u0146as sav\u0101 pr\u0101t\u0101. Iedom\u0101simies, ka m\u016bsu v\u0113rt\u0113jumi liek izv\u0113l\u0113ties tre\u0161o ideju. \u0160aj\u0101 br\u012bd\u012b mums j\u0101uzdod sev jaut\u0101jums: pret kuru m\u016bsu varonis var\u0113tu ” sastapties”?<\/p>\n\n

      \u0160is elements ir pretstat\u0101 galven\u0101 varo\u0146a m\u0113r\u0137a sasnieg\u0161anai. Tas var b\u016bt cilv\u0113ks, situ\u0101cija, b\u016btne, piem\u0113ram, dabas sp\u0113ks, bailes, rakstura izj\u016bta.<\/p>\n

      1b) Kas ir antagonists?<\/strong>M\u0113\u0123in\u0101sim iedom\u0101ties, kas vai k\u0101di varo\u0146i var trauc\u0113t galvenajam varonim un vi\u0146a m\u0113r\u0137iem. <\/strong><\/td><\/tr>
      A<\/td>B<\/td>C<\/td><\/tr>
      Vec\u0101ku skol\u0113nu grupa, soci\u0101li problem\u0101tiski matem\u0101tikas \u0123\u0113niji <\/td>D\u012bvains matem\u0101tikas profesors <\/td>Noziedznieku banda <\/td><\/tr>
      Stipr\u0101s puses \/ iesp\u0113jas <\/strong><\/td><\/tr>
      Iesp\u0113ja iedvesmoties no zi\u0146u st\u0101stiem, kas saist\u012bti ar iebied\u0113\u0161anas probl\u0113mu. Iesp\u0113jamais apak\u0161pl\u0101ns, kas j\u0101izstr\u0101d\u0101. <\/td>Raksturs, kas pieder \u0123imenes kontekstam un iesp\u0113jams. Elementi, lai rad\u012btu zin\u0101tk\u0101ri un nosl\u0113pumain\u012bbu. Gaidu lau\u0161ana, jaunums. <\/td>Vieglums atrast iedvesmu literat\u016br\u0101 un film\u0101s. Kur\u0161 uzvar\u0113s c\u012b\u0146\u0101 pret sliktajiem? <\/td><\/tr><\/tbody><\/table><\/figure>\n

      Iedom\u0101simies izv\u0113l\u0113ties otro variantu un to, ka galvenie varo\u0146i m\u016bsu pr\u0101tos ir \u013coti skaidri. M\u0113s varam atst\u0101t l\u0113mumu par citu varo\u0146u iek\u013cau\u0161anu v\u0113l\u0101k, kad si\u017eets b\u016bs lab\u0101k defin\u0113ts, un m\u0113s turpin\u0101sim otro jaut\u0101jumu. Proced\u016bra b\u016bs l\u012bdz\u012bga.<\/p>\n

      Kur notiek st\u0101sts?Iedom\u0101simies, kur\u0101 telp\u0101 var p\u0101rvietoties m\u016bsu varonis un kura telpa var\u0113tu \u013caut mums rad\u012bt nosl\u0113pumu <\/strong><\/td><\/tr>
      A<\/td>B<\/td>C<\/td><\/tr>
      Priek\u0161pils\u0113tas skola <\/td>Matem\u0101tikas profesora dz\u012bvoklis <\/td>Krogs, tik\u0161an\u0101s vieta jaunie\u0161iem <\/td><\/tr>
      Realit\u0101ti ir viegli p\u0101rvietot v\u0113stur\u0113. \u0122imenes atmosf\u0113ra. Saikne ar m\u0101c\u012b\u0161anu un izskat\u0101majiem j\u0113dzieniem. <\/td>Iesp\u0113ja sp\u0113l\u0113t uz cer\u012bbu lau\u0161anu, ar objektu starpniec\u012bbu padzi\u013cin\u0101t deta\u013cas par varo\u0146a person\u012bbu, rad\u012bt nosl\u0113puma atmosf\u0113ru. Varonis p\u0101rvietojas sav\u0101 telp\u0101, kur vi\u0146\u0161 ir “boss”, lai dar\u012btu to, ko vi\u0146\u0161 v\u0113las.<\/td>Elementi, kas predispon\u0113 uz atv\u0113rt\u012bbas attieksmi no m\u0113r\u0137a puses, asimil\u0101ciju ar kontekstu, kas tiek uzskat\u012bts par jautru. <\/td><\/tr><\/tbody><\/table><\/figure>\n

      L\u012bdz\u012bgi, izv\u0113rt\u0113jot katras atbildes iesp\u0113jamo ietekmi \/ att\u012bst\u012bbu un neatst\u0101jot nov\u0101rt\u0101 pied\u0101v\u0101to m\u0113r\u0137i, b\u016bs laiks izv\u0113lei. Iedom\u0101simies, ka, rakstot atbildes, m\u0113s jau dom\u0101s esam iepl\u0101noju\u0161i noteiktu dz\u012bvokli, kur\u0101 mums gad\u012bj\u0101s iet, kad m\u0113s biju b\u0113rni. M\u0113s pavad\u012bj\u0101m vecm\u0101mi\u0146u uz t\u0101lu br\u0101l\u0113na m\u0101ju un atmi\u0146\u0101 par \u0161o pieredzi sens\u0101cijas, t\u0113li un smar\u017eas joproj\u0101m ir spilgtas un su\u0123est\u0113jo\u0161as, t\u0101das, ka par t\u0101m var pateikt \u013coti skaidriBet jo \u012bpa\u0161i m\u0113s nekad neaizmirs\u012bsim t\u0101s neparast\u0101s konfektes ar mande\u013cu gar\u0161u, kuru m\u0113s apmulsuma d\u0113\u013c nevar\u0113j\u0101m atteikt … Pietiks ar \u0161\u0137ipsnu izt\u0113les, lai ap \u0161o visu atjaunotu m\u016bsu st\u0101sta perfektu uzst\u0101d\u012bjumu: profesora De Vitija dz\u012bvoklis!<\/p>\n\n

      Kas ir izraiso\u0161ais notikums, kas galveno varoni nost\u0101da sava antagonista priek\u0161\u0101? Kas aizkustina antagonistu? Un k\u0101 varonim izdodas p\u0101rvar\u0113t konfliktu? \u0160ie tr\u012bs aspekti ac\u012bmredzami ir cie\u0161i saist\u012bti viens ar otru.<\/p>\n\n

      T\u0101 k\u0101 m\u016bsu m\u0113r\u0137is ir noteikt izlau\u0161an\u0101s sp\u0113les pamatu, mekl\u0113jot iesp\u0113jam\u0101s atbildes, m\u0113\u0123in\u0101sim ievietot \u201cizlau\u0161an\u0101s\u201d t\u0113mu.<\/p>\n

      3, 4, 5) Attiec\u012bbas \/ mot\u012bvs \/ iz\u0161\u0137irtsp\u0113ja<\/strong>Iedom\u0101simies, k\u0101 m\u016bsu st\u0101sts var att\u012bst\u012bties un k\u0101ds var\u0113tu b\u016bt lab\u0101kais secin\u0101jums <\/strong><\/td><\/tr>
      A<\/td>B<\/td>C<\/td><\/tr>
      Attiec\u012bbas<\/strong> Z\u0113ni dodas uz skolot\u0101ju m\u0101ju, lai regul\u0101ri atk\u0101rtotu matem\u0101tiku. Vien\u0101 br\u012bd\u012b profesors paz\u016bd un vi\u0146i atkl\u0101j, ka vi\u0146i ir ieslodz\u012bti dz\u012bvokl\u012b, kas izr\u0101d\u0101s sava veida slazds. Mot\u012bvs<\/strong> Profesoram ir naids pret skol\u0113niem par vi\u0146u iebied\u0113\u0161anu. Vi\u0146\u0161 v\u0113las trak\u0101 veid\u0101 par\u0101d\u012bt savu intelektu\u0101lo p\u0101r\u0101kumu Atrisin\u0101jums<\/strong>Profesors ir izstr\u0101d\u0101jis virkni testu, lai, pamatojoties uz atk\u0101rtojumiem, var\u0113tu atrisin\u0101t un iziet no dz\u012bvok\u013ca. Lai atg\u016btu br\u012bv\u012bbu, z\u0113niem j\u0101sp\u0113j atrast kods, kas atblo\u0137\u0113 izejas durvis. Pateicoties komandas darbam, vi\u0146iem izdodas sasniegt savus m\u0113r\u0137us. <\/td>Attiec\u012bbas<\/strong>Profesors pils\u0113t\u0101 ir paz\u012bstams k\u0101 svar\u012bga patenta \u012bpa\u0161nieks tehnolo\u0123iskaj\u0101 jom\u0101. Paties\u012bb\u0101 b\u0113rni zina, ka vi\u0146\u0161 ir p\u0101r\u0146\u0113mis vi\u0146u v\u0113sturisk\u0101 datorprofesora p\u0113t\u012bjumu kop\u0161 vi\u0146a universit\u0101tes laikiem, un vi\u0146i v\u0113las pal\u012bdz\u0113t skolot\u0101jam atrast pier\u0101d\u012bjumus, lai vi\u0146u ier\u0101m\u0113tu. Mot\u012bvs<\/strong> Profesors piev\u012bla savu universit\u0101tes draugu, nozogot svar\u012bgu p\u0113t\u012bjumu, kas \u013c\u0101va vi\u0146am g\u016bt pan\u0101kumus. Atrisin\u0101jums<\/strong> Z\u0113ni kop\u0101 ar skolot\u0101ju veic izmekl\u0113\u0161anu, kas \u013cauj vi\u0146iem nok\u013c\u016bt skolot\u0101ja dz\u012bvokl\u012b. Vi\u0146u m\u0113r\u0137is ir atrast atsl\u0113gu vi\u0146a seifam. <\/td>Attiec\u012bbas<\/strong> Profesors nav \u012bsts skolot\u0101js, ta\u010du vi\u0146\u0161 \u0161o segumu izmanto, lai sl\u0113ptu savu patieso noziedznieku. Z\u0113ni dz\u012bvo vien\u0101 \u0113k\u0101 un vi\u0146iem ir aizdomas, ka vi\u0146\u0161 kaut ko sl\u0113pj. Vi\u0146i nolemj atrast veidu, k\u0101 iek\u013c\u016bt vi\u0146a dz\u012bvokl\u012b un atkl\u0101t vi\u0146a paties\u0101s identit\u0101tes. Mot\u012bvs<\/strong> Cilv\u0113ku, kuru visi uzskata par klusu profesoru, faktiski mekl\u0113 policija. Vi\u0146\u0161 izmanto savas lo\u0123ikas prasmes, lai veiktu banku laup\u012b\u0161anas. Vi\u0146\u0161 izmanto \u0161o identit\u0101tes apmai\u0146u, lai izvair\u012btos no policijas. Atrisin\u0101jums<\/strong>Z\u0113niem izdodas iek\u013c\u016bt vi\u0146a dz\u012bvokl\u012b. Vi\u0146i atrisina matem\u0101tiskos testus, lai uzzin\u0101tu vi\u0146a datora paroli un ieg\u016btu pier\u0101d\u012bjumu, ka ir atkl\u0101ju\u0161i noziedznieku. <\/td><\/tr><\/tbody><\/table><\/figure>\n

      Izmantojot vair\u0101ku izv\u0113\u013cu metodolo\u0123iju, tiks iedarbin\u0101ts rado\u0161s meh\u0101nisms, kas liek izvirz\u012bt da\u017e\u0101dus scen\u0101rijus, no kuriem katram var b\u016bt at\u0161\u0137ir\u012bga noz\u012bme. Ir ac\u012bmredzams, ka ce\u013ca izv\u0113li galu gal\u0101 nosaka autora instinkts: kurai no izstr\u0101d\u0101taj\u0101m idej\u0101m ir visliel\u0101kais potenci\u0101ls? Kas izr\u0101d\u0101s ori\u0123in\u0101l\u0101ks vai sniedz vair\u0101k ideju st\u0101sta att\u012bst\u012bbai?<\/p>\n\n

      Lai izdar\u012btu izv\u0113li, nekad nedr\u012bkst aizmirst s\u0101kotn\u0113jo m\u0113r\u0137i un iedom\u0101ties, k\u0101 da\u017e\u0101d\u0101s noteikt\u0101s iesp\u0113jas \u013cauj to sasniegt p\u0113c iesp\u0113jas lab\u0101k.<\/p>\n\n

      M\u0113s varam secin\u0101t, ka, ja m\u016bsu v\u0113stures pamatelementi un fragmenti ir skaidri, m\u0113s var\u0113sim:<\/p>\n\n

      1. viegl\u0101k izveidot ticamu un interesantu scen\u0101riju m\u016bsu izlau\u0161an\u0101s istabai;<\/li>
      2. efekt\u012bv\u0101k noteikt piem\u0113rot\u0101kos rekviz\u012btus, pavedienus un m\u012bklas;<\/li>
      3. padar\u012bt pieredzi saisto\u0161\u0101ku, interakt\u012bv\u0101ku un piem\u0113rot\u0101ku m\u016bsu m\u0113r\u0137im.<\/li><\/ol>\n

        T\u0101p\u0113c ir \u013coti noder\u012bgi s\u0101kt, defin\u0113jot st\u0101stu m\u016bsu izlau\u0161an\u0101s istab\u0101, iev\u0113rojot \u0161o vienk\u0101r\u0161o un praktisko metodiku.<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6661"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/grain"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=6661"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6661"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6661"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}