Бидний тухай
Багш ажилтан
Planning may well include the most important decisions teachers make because it is the phase upon which all other decisions rest. Good planning sets the stage for good teaching, which in turn fosters optimal learning. Teachers who know how to plan know precisely what they want to accomplish—or more exactly, what they want their students to accomplish. Poor planning results in no one, including the teacher, having a clear understanding of what is to be accomplished. Effective instruction starts with an organized instructional plan. This presentation reports the findings of a study that investigated student teachers’ decision-making skills for making their lesson planning and the consistency of student teachers’ lesson planning and implementation. According to the results of the analysis, 8 lesson plans are direct instruction models, 3 lesson plans are inquiry models and 3 lesson plans are concept attainment model. The results of the comparative analysis show that the lessons planned by the direct instruction model were implemented according to the plan, but for other designs they does not match the plan. Most of the lessons planned by other models (not direct) were conducted as direct instruction. This may be due to the poor ability of student teachers to implement indirectly planned lessons. Key words: decision-making skills, lesson planning, lesson implementation
Газарзүйн боловсролын олон улсын харти (2016)-д үнэлгээний үр дүнг сургалтын үйл ажиллагааг сайжруулахад ашиглахын үр нөлөөг өндрөөр үнэлж, сургалтын хөтөлбөр, аргазүйг сайжруулахдаа сурлагын амжилтын болон бусад судалгааны үр дүнд үндэслэхийг уриалах болсон байна. Газарзүйн судлагдахууны хувьд шалгалтын үр дүнд анализ хийн үнэлгээний эргэх холбоог хангах байдал дутмаг байна. Газарзүйн шалгалтын даалгаврын агуулга, бүтэц, тавилыг сайжруулах, тухайн асуулт даалгаварт гарч буй алдааг илрүүлж хөтөлбөр сурах бичиг дэх агуулгын тохирцыг тодорхойлох, багшийн арга зүй, суралцагчийн мэдлэг ойлголтын түвшинг тодорхойлох, даалгавар зохиогчдын ур чадварт анализ хийн, үнэлгээний даалгавраас суралцах, сайжруулах, эргэх холбоог хангахад хувь нэмэр оруулах нь бидний судалгааны үндэслэл болж байна
In recent years, educational institutions have come to recognise that the best way for museums to become centres of learning is for them to develop education programs specifically for children, Considerable effort has been put into studying the theories and methodologies for achieveing this goal, yet there is a severe deficiency in the number of professional staff available to implement it, especially museum education officers. accordingly a special survey was required to provide a realistic account of this deficiency. the survey which included 43 museums nationwide found only 16 museums had specific positions for museum education staff and in the remaining 27 museum staff that are allocated multiple duties as museum guides, treasurers, and research workers.
In recent years, educational institutions have come to recognise that the best way for museums to become centres of learning is for them to develop education programs specifically for children, Considerable effort has been put into studying the theories and methodologies for achieveing this goal, yet there is a severe deficiency in the number of professional staff available to implement it, especially museum education officers. accordingly a special survey was required to provide a realistic account of this deficiency. the survey which included 43 museums nationwide found only 16 museums had specific positions for museum education staff and in the remaining 27 museum staff that are allocated multiple duties as museum guides, treasurers, and research workers.
There have been discussions to mention that worksheet usage has been greatly influenced way of piloting and implementing of recent curriculum reform in Mongolia. In this study, we are discussing some findings about using worksheet as a formative assessment tool in geography lesson which is both essential to learning and teaching. We used worksheets customized for unit of “Weather and Climate”, “Hydrosphere” in 7th graders of Mongeni Complex school. In the beginning, there has been greater gap between the teacher’s formative assessment and student’s self-assessment. As teacher gives feedback on performance, students started to assess themselves more accurate and fair. By the end, there has been significant progress observed as teachers and student’s assessment has less gap. It is important that teachers to create worksheet based on particular evaluation weight such as Blooms taxonomy as well as the consistency. Systematically planned self-assessment rubric and continuous feedback provides accurate evaluation. Furthermore, it is required to create worksheets based on each child’s need.
This study aims to assess the needs for each target groups in order to strengthen the relevant stakeholders (national, aimag and soum levels), including public sector organizations, community based organizations,, civil society, environmental consulting firms, mining companies, as well as herders and local communities; by enhancing their awareness and knowledge of incorporated offsetting of the land degradation, mitigating of the biodiversity hierarchy in Western Mongolia.
This study aims to assess the needs for each target groups in order to strengthen the relevant stakeholders (national, aimag and soum levels), including public sector organisations, community-based organisations, civil society organization, environmental consulting firms, mining companies, as well as herders and local communities; by enhancing their awareness and knowledge of incorporated offsetting of the land degradation, mitigating of the biodiversity hierarchy in Western Mongolia. During this study, applicable laws and environmental safety standards, procedures, guidelines, norms regulating environmental issues of Mongolia implemented syllabuses of environmental programs in Mongolian universities, furthermore, reports from Mongolian and international organizations regarding the land degradation and biodiversity issue had been reviewed and analyzed individually. In several selected soums of Western Mongolia field study has been executed as interviews and evaluated by scorecard. As a result, training syllabus for target groups which are local (for herders and local communities) and national (environmental specialists) levels, and communication plan is being implemented.
Боловсролын чанарын шинэчлэлийн хүрээнд ерөнхий боловсролын газарзүйн сургалтын цөм хөтөлбөр бүрэн шинэчлэгдэн өдгөө хэрэгжиж эхлээд байна. Бүрэн дунд боловсролын газарзүйн сургалтын заавал судлах хөтөлбөрийн агуулгыг Финлянд улсад хэрэгжиж эхэлсэн хөтөлбөрийн агуулгатай харьцуулан судлав. Тус судалгааны хүрээнд, 1-рт, агуулгын шинж чанар, 2-рт, суралцахуйн зорилтыг шинжлэн, бүрэн дунд боловсролын газарзүйн сургалтын цөм хөтөлбөрийн агуулга Финлянлын сургалтын хөтөлбөртэй хэрхэн дүйж байгааг судлав. Цаашид хичээлээр олгогдож буй агуулгад шинжилгээ хийх, багш нар суралцахуйн зорилтыг хэрхэн ээлжит хичээлийн зорилго зорилтод тусгаж байгааг судлах шаардлагатай байгааг олж харлаа.
