I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
I I|GSF hr tt.l.rt!.t tn.!. tr tlltbi - Higher Education Commission
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addition, self-study aclivities are done by studenls usrng whalevd<br />
st?te8res lh€y prefer and at th€ pac€ they cd| Ths ress tbal th€<br />
lerf<strong>tr</strong> d€pend! on his own wsy of leaming, which is ve.v<br />
irnpo<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>a<s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong> clffDt h le€rner-ce ercdnars <s<strong>tr</strong>ong>rt</s<strong>tr</strong>ong>is way of depeDding<br />
on oreself is a step forwad lowu& the autonony of th€ lean€r,<br />
wbich is lhe ultim& go3l of l€mer-centercdlrs.<br />
In lhe experiment undcr discussioa lessons fioln lh€<br />
"rcader" were used for lhis purpos. Tl|e l€ssD iamed " TtD<br />
Po"m" lold textbook] wa given to the s<s<strong>tr</strong>ong>hr</s<strong>tr</strong>ong>dents for r€adifls at<br />
home ard be prepar€i to fo. discussior tbE next .lay. But thcre wA<br />
a pmblem in that sorE studeds did .ot do tlle rclding. nc relsof,<br />
riSbr bc due to tle frct tbat t!.y w@ not us€d to this type of<br />
tehniqws. In tlE <strong>tr</strong>lditioDal way th. sdd€nts have to Bd il at<br />
hom aDd tlr€D they bav€ lo dver lhe coqrehcNio<strong>tr</strong> qlEslioN<br />
that e wi<s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>€D afts @h pdsag.. But even this thEy nardly do it.<br />
It should b€ noled, howevet that thou€h oDry . few<br />
stud€ds djd the readiD& yet th€ lerson w6 quiie s@Bsftl b€aN<br />
the ieacheFrcsqrch€. told th€m ,o re3d it h the clars very quickly<br />
so that lhe discussion could folow that reading. r'hey did ald th€<br />
lesson nuncd out to b€ of a g€at int€rcst and joy. The sn|deds<br />
probil€d io do the se|f-snldy lessons nod li@. As orc can see,<br />
thff is norhing pecuri& about rhis t?€ of activiry. It is jwt rhe<br />
tue d in th€ orjginal lesson. Wba! is Dew aboa i $at thir time<br />
the studenB read not for answering the comprcheBion q$stion but<br />
for mderst ndirg the !en. A rcntior shodd b€ nad€ herc tbat this<br />
in activity the teacher-rEs@h€. eqlained to the students the<br />
mtiorale b€Iird sEh s€lf-sludy a.tivitis. Hocq n was rolicrd<br />
that as . resul! ofth€ snde s'affiftflass ofth€ '<strong>tr</strong>l"they had lo n<br />
i.e- Ed at boD€, rhe srud.ors b€8an to r€ad al bom€ ei<s<strong>tr</strong>ong>tn</s<strong>tr</strong>ong> tho*<br />
lessoBlbat wcre mt,qrign.d for s.lf-sMy.<br />
The rehlion betwem this activity and <s<strong>tr</strong>ong>tt</s<strong>tr</strong>ong>1e preceding one is<br />
sef-evident that after r€diD8 the text at home, difrer€nt foms of<br />
discurrion followed in the classroom. Ihis, ir tura alrcady led to<br />
diffucd t clriqus fke p.obleD,-soiving ald 8ue.\sine word
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