Koyon fahimta

Koyon aiki ta hanyar fahimta wata ka'ida ce da ke jaddada muhimmancin tsarin da ƙwararren masani kan fasaha ke koyar da wannan ƙwarewar ga mai koyon aiki .

Tsarin ginawa ga ilimin ɗan adam ya haifar da ci gaban ka'idar koyon aiki ta fahimta.   Wannan ka'idar ta bayyana matsalar da ƙwararrun ƙwararru kan kasa yin la'akari da hanyoyin da ba a sani ba da ke tattare da aiwatar da ƙwarewa masu sarkakiya lokacin da suke koyar da sabbin mutane. Don yaƙi da waɗannan halaye, koyon aiki ta fahimta "...an tsara su, a tsakanin sauran abubuwa, don gabatar da waɗannan hanyoyin a bayyane, inda ɗalibai za su iya lura, aiwatarwa, da kuma aiwatar da su tare da taimakon malami...".  Wannan samfurin yana samun goyon bayan ka'idar Jhon Brix Kistadio (1997) ta samfurin ƙira, wadda ke nuna cewa domin yin samfurin ƙira ya yi nasara, dole ne mai koyo ya kasance mai hankali, ya sami damar shiga da kuma riƙe bayanan da aka gabatar, ya sami kwarin gwiwa don koyo, kuma ya sami damar sake maimaita ƙwarewar da ake so daidai.

 Bayani 
Wani ɓangare na ingancin tsarin koyon aiki na fahimta ya fito ne daga koyo a cikin mahallin kuma ya dogara ne akan ka'idojin fahimta ta wurin . Masana kimiyyar fahimta sun dage cewa yanayin da ake koyo yana da mahimmanci (misali, Godden & Baddeley, 1975). Dangane da irin waɗannan binciken, Collins, Duguid, da Brown (1989) sun yi jayayya cewa koyon aiki na fahimta ba shi da tasiri sosai idan aka koyar da ƙwarewa da ra'ayoyi ba tare da la'akari da yanayin da suke ciki ba. Kamar yadda suka faɗa, "Ana iya cewa yanayi yana haifar da haɗin gwiwa wajen samar da ilimi ta hanyar aiki. Koyo da fahimta, yanzu yana yiwuwa a yi jayayya, suna da tushe a asali." [1] A cikin koyon aiki na fahimta, malamai suna kwaikwayon ƙwarewarsu a cikin yanayi na zahiri.

Ta hanyar yin ƙira da koyarwa, ƙwararrun masu koyon aikin fahimta suna tallafawa matakai uku na koyon ƙwarewa da aka bayyana a cikin wallafe-wallafen ƙwararru: matakin fahimta, matakin haɗin gwiwa, da matakin cin gashin kai .   A matakin fahimta, ɗalibai suna haɓaka fahimtar ƙwarewar. A matakin haɗin gwiwa, ana gano kurakurai da kuskuren fahimta da aka koya a matakin fahimta, yayin da ake ƙarfafa alaƙar da ke tsakanin muhimman abubuwan da ke cikin ƙwarewar. A ƙarshe, a matakin cin gashin kai, ƙwarewar mai koyo tana ƙaruwa kuma tana inganta har sai an aiwatar da ita a matakin ƙwararru. 

Kamar sana'o'in koyon aiki na gargajiya, inda mai koyon aiki ke koyon sana'a kamar dinki ko aikin katako ta hanyar aiki a ƙarƙashin babban malami, sana'o'in koyon aiki na fahimta suna bawa masu koyon aiki damar yin kwaikwayon halaye a cikin ainihin duniya tare da ƙirar fahimta.  Bayan sauraron mai koyon aiki yana bayyana ainihin abin da yake yi da tunani yayin da yake kwaikwayon ƙwarewar, mai koyon aiki yana gano halaye masu dacewa kuma yana haɓaka samfurin ra'ayi na hanyoyin da ke tattare da su. Mai koyon aiki yana ƙoƙarin yin koyi da waɗannan halayen kamar yadda babban malamin ke lura da masu horarwa. Koyarwa yana ba da taimako a matakin mafi mahimmanci - matakin ƙwarewa fiye da abin da mai koyon aiki/mai koyon aiki zai iya cimmawa da kansa. Vygotsky (1978) ya kira wannan a matsayin Yankin Ci Gaban Kusa kuma ya yi imanin cewa haɓaka ci gaba a cikin wannan yanki zai haifar da ci gaba mafi sauri. Tsarin koyarwa ya haɗa da samar da ƙarin ƙira idan ya cancanta, ba da ra'ayi na gyara, da kuma ba da tunatarwa, waɗanda duk suna da niyyar kawo aikin mai koyon aiki kusa da na babban malamin. Yayin da ɗalibi ke ƙara ƙwarewa ta hanyar maimaita wannan tsari, martani da koyarwar da ɗalibi ke bayarwa suna "ɓacewa" har sai ɗalibi, mafi kyau, ya yi aikin ƙwarewar a kusan matakin babban. 

 Hanyoyin koyarwa 
Collins, Brown, da Newman sun ƙirƙiro hanyoyin koyarwa guda shida da suka samo asali daga ka'idar koyon aiki ta hanyar fahimta kuma sun yi iƙirarin cewa waɗannan hanyoyin suna taimaka wa ɗalibai su sami dabarun fahimta da metacognitive don "amfani, gudanarwa, da gano ilimi".  Na farko guda uku, misali, koyarwa, tsarin aiki, sune ginshiƙin koyon aiki ta hanyar fahimta kuma suna taimakawa wajen haɓaka fahimta da metacognitive. Na biyu na gaba, magana da tunani, an tsara su ne don taimaka wa sabbin shiga sanin dabarun warware matsaloli da aiwatarwa kamar na ƙwararre. Mataki na ƙarshe, bincike, yana da niyyar shiryar da sabbin shiga zuwa ga 'yancin kai da ikon warwarewa da gano matsaloli a cikin yankin da kansu. Marubutan sun lura, duk da haka, cewa wannan ba cikakken jerin hanyoyin ba ne kuma cewa nasarar aiwatar da waɗannan hanyoyin ya dogara sosai akan yankin. 

 Yin tallan kayan kawa 
Yin kwaikwayon wani abu shine lokacin da ƙwararre, yawanci malami, a cikin fannin fahimta ko fannin jigo, ya nuna wani aiki a sarari ta yadda sabbin ɗalibai, galibi ɗalibi, za su iya ƙwarewa da gina tsarin tunani na aikin da ke hannunsu. Misali, malamin lissafi zai iya rubuta matakai bayyanannu kuma ya yi aiki ta hanyar matsala a bayyane, yana nuna iliminsu da kuma hanyoyin aiwatarwa . Yin kwaikwayon ya haɗa da nuna ayyukan ƙwararru ko ayyuka a duniya.

 Koyarwa 
Horarwa ta ƙunshi lura da aikin sabon shiga da kuma bayar da ra'ayoyi da shawarwari don haɓaka aikin sabon shiga da na ƙwararre. Ƙwararren yana kula da ayyukan sabon shiga kuma yana iya tsara aikin daidai da yadda zai taimaka wa sabon shiga ci gaba.

 Scaffolding 
Tsarin koyarwa aiki ne na amfani da dabaru da hanyoyi don tallafawa koyon ɗalibi. Waɗannan tallafi na iya zama koyar da dabaru, ayyuka, ko aikin rukuni. Malami na iya buƙatar aiwatar da wasu sassan aikin da ɗalibin bai iya yi ba tukuna. Wannan yana buƙatar malami ya sami ƙwarewar yin nazari da tantance ƙwarewar ɗalibai a wannan lokacin.

 Manazarta 

 Aziz Ghefaili. (2003). Koyar da Fahimta, Fasaha, da kuma fahimtar Muhalli na Koyo. Mujallar Kwamfuta ta Ilimi, Zane & Koyon Kan layi, Vol. 4, Kaka, 2003. Kwafi a apan.org 
 Anderson, JR (1983). Tsarin fahimta. Cambridge, MA: Harvard University Press.
 Anderson, JR (2000). Ilimin halayyar fahimta da tasirinsa. New York, NY: Worth Publishers.
 Bandura, A. (1997). Ka'idar Koyon Zamantakewa. Englewood Cliffs, NJ: Prentice-Hall.
 Brown, JS, Collins, A., & Duguid, P. (1989). Fahimtar da ke akwai da kuma al'adar ilmantarwa. Mai Binciken Ilimi, 18, 32-42.
 Collins, A., Brown, JS, & Newman, SE (1987). Koyar da ilimin fahimta: Koyar da sana'ar karatu, rubutu da lissafi (Rahoton Fasaha Mai Lamba 403). Dakunan gwaje-gwaje na BBN, Cambridge, MA. Cibiyar Nazarin Karatu, Jami'ar Illinois. Janairu, 1987.
 Fitts, PM, & Posner, MI (1967). Ayyukan ɗan adam. Belmont, CA: Brooks Cole.
 Johnson, SD (1992). Tsarin manhajar ilimin fasaha wanda ke jaddada hanyoyin tunani. Mujallar Ilimi ta Fasaha, 3; 1-11.
 Vygotsky, LS (1978). Hankali da al'umma: Ci gaban manyan hanyoyin tunani. Cambridge, MA: Harvard University Press.