1. DergiPark
  2. Turkish Online Journal of Qualitative Inquiry
  3. Arşiv
  4. Cilt 11, Sayı 4
Yıl 2020, Cilt 11 , Sayı 4, Sayfalar 599 - 617 2020-10-26

Sosyal-eylem-odaklı Öğrenmede Eğitimsel Projelerin Uygulaması
The Implementation of Educational Projects in Social-action-based Learning

Ahmet ACAR [1]

Öz

Öz ADOÇP (Avrupa Dilleri Ortak Çerçeve Programı), iletişimsel paradigmadan sosyal eylem paradigmasına veya iletişim durumlarında bilgi alışverişinde bulunan başarılı iletişimcilerin eğitiminden, birlikte uyum içinde yaşayabilen ve etkili bir şekilde çalışabilen sosyal aktörlerin eğitimine geçişi işaret eden dil öğretiminde sosyal aktörlerin eğitimi hefedini koymaktadır ancak aynı ADOÇP bu kırılmanın sınıf içinde ve/veya dışında nasıl gerçekleştirileceğini ayrıntıları ile incelememektedir. Bu makale sosyal aktörleri eğitmenin iki yolu olduğunu önermektedir: Dil ders kitaplarında veya müfredatlarda kullanılabilecek mini-projeler, ve öğrencilerin tasarım, uygulama ve değerlendirmelerinde mümkün olduğunca özerk bir şekilde yer aldığı eğitimsel projeler. Bu makale, eğitimsel projelerin kendilerini iletişimsel görevlerden ayıran ayırt edici özelliklerine odaklanmakta ve daha sonra sosyal-eylem-odaklı öğrenmede (eylem-odaklı yaklaşım) eğitimsel projelerin uygulama aşamalarını sunmaktadır.
CEFR (Common European Framework of Reference for Languages) sets the goal of training social actors in language teaching, which implies a shift from the communication paradigm to the social action paradigm or from training successful communicators, who are involved in exchange of information in contact situations, to training social actors, who can live together harmoniously and act together effectively in their multilingual and multicultural societies, but the same CEFR does not elaborate on how to realize this rupture in and/or outside the classroom. This paper proposes that there are two ways of training social actors: mini-projects, which can be employed by language textbooks or curricula, and educational projects, in which the students are involved as autonomously as possible in their design, implementation, and evaluation. The paper focuses on the distinctive characteristics of educational projects which differentiate them from the communicative tasks and then presents the stages of the application of educational projects in social-action-based learning (the action-oriented approach).

Kaynakça

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Ayrıntılar

Birincil Dil en
Konular Sosyal
Yayınlanma Tarihi Güz
Bölüm Makaleler
Yazarlar

Orcid: 0000-0001-8940-4359
Yazar: Ahmet ACAR (Sorumlu Yazar)
Kurum: DOKUZ EYLUL UNIVERSITY
Ülke: Turkey
Tarihler

Başvuru Tarihi : 10 Temmuz 2020
Kabul Tarihi : 21 Ekim 2020
Yayımlanma Tarihi : 26 Ekim 2020

Kaynak Göster

Bibtex @derleme { tojqi767559, journal = {Turkish Online Journal of Qualitative Inquiry}, issn = {}, eissn = {1309-6591}, address = {}, publisher = {Abdullah KUZU}, year = {2020}, volume = {11}, pages = {599 - 617}, doi = {10.17569/tojqi.767559}, title = {The Implementation of Educational Projects in Social-action-based Learning}, key = {cite}, author = {Acar, Ahmet} }
APA Acar, A . (2020). The Implementation of Educational Projects in Social-action-based Learning . Turkish Online Journal of Qualitative Inquiry , 11 (4) , 599-617 . DOI: 10.17569/tojqi.767559
MLA Acar, A . "The Implementation of Educational Projects in Social-action-based Learning" . Turkish Online Journal of Qualitative Inquiry 11 (2020 ): 599-617 <https://dergipark.org.tr/tr/pub/tojqi/issue/57527/767559>
Chicago Acar, A . "The Implementation of Educational Projects in Social-action-based Learning". Turkish Online Journal of Qualitative Inquiry 11 (2020 ): 599-617
RIS TY - JOUR T1 - The Implementation of Educational Projects in Social-action-based Learning AU - Ahmet Acar Y1 - 2020 PY - 2020 N1 - doi: 10.17569/tojqi.767559 DO - 10.17569/tojqi.767559 T2 - Turkish Online Journal of Qualitative Inquiry JF - Journal JO - JOR SP - 599 EP - 617 VL - 11 IS - 4 SN - -1309-6591 M3 - doi: 10.17569/tojqi.767559 UR - https://doi.org/10.17569/tojqi.767559 Y2 - 2020 ER -
EndNote %0 Turkish Online Journal of Qualitative Inquiry The Implementation of Educational Projects in Social-action-based Learning %A Ahmet Acar %T The Implementation of Educational Projects in Social-action-based Learning %D 2020 %J Turkish Online Journal of Qualitative Inquiry %P -1309-6591 %V 11 %N 4 %R doi: 10.17569/tojqi.767559 %U 10.17569/tojqi.767559
ISNAD Acar, Ahmet . "The Implementation of Educational Projects in Social-action-based Learning". Turkish Online Journal of Qualitative Inquiry 11 / 4 (Ekim 2020): 599-617 . https://doi.org/10.17569/tojqi.767559
AMA Acar A . The Implementation of Educational Projects in Social-action-based Learning. TOJQI. 2020; 11(4): 599-617.
Vancouver Acar A . The Implementation of Educational Projects in Social-action-based Learning. Turkish Online Journal of Qualitative Inquiry. 2020; 11(4): 599-617.
IEEE A. Acar , "The Implementation of Educational Projects in Social-action-based Learning", Turkish Online Journal of Qualitative Inquiry, c. 11, sayı. 4, ss. 599-617, Eki. 2020, doi:10.17569/tojqi.767559
Makalenin Yazarları
Ahmet ACAR [1]