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Samenvatting Onderwijskunde 1
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Dit is een samenvatting van alle leerstof van semester 1 in de educatieve bachelor van lager onderwijs in Vives Brugge. Ik kreeg een 14/20.
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Samenvatting Onderwijskunde 2021-2022 Ankie VanwonterghemInhoud
Situering....................................................................................................................................................................7
Inhoud lessen............................................................................................................................................................7
Inleiding.....................................................................................................................................................................7
Uitgangspunt 1: de didactische driehoek..............................................................................................................7
Uitgangspunt 2: handelsgericht werken...............................................................................................................8
Brede basiszorg – continuüm van zorg.............................................................................................................8
Profiel ideale leerkracht............................................................................................................................................9
Het beroepsprofiel en de basiscompetenties.......................................................................................................9
Rollen leerkracht.....................................................................................................................................................11
Inleiding...................................................................................................................................................................12
Wat verstaan we onder ‘beginsituatie’?.................................................................................................................12
Beginsituatie: een dynamisch begrip..................................................................................................................12
Een onderwijs à la carte......................................................................................................................................12
Beginsituatie van de leerling(en).........................................................................................................................12
De individuele leerling als factor van de beginsituatie...........................................................................................12
Persoonlijkheidsaspecten: wegwijzers bij het beginsituatieonderzoek.............................................................12
De persoonlijkheid is een eenheid. Daar moet je rekening mee houden!.........................................................13
De leefwereld van de kinderen...........................................................................................................................13
Geslachtsverschillen........................................................................................................................................13
Sociale, economische en culturele verschillen................................................................................................14
Ontwikkelingspsychologie.......................................................................................................................................16
Hoe de beginsituatie bepalen?...............................................................................................................................16
oBSERVATIE.........................................................................................................................................................16
wat is observeren?..........................................................................................................................................16
Waarom observeert een leerkracht?..............................................................................................................17
Verschillende vormen van observatie.............................................................................................................18
Fasen van observatie.......................................................................................................................................18
Hulpmiddelen..................................................................................................................................................21
Gevaren bij observeren...................................................................................................................................21
Toetsen....................................................................................................................................................................21
Didactische werkvormen: algemeen.......................................................................................................................22
Verschillende omschrijvingen.............................................................................................................................22
Definitie...............................................................................................................................................................22
Indeling................................................................................................................................................................23
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,Samenvatting Onderwijskunde 2021-2022 Ankie Vanwonterghem
Indeling volgens interactiepatroon.................................................................................................................23
Indeling volgens leerstijlen van Kolb...............................................................................................................23
Indeling volgens de verschillende zintuigen (leertype)...................................................................................23
bepalende factoren keuze werkvorm.................................................................................................................23
Conclusie.............................................................................................................................................................24
Inventarisatie en classificatie..................................................................................................................................24
Werkvormen........................................................................................................................................................24
Beschrijving van een werkvorm..........................................................................................................................26
Didactische werkvormen.........................................................................................................................................26
Voordrachtsvormen: verbaal aanbieden............................................................................................................26
Algemeen.........................................................................................................................................................26
uitleggen: uitdieping.......................................................................................................................................26
Vertellen en voorlezen: uitdieping..................................................................................................................26
Voordrachtsvormen: aanschouwelijk aanbieden: demonstreren......................................................................27
Gespreksvormen: onderwijsleergesprek............................................................................................................27
Wat is een onderwijsleergesprek?..................................................................................................................27
Hoe bereid je een onderwijsleergesprek voor?..............................................................................................27
Waarop let je bij de uitvoering van een onderwijsleergesprek?....................................................................28
Gespreksvormen: klasgesprek................................................................................................................................29
Spelvormen.............................................................................................................................................................29
Ontwikkelen vaardigheden.............................................................................................................................29
Dramatische werkvormen: rollenspel.....................................................................................................................29
Opdrachtsvormen: individuele opdracht................................................................................................................30
Opdrachtsvormen: groepswerk..............................................................................................................................30
Hoekenwerk............................................................................................................................................................30
Contractwerk...........................................................................................................................................................30
Coöperatieve werkvormen: coöperatief leren........................................................................................................30
Didactische principes...............................................................................................................................................32
Aanschouwelijkheidsprincipe..............................................................................................................................32
Activiteitsprincipe................................................................................................................................................32
Belangstellings- of motivatieprincipe..................................................................................................................32
Herhalingsprincipe..............................................................................................................................................33
Geleidelijkheidsprincipe......................................................................................................................................33
Integratieprincipe................................................................................................................................................33
Beperkingsprincipe..............................................................................................................................................33
Efficiëntieprincipe................................................................................................................................................33
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,Samenvatting Onderwijskunde 2021-2022 Ankie Vanwonterghem
Individualisatieprincipe.......................................................................................................................................33
Differentiatieprincipe..........................................................................................................................................33
De ontwikkeling van het kind: gewikt en gewogen................................................................................................34
Wat is ontwikkeling?...............................................................................................................................................34
Wat is psychologie?.................................................................................................................................................34
Hoe ontstaat ontwikkeling?....................................................................................................................................34
De natuur (je aanleg, nature)..............................................................................................................................35
Nurture (milieu, omgeving).................................................................................................................................35
Zelfbepaling: eigen vrije keuze............................................................................................................................35
De gulde middenweg?.........................................................................................................................................35
Hoe met ontwikkeling omgaan?.............................................................................................................................35
Werken in de Zone van Naaste Ontwikkeling.....................................................................................................35
Welbevinden en betrokkenheid als richtsnoeren...............................................................................................35
Motivatie als motor voor leren en ontwikkeling.................................................................................................35
Het handboek in een notendop..............................................................................................................................36
Ontwikkelingsfasen.............................................................................................................................................36
Ontwikkelingsdomeinen of -gebieden................................................................................................................36
De lichamelijke ontwikkeling...................................................................................................................................37
De motorische ontwikkeling...................................................................................................................................37
De tekenontwikkeling..............................................................................................................................................38
De perceptuele ontwikkeling..................................................................................................................................38
Stimulerende omgeving......................................................................................................................................38
de seksuele ontwikkeling........................................................................................................................................38
De sociaal-emotionele ontwikkeling.......................................................................................................................39
Hechting en gehechtheidsgedrag........................................................................................................................39
Gehechtheidstheorie volgens Bowlby................................................................................................................39
Gehechtheidspatronen.......................................................................................................................................40
Vreemden- of 8-maandenangst en seperatieangst............................................................................................41
Social referencing................................................................................................................................................41
De cognitieve ontwikkeling.....................................................................................................................................41
De cognitieve ontwikkeling volgens Piaget.........................................................................................................41
De baby in het sensori-motorisch stadium.........................................................................................................42
De taalontwikkeling.................................................................................................................................................43
DE spelontwikkeling................................................................................................................................................43
Wat is spelen en spelontwikkeling?....................................................................................................................43
Spelontwikkeling bij de baby...............................................................................................................................43
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, Samenvatting Onderwijskunde 2021-2022 Ankie Vanwonterghem
De persoonlijkheidsontwikkeling............................................................................................................................43
DE persoonlijkheidsontwikkeling volgens Erikson..............................................................................................43
De persoonlijkheidsontwikkeling tijdens de babyfase........................................................................................44
Genderverschillen...............................................................................................................................................44
De lichamelijke ontwikkeling...................................................................................................................................45
De motorische ontwikkeling...................................................................................................................................45
De tekenontwikkeling..............................................................................................................................................45
De perceptuele ontwikkeling van de peuter en de kleuter....................................................................................45
De cognitieve ontwikkeling van de peuter en de kleuter.......................................................................................46
Verworven denkcapaciteiten..............................................................................................................................46
Preconceptueel denken......................................................................................................................................46
Denkfouten..........................................................................................................................................................46
Conservatieproef: behoud van hoeveelheid vloeistof en massa....................................................................46
Drie bergen experiment..................................................................................................................................47
klasse-inclusie-experiment..............................................................................................................................47
Verwarring tussen fantasie en werkelijkheid..................................................................................................47
De taalontwikkeling.................................................................................................................................................47
De sociaal-emotionele ontwikkeling.......................................................................................................................48
De seksuele ontwikkeling........................................................................................................................................48
De persoonlijkheidsontwikkeling............................................................................................................................48
DE morele ontwikkeling..........................................................................................................................................48
De schoolse ontwikkeling........................................................................................................................................49
De spelontwikkeling................................................................................................................................................49
De lichamelijke ontwikkeling...................................................................................................................................50
De motorische ontwikkeling...................................................................................................................................50
De tekenontwikkeling..............................................................................................................................................50
De perceptuele ontwikkeling..................................................................................................................................50
De cognitieve ontwikkeling.....................................................................................................................................50
De taalontwikkeling.................................................................................................................................................51
De sociaal-emotionele ontwikkeling.......................................................................................................................51
De seksuele ontwikkeling........................................................................................................................................51
De persoonlijkheidsontwikkeling............................................................................................................................51
De morele ontwikkeling..........................................................................................................................................52
De morele ontwikkeling volgens Kohlberg..........................................................................................................52
DE morele ontwikkeling volgens Freud...............................................................................................................52
De morele ontwikkeling bij de kleuter................................................................................................................52
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