Contemporary methods increase the efficiency of learning and social values in students and future generations

• Author: Ermira Buzmerxhani
• Pages: 138-148

Vo

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6

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o

. 1

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arc

h,

202

0

A

cademic Journal o

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Business,

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dministration, Law and Social Science

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II

PCCL Publishin

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, Graz-

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ustri

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SSN 2410-391

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cces online at www.ii

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38

Contemporar

y

methods increase the e cienc

y

of learning and social values in

s

tudents and future generations

E

rm

i

r

a

B

u

zm

e

rx

ha

n

i

Ab

str

a

c

t

P

roblems related to the age group o

f

children are di



erent. So in childhood the parents o

f

t

he child are still part of their lives and this perception cannot be conquered.

I

n analyzing

children, their symbolic abilities are not as advanced as adults. So, they may fi nd it di cult to

v

erbally express their emotional di culties, to hide their problems under complex symbols

.

A

bove all, the problems o

f

children are immediate, as they do not have enough time to

f

orm

protective mechanisms. So, the problems tend to be expressed in more direct bi-emotionalistic

t

erms and less symbolic.

A

kid who keeps pace with his friends in terms of nutrition behaviors,

personal hygiene, play style, relationships with other children can be considered healthy

(Geor

g

e.B 2004)

.

The school environment plays a special role in the development and education of children

.

U

sing di erent strategies, the school directly infl uences the development of feelings o

f

cooperation, communication, humanity, altruism among students. Teaching includes teachers;

curricula and students. Problems arise from each of these elements. Teachin

g

strate

g

ies aim to

r

efi ne students' knowledge by cultivating and presenting them in later years.

The role of the teacher in the process of learning to the student, it has to build the foundations

o

f complex thinking about reality. Teachers play an important role in the process of student

l

earning, as in most cases students strive to be their teacher's copy. Today we are based on the

context of interactive teaching with student-centered. The teacher plays the role of the leader

and the organizer, while the learner is inclusive throughout the process.

I

nteractive teaching

t

ranscends the demands of the traditional and reproductive nature of learning. Collaboration

and interaction enables students to cooperate in di erent ways to increase learning and to

bui

ld c

i

v

i

c v

a

l

ues.

K

e

y

words: contemporary methods, learning, e ciency, social value.

I

ntr

oduc

t

io

n

Research has shown that i

f

students do not learn to think with the knowledge the

y

have

in school, much o

f

the knowledge will remain unused and will be

q

uickl

y

f

orgo en.

O

n the other hand, i

f

students are given the o

pp

ortunit

y

to evaluate in

f

ormation and

su

pp

ort it in evidence, a

pp

l

y

knowledge and conce

p

ts b

y

linking them to existing and

what the

y

are learning, then understanding and retaining in

f

ormation in students'

memor

y

will be at a high level (Tem

p

le, Ch & Craw

f

ord,

A

& Saul, W. 2006). The

f

reedom and coo

p

erative structures o

f

students with each other should be integrated,

not o

pp

ose

d

to one anot

h

er (Deee

y

, J 1966).

The use o

f

interactive methods is ver

y

im

p

ortant in absolute ages, where the student

not onl

y

ac

q

uires knowledge but also

p

rovides in

f

ormation to other students.

C

ontem

p

orar

y

methods and

p

arent involvement are ver

y

im

p

ortant in the

p

rocess o

f

f

ostering children and their socio-cultural as

p

irations. Motives stimulate and direct