Project method in the practice of a vocational school

Project method in the practice of a vocational school

Authors

  • Gizella Regánné Fehér Jálics Ernő Primary School, Basic Art Education Institution, Hospitality Vocational School, Student Dormitory; Unified Special Education Service, Pedagogical Professional Service Institution, Educational Counseling, Kadarkút, Hungary

DOI:

https://doi.org/10.21030/anyp.2010.2.4

Keywords:

project-based method, reading comprehension, text production competence, cooperative techniques

Abstract

This paper describes one of the project days organized at the Jálics Ernő Szakképző Iskola (Jálics
Ernő Vocational School). It emphasizes that the most optimal phase for project teaching is in the
9th and 10th grade. In these two years, students still have a high number of general classes but
also vocational ones and the apprenticeships have already started as well; therefore, each topic
can be discussed from several perspectives. For this, however, it is inevitable that teachers are
open and creative and willing to collaborate with each other. Experience shows that the project
method develops the basic skills as well as the professional competence of the students. This
paper discusses the structure of the project Fűszerek (Spices) in detail. Then it presents six lesson
plans and other teaching resources within the project. It emphasizes the importance of different
methods of text comprehension, the development of text comprehension and production, and the
application of cooperative techniques.

References

Hortobágyi Katalin 2002. Projekt kézikönyv. Válogatás a hazai és nemzetközi projektek irodalmából. Javított és bővített kiadás. (Alternatív pedagógiák és módszerek) ALTERN füzetek 10. Budapest.

M. Nádasi Mária 2003. Projektoktatás. Gondolat Kiadó. Budapest.

Raátz Judit 2010. Kompetenciagyakorlatok a nem szakrendszerű oktatásban. In: Antalné Szabó Ágnes – Fercsik Erzsébet (szerk.) A sokszínű anyanyelv tanítása. Magyar Nyelvtudományi Társaság – Tinta Kiadó. Budapest.

Vass Vilmos 2006. A kompetencia fogalmának értelmezése. In: Demeter Kinga (szerk.) A kompetencia, kihívások és értelmezések. Országos Közoktatási Intézet. Budapest. 139–161.

(1) Intézményi minőségirányítási program 2007. http://www.jalics.hu/index.php/hasznos/dokumentumok (2009. november 19.)

(2) Az iskola pedagógiai programja 2009. http://www.jalics.hu/index.php/hasznos/dokumentumok (2009. november 19.)

(3) Szakiskolai fejlesztési program II. http://www.szakma.hu/komponensek_es_projektek/content/index_new.php?komp=13&altmenu=1 (2009. október 27.)

(4) Az országos kompetenciamérés eredményei 2007–2009. http://www.jalics.hu/index.php/iskola/orszagos-kompetenciameres-eredmenyei (2009. november 19.)

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Published

2010. 06. 30.

How to Cite

Regánné Fehér, G. (2010). Project method in the practice of a vocational school. First Language Pedagogy, 3(2.), 43–56. https://doi.org/10.21030/anyp.2010.2.4

Issue

Vol. 3 No. 2. (2010)

Section

Articles from the Field

License

Copyright (c) 2010 Gizella Regánné Fehér

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