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1. EMRTIMI I LNDS:
GJUH SHQIPE
Gjuh shqipe, si nj nga tiparet themelore t identitetit kombtar, paraqet qllimin parsor n tr arsimin e detyrueshm fillor 9-vjear.
Gjuha shqipe fillon t msohet n familje, vazhdon m pas n arsimin
parashkollor dhe n arsimin fillor, duke i aftsuar nxnsit pr t shkruar
e pr t lexuar nprmjet ushtrimeve t t folurit dhe t t dgjuarit.
N klasn e par t shkolls fillore 9-vjeare, gjuha shqipe fillon t msohet n mnyr sistematike nprmjet t dgjuarit, t folurit dhe aktiviteteve t tjera q lidhen me aftsimin dhe shkathtsimin e nxnsve
pr lexim-shkrimin fillestar.
Msimi i gjuhs shqipe n shkolln fillore shoqrohet me ndryshime t
mdha, t cilat bhen hap pas hapi dhe n pajtim me moshn dhe dallimet individuale t fmijve, q lidhen me zhvillimin dhe kultivimin e
shprehive dhe shkathtsive t dgjimit dhe t folurit, t lexuarit dhe t
shkruarit. Gjuha shqipe n klasn e par msohet nprmjet formave,
metodave dhe aktiviteteve t larmishme, me qllim q zotrimi i forms
standarde t saj t bhet me interesim, knaqsi dhe vullnet.
2. QLLIMET E MSIMIT T
GJUHS SHQIPE PR PERIUDHN
ZHVILLIMORE PREJ KLASS I-III:
Nxnsi/nxnsja:
` t fitoj shprehi lidhur me rolin e gjuhs shqipe pr marrveshjen
e ndrsjell, pr t menduarit, t msuarit dhe t krijuarit;
` t msoj fjal t reja duke ditur kuptimin e tyre dhe ti prdor
ato n vendin e duhur;
` t aftsohet dalngadal pr tu shprehur qart duke shqiptuar e
theksuar si duhet fjalt;
` t dij t lexoj e t shkruaj n mnyr t pavarur dhe ta kuptoj
at q lexon e q shkruan;
` t fitoj shprehi pr prvetsimin e njohurive themelore pr teatrin, dramn dhe televizionin;
` t hyj n bised me t tjert dhe ti zotroj rregullat themelore
pr bised dhe t kuptuar t ndrsjell;
` nprmjet t folurit dhe t shkruarit ti zhvilloj aftsit pr t
menduarit logjik;
` t aftsohet dalngadal pr t shkruar qart/kuptueshm;
` ti ushtroj e ti zotroj rregullat themelore t drejtshkrimit t
gjuhs shqipe;
` t fitoj vetbesim pr ti shprehur mendimet dhe prjetimet e
veta;
` t zhvilloj dalngadal interesimin pr t lexuar libra e revista
pr fmij;
3. QLLIMET E MSIMIT N
KLASN E PAR
Nxnsi / nxnsja:
` t nxitet pr t biseduar me nxnsit e tjer dhe me msuesin;
` t nxitet t flas qart dhe kuptueshm me ton t matur dhe tu
drejtohet t tjerve n mnyr t kulturuar;
` t nxitet pr t dgjuar n mnyr aktive;
` t aftsohet t bj pyetje t thjeshta dhe tu prgjigjet pyetjeve
t bra me goj;
` t nxitet pr t rrfyer prjetime personale (rrjedha e ngjarjes);
` t nxitet pr t shkruar (vizatuar) elemente t shkronjave t shtypit;
` t nxitet q gjat t shprehurit me goj t bj lidhjen dhe radhitjen e fjalve n fjali sipas gjinis, numrit dhe vets;
` t nxitet pr ta shprehur mendimin e vet;
` t njihet me disa forma letrare (vjersh, prrallz, prrall, fjalshpejt)
` t nxitet q t ritregoj prralla dhe t dalloj personazhet, vendin
dhe kohn e ngjarjes;
4. QLLIMET KONKRETE
Prmbajtjet
Konceptet
Nxnsi:
` t njihet me nxnsit e
tjer dhe me msuesin;
` Njohja e ndrsjell
` Njohuri themelore
pr prezantimin e
vetvetes, familjes
dhe shokve
`
`
`
`
` t nxitet pr t treguar
nj dshir, nj ndjenj
dhe nj prjetim;
Njihen me njri-tjetrin.
Bised rreth tems: Un dhe shokt e mi; Klasa ime;
T treguarit rreth tems Dita e par n shkoll;
T dgjuarit e prmbajtjeve t zgjedhura pr fmij, pr
familjen dhe pr shkolln.
Objektivat
Prmbajtjet
Konceptet
` t nxitet pr t prdorur
fjal t kulturuara kur i
drejtohet dikujt tjetr;
` t nxitet t dgjoj
bashkbiseduesin, ta
kuptoj at q dgjon dhe
t veproj si duhet;
` t nxitet pr ta prshtatur t folurit e tij sipas
situats konkrete;
` Telefon
` Me brtitje, me
pshpritje, me
shpejtsi, ngadal,
me maturi, me z t
lart, me z t ult
`
`
`
`
`
`
` Bashkbisedues
Objektivat
Prmbajtjet
` t fitoj shprehi pr
` Biseda pa fjal (komunikimi joverbal)
mnyrat e t shprehurit
joverbal (me ndihmn
` Pyetjet e prgjigjet
e gjesteve, mimikave e
` Emra t prgjithshm: t
lvizjeve);
sendeve, ngjarjeve, festa` t nxitet pr t br
ve, personave etj
lidhjen ndrmjet t
n kafsh
shprehurit verbal dhe
n pem
joverbal;
n perime
` t motivohet pr t br
n pajime shkollore
pyetje lidhur me temn e
caktuar, prralln e dgjuar, ilustrimin, t nxitura
nga biseda etj.
` t trimrohet pr t
dhn prgjigje adekuate
n pyetjen e parashtruar;
` t fitoj shprehi pr t
zbuluar fjalit pyetse n
tekst dhe n t folur
` ti kuptoj fjalt q i prdor gjat t folurit;
` ti prdor fjalt e reja
q ka msuar gjat t
shprehurit t vet
` t formoj shprehi pr grupimin e fjalve sipas nj
karakteristike konkrete
Konceptet
` Pyetje
` Prgjigje
(Vrejtje: Pr kt
mosh theksi vihet n
zbatimin praktik t fjalive t siprprmendura
pa u prqendruar n
emrtimin dhe prkufizimin e tyre)
(Vrejtje: Llojet e fjalve nuk msohen sipas
kuptimit kategorial
t tyre, por zhvillohet
ndjenja pr prdorimin
e tyre n situata t
ndryshme t foluri)
` Fjal nga nj fush e
caktuar
Objektivat
Prmbajtjet
Konceptet
` t nxitet pr ti dalluar
e pr ti shqiptuar drejt
tingujt e gjuhs shqipe
Objektivat
Prmbajtjet
Konceptet
` t aftsohet pr t br
dallimin e t folurit
(i gzuar, i prgjumur,
ngadal);
` Tingull
` Z
Prmbajtjet
Konceptet
` t ngjallet interesi
` Libra me ilustrime
pr librat me ilustrime dhe libra pr fmij
dhe pr librat;
` Prralla popullore
` t njihet me krijime
letrare t prshtatshme pr moshn;
` -t njihet me krijime
t zgjedhura nga
letrsia popullore (me
qasje multikulturore)
` Prralla
` Prrallza
` Vjersha
` Prmbajtja
` Prmbajtja e tekstit
letrar
`
` Vendi i ngjarjes n
`
tekst
` Koha e ngjarjes n
tekst
` Rrjedha dhe renditja e `
ngjarjeve n tekst
` Personazhet e tekstit `
letrar
` Vjersh
` t njihet me vjersha ` Krijimi letrar
` Gjegjz
t zgjedhura pr fmi` Fjalshpejt
j dhe t nxitet pr t
kuptuar prmbajtjet
e tyre
Objektivat
Prmbajtjet
Konceptet
` t msoj vjersha
t shkurtra dhe ti
recitoj prpara t
tjerve
` t njihet me procesin ` Krijimi i veprs letrare ` Shkrimtar
e krijimit t veprs
` Shtypshkronj
letrare
` Librari
` t nxitet q t bj
libra me ilustrime n
mnyr t pavarur ose
me shokt
` t nxitet pr t
kuptuar se libri sht
burim njohurish
` N kndin e librit (biblioteks) nxnsit shfletojn libra me ilustrime, enciklopedi dhe bisedojn me shokt e klass dhe msuesin
- far t rejash vrejtn dhe zbuluan npr libra
` Nxnsit kujdesen vazhdimisht pr rregullimin e librave npr
raftet e biblioteks
` Vizita n bibliotek, n panairin e librit dhe n libraris
` Libri
` Libr me ilustrime
` Libr
` Enciklopedi
Prmbajtjet
` t zhvilloj aftsit
` Ritregimi
pr prshkrim, tregim ` Tregimi
ritregim dhe lajmrim ` Prshkrimi
` Lajmrimi
Konceptet
`
`
`
`
` Nxnsit prshkruajn sende, dukuri t rrethit m t afrt, e prshkruajn shokun e tyre, msuesen, antart e familjes etj.
` Nxnsit tregojn prvoja, prjetime, tregojn shaka
` Ritregojn prralla, shfaqje t shikuara, prrallza dhe gjat ksaj
shtojn fjal t tyre
` Loj: Lajme, Parashikimi i motit, Ndeshje sportive
` Loj: Reporteri
Ritregon
Tregon
Prshkruan
Lajmron
` t nxitet t mendoj
vet nj gjegjz,
nj shaka, nj shprehje t pazakonshme, nj vjersh t
shkurtr;
` Krijime pr fmij
` t nxitet fantazia
` Flet
` Krijon
KULTURA E MEDIES
Objektivat
Konceptet
`
`
`
`
` Film
Prmbajtjet
Emision pr fmij
Film vizatimor
Lajme
Reklam
` Shfaqja me kukulla
` Nxnsit ndjekin shfaqje me kukulla dhe shfaqje t tjera pr fmij dhe bisedojn pr to
` Nxnsit bjn vet shfaqje me kukulla dhe interpretojn role
` Revist pr fmij
Prmbajtjet
Konceptet
` Tingull
` Fjal
Objektivat
Konceptet
` Vizatim
` Element
` Shkrim
` Shkronj e shtypit:
n e madhe
n e vogl
Prmbajtjet
`
`
`
`
Letr
Drras
Laps
Shkums
5. UDHZIME DIDAKTIKE
Udhzime pr integrim me lndt e tjera:
N klasn e par gjuha shqipe sht lnd e vetme ku ndrthuren (integrohen) krkesat pr lexim-shkrim, pr fitimin e njohurive gramatikore,
pr pasurimin e fjalorit etj.
Gjuha sht nj veprimtari komunikuese e domosdoshme pr gjith lndt shkollore. Pra, gjuha nuk mund t msohet e ndar nga lndt e
tjera, si: dituri natyre e shoqrie, arsim figurativ, arsim muzikor, arsim
fizik... Temat nga kto lnd do t ndihmojn zhvillimin e shkathtsive
t dgjimit dhe t folurit, formimin kulturor t fmijs dhe pavarsimin
individual t tyre. Prpos ktyre lndve, msimdhnsi mund t zgjedh edhe tema t tjera q integrohen me gjuhn shqipe, si: tema nga televizioni, revistat dhe gazetat pr fmij dhe rrethi jetsor i fmijve.
Integrimi a ndrthurja e msimdhnies s lexim-shkrimit me tema nga
arsimi figurativ, arsimi muzikor dhe arsimi fizik u ofron nxnsve m
shum knaqsi, vullnet dhe dshir pr t punuar dhe pr t shkruar n
mnyr t pavarur.
Udhzime pr organizimin e prmbajtjes programore:
n Kultura e medies - 20
n Prgatitje pr lexim dhe shkrim fillestar - 30 or
(Fushat programore realizohen gjat gjith vitit shkollor duke u ndrlidhur
e duke u plotsuar me njra-tjetrn, kurse fondi i prcaktuar i orve sipas
fushave shrben vetm si orientim pr msimdhnsin)
Nga fondi i prgjithshm i orve t parashikuara sipas fushave programore mund t bhen shmangie t vogla n pajtim me t veantat e mjedisit ku ndodhet shkolla. Po kshtu, n kuadr t fondit t prgjithshm
vjetor t orve n fushat programore lejohen disa shmangie edhe sa i
prket denduris s objektivave, prmbajtjeve dhe veprimtarive konkrete. sht e vrteta, numri i orve q u kushtohen atyre mund t prshtatet me nevojat e shkolls s caktuar (mjedisit jetsor prej nga vijn
nxnsit, statusi i tyre kulturor-shoqror dhe arsimor, prgatitja paraprake e nxnsve, ndjekja paraprake e institucionit parashkollor). N
raste t tilla disa prmbajtje do t prsriten disa her n krahasim me
t tjerat q do t prpunohen me nj fond m t vogl orsh. (Bie fjala:
Nj shkoll q pr fushn programore T DGUARIT DHE T FOLURIT ka
propozuar gjithsej 85 or, pr qllimin e par mund t shfrytzoj 6 or,
3 or pr prmbajtjen e par dhe 3 or pr t dytn, kurse nj shkoll
tjetr pr kt fush programore dhe pr t njjtin qllim, kt raport
mund ta ket 8 or, prkatsisht 4/2 etj.). sht e kshillueshme q n
funksion t nevojave dhe interesave t nxnsve t ket fleksibilitet
edhe sa i prket kohs sa zgjatin ort.
` Burimet e t msuarit n mjedisin e afrt: mbishkrimet e reklamave, resurset e mjedisit rrethues q do t vzhgohen e do t
prshkruhen, objekte me karakter kulturor, edukativ, publik dhe
shrbyes (dyqan, kinema, teatr, bibliotek, stacion autobussh
etj.), situata bashkbiseduese dhe situata t tjera prkatse mes
njerzve n shkoll, n familje dhe n rrethin jetsor.
` Enciklopedi pr fmij t shtypura nga shtpi botuese t popullarizuara e t dshmuara
` Softuer arsimor kompjuterik pr pasurimin e kulturs s t
folurit e t kulturs gjuhsore - programi toolkid dhe CD-ROM-a
t tjer multimedial t verifikuar me lojra edukative prkatse
- t verifikuara nga ana e Ministris s Arsimit dhe Shkencs t
RM-s.
` Revista pr fmij me tradit t dshmuar, t miratuara e t
verifikuara q i prgjigjen moshs s nxnsve
` Krijime letrare pr fmij nga autor t njohur shqiptar e t
huaj (q pr nga prmbajtja, ana estetike dhe vlera i prgjigjen moshs s nxnsve)
` Mjete audio-vizuale, auditive, vizuale dhe mjete t tjera me
veti kinetike - programe televizive, emisione pr fmij, filma t
animuar dhe artistik pr fmij; videokaseta, disqe t DVD e CD-s
me filma t animuar e me filma artistik dhe me tekste t letrsis
popullore dhe artistike, me ngjarje t regjistruara, ditlindje, me
shfaqje teatrore e me shfaqje kukullash etj.; audiokaseta me zra
t incizuar, emisione lajmesh t incizuara, tekste t lexuara n
mnyr artistike; aplikacione, ilustrime, makete; skena kukullash
dhe t teatrit; sende t lvizshme me efekte akustike dhe sende t
tjera sipas nevojave q krkon msimdhnia e ksaj lnde.
6. KONSTATIMI I NIVELIT T
ARRITJEVE INDIVIDUALE T
NXNSVE
7. KUSHTET HAPSINORE
Mjedisi i msimdhnies (klasa etj.) duhet ti ket kushtet themelore pr
zhvillimin normal dhe aktiv t veprimtaris msimore. Orendit e klass
t mund t zhvendosen me lehtsi pr tu prshtatur me aktivitetet dhe
format e puns si dhe t mundsojn komunikim aktiv dhe pa pengesa
n relacionin nxns-nxns, nxns-msimdhns. Klasa duhet t ket
kndin e biblioteks, kndin pr loj dhe kndin pr ekspozita dhe aktivitete t tjera. Sa i prket kushteve hapsinore pr realizim programi bazohet n Normativin pr hapsirn e klass s I, II dhe III dhe pr mjetet
msimore pr klasn e I t sjellura nga ministri i Arsimit dhe Shkencs
me Vendim nr. 07-4061/1 prej 31.05.2007.
8. NORMATIVI PR KUADRIN
MSIMOR
N baz t Ligjit pr arsimin fillor, realizimin e programit msimor parashikohet ta bj msimdhnsi q ka kryer Fakultetin Pedagogjik profesori pr msimdhnie n klasat e ulta prkatsisht profesori pr
edukimin parashkollor dhe ata q kan kryer Fakultetin Filozofik - pedagogu i diplomuar.
9. KOMISIONI Q PRGATITI
PROGRAMIN MSIMOR
`
`
`
`
`
`
`
DOKUZ YIL L IK L K RE T M
RET M
PROGRAMI
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(Beyefendi+DQPHIHQGL
6D\Q
Buyrun
Selamlama
Rica etme
zr dileme
vme
Teekkr etme
Tebrik etme
` 5HVLPOHUGHNLROD\ODUROXVUDVQDJUHDQODWPDV
istenir.
` .HQGLQLPXWOXHGHQ\DGD]HQROD\ODUKDNNQGD
konuPDVLVWHQLU
` renciler, konumaya cesaretlendirilir, konuma
VUDVQGDV]NHVLOPH]YHHOHtirilmez.
` KonuPDVUDVQGDDQODPD\NROD\ODWUPDN
DPDF\ODUHVLPIRWRUDIYEQQNXOODQU
` KonuPDODUQGD\DDQWVQGDQYHJQONKD\DWtan rnekler verir.
` HoODQSKRODQPDGROD\GXUXPNLi vb.
KDNNQGDNRQXur.
` Mimiklerle kendilerini ifade eder.
` SelmlaPDWDQma, arkadaODU\ODYH
yetikinlerle konuma, teekkr etme, kutlama,
zr dileme, telefonda konuPDYEDOmalar
\DSOU
` KarGDNLVLLOHDUNDGDYHGDKDE\NOHUOHQDVO
hitap edileceLQLYHGDYUDQ edileceini gsterecek etkinlikler.
` Sebep-sonu ilikileri kurar.
` %XQGDQVRQUDQHRODELOLU"VRUXVX\ODrenciler
ynlendirilir.
rnek 1.
Deiik kurum ve kurulular (ktphane, bakkal,
RWR\DGDWUHQJDUVDQDWJDOHULVLSRVWDJLEL
ziyaret edilir ve ondan sonra renciler, burada
\DSODQWUONRQXma, soru-cevap gibi ietiLPQDVO
\DSOGQWDUWUODU
Amalar
erik
Kavramlar
Uygun konuma
4. letiimde,
rencide var olan
korku, gerginlik
ve gvensizlikten
doan olumsuzluklardan aDPDO
olarak kurtulabilme
5. Tr, yntem ve
tekniklere uygun
konuabilme
Metod ve etkinlikler
` letiim kurmada zorluk eken rencilerlde zelli-
` %HOLUOHQHQELUNRQX\DGDVRUXQKDNNQGDEH\LQ
IUWQDV\DSOU
` Bayram, tren, enlikde grdklerini ve
yaDGNODUQDQODWPDVLVWHQLU
` rencilerden, en sevdii oyuncaQQKD\YDQQ
kiLQLQYE]HOOLNOHULQLDQODWPDVLVWHQLU
` 'UDPDSL\HVYH\DFDQODQGUPDODUGDVWOHQGLi
rllerin zelliklerine uygun konuur.
` Tekerlemeler syleme etkinlikleri.
` UHWPHQWDUDIQGDQRNXQXODFDNRODQGHiik
sanat eserlerin dinletilmesi.
` .D\WOVDQDWNRQXPDODUQVSLNUOHULQ
konuPDODUGLQOHWLOPHVL
erik
Kavramlar
Metod ve etkinlikler
Masal
Hikaye-yk,
Manzume-iir,
Trk
)DEO
Dram
` RFXNHGHEL\DWQDVHYJLX\DQGUU
` ocuk eserlerine karLOJLYHVHYJLX\DQGUU
` RFXNHVHUOHULQGHNLIDUNONODUWDQ\DELOLU
` Tekerleme syleme.
` Mani syleme.
Tekerleme
Mani
` %D]PDQ]XPWUOHULQLH]EHUOH\HELOPHIDNDWEXQX
yaparken ocuklara zorlamadan uygulayabilmek. (Bu
dnem yaWDNLRFXNODUH]EHUH]RUODQPDPDOGU
0HWQLQXQVXUODUQEHOLUleme.
` 0HWQLQXQVXUODUQDQDNDUDNWHU\HUYHROD\DNODPD
` Metnin ieriLKDNNQGDNL
dnceleri belirleme.
` BaONWDQKDUHNHWOHPHWQLQ
ieriini tahmin etme.
Ierilik
Mesaj
Olay
Yer
Zaman
Kii karakter
` %LUROD\QRODVQHGHQOHULQL
syleme.
` %LUROD\QRODVVRQXODUQ
syleme.
` <DUPEUDNODQROD\GXUXmu, iiri, yky, DUN\YE
zgn bir ekilde tamamlama.
` 3ODQODUGQFHOHULKD\DOLQGHFDQODQGUU
` $\UQWODUHNOH\HUHNYHGHiiklikler yaparak fikirlerini gelitirir.
` %UROD\ROXVUDVQDJUHDQODWU
` Daha nce dinledii ykleri ieriine uygun olarak
DQODWU
Amalar
Kavramlar
Metod ve etkinlikler
2OD\ODUQROXVUDV
DN
nce-imdi-Sonra
Bayram
Kutlama
Sanat
+DONR\XQODU
` 7UNKDONPDVDOODULOHIDUNONOWUOHULQPDVDOODUQ
dinler.
` Maniller, niniler, milli bayramlar ile ilgili iir, DUN
syler.
` Atatrk ve dier bykler ile ilgili iir ve trkler
syler.
` Halk mzii dinler ve syler.
` Halk oyunu oynar.
` 7UNNOWUQWDQWPD\D\QHOLNHWNLQOLNOHUGH
UHQLOHQR\XQODUVHUJLOHU
` 7UNKDONR\XQODUQGDQELULretilir.
` UIDGHWOHUJHOHQHNYHJUHQHNOHUDNODQU
` <UHVHON\DIHWOHUWDQWOU
5. Tr yntem ve tekniklere
uygun LLUOHULWDQ\DELOPH
erik
` 6D\PD\DSWUOUYHWHNHUOHPHV\OHWLOLU
` $NFRNXU
` itilebilir bir ses tonuyla okur (iir okuma).
` Bildii iirleri topluluk nnde okur.
erik
Kavramlar
Metod ve etkinlikler
KonuPDF
` KonuPDFQQDQODWWNODUQQGLQOHUNRQXma ierii
KDNNQGDNLGncelerini anlatarak belirtir.
` 'LQOHGLNOHULQGHQHQHUHGHQH]DPDQQDVOQLLQYHNLP
VRUXODUQD&HYDSYHU
` $QODWODQODUGDKDNROD\DQOD\DELOPHOHULYH
DQODWODELOPHOHULLLQUHVLPIRWRraf nesne-grsel aralar
YHJUVHOVXQXNXOODQOU
` 'LQOHGLNOHULQLDQODPODQGUPDGDVXQXODQJUVHOOHUGHQUHsim, fotoUDIQHVQHJUVHODUDODU79\DUDUODQU
KonuPD2UWDP
Konuma
Dinleme
.VDLHULNOLNRQXODUVHUEHVWYH
VRUXODUFHYDSYHUHUHNDQODWDELOme.
Olaylardan, grsellerden ve
kelimelerden hareketle cmleler
ve metinler oluturarak sebest
yorum yapabilme.
` .HQGLVLQLDLOHVLQLYHHYUHVLQLWDQWUNHQGL\DDQWVQGDQ
ve gnlk hayattan rnekler vererek serbest yorumlar.
` Gezide grdklerini ve yaDGNODUQDQODWPDODULVWHQLU
NUJH]LVL\D]ODPDNlama).
` 5HVLPOHUGHNLROD\ODUROXVUDVQDJUHDQODWPDV
istenir.(Resimin dili var)
` 9HULOHQNHOLPHOHUHJUHDQODWU\RUXP\DSDU
` &DQOYHFDQV]
Betimleme
2OD\\DGDYDUONODUQELWNL
YDUONODUEHWLPOHPH
nesne, hayvan, insan) eitli
(hayvan,bitki,nesne)
zelliklerini gzetleyerek betimleyebilme
Amalar
erik
Kavramlar
EDQODPOV]FNOHUHUQHN
YHUPHEHFHULVLND]DQGUPDYH
szck daDUFQJHOLtirme.
Metod ve etkinlikler
` Szck daDUFQHDQODPOV]FNOHUHUQHNYHUHUHN
geliWLULU\OVHQHDGLVLPDUPDDQKHGL\H
` iir okuma
iir okuma Tekerleiir okuma ve iirin zihinde
meler
FDQODQGUDUDNGUDPDWL]DV\RQ
` Zihinde
RNXPDEHFHULVLQLND]DQGUDELOPH FDQODQGUDUDNRNXPD
(dramatizasyon)
erik
Kavramlar
%LOJLVD\DU
WDQ\DELOPHYHDDPDO
olarak kullanmaya
balamak;
` %LOJLVD\DUQHitimde ve
Bilgisayar
iletiimdeki rln kavrayabilme. TV, CD, DVD
Mesaj
Metod ve etkinlikler
` 7HOHYL]\RQGDRFXNSURJUDPODUQL]OHPHOHULYHL]OHGLNOHULQLVQIWDDQODWPDODULVWHQLU
` 7HOHYL]\RQGDL]OHGLNOHULRFXNSURJUDPODUKDNNQGDNL
dncelerini arkadaODU\ODSD\ODPDODULVWHQLU
` %DVLWHVHUOHUGH\DUDWFONYHG]HQOHPHLOHLOJLOLNDELOL\Htlerin gelitirir ve uygular.
` ]OHQLOHQEHOOLELU79\D\QSURJUDPQGDQVRQUDNRQXma/
WDUWma yrtebilir.
` Dilin geliWLULOPHVLQGHELOJLVD\DUNXOODQUWRRONLG
` %DVLWHVHUOHUGH\DUDWFONYHG]HQOHPHLOHLOJLOL\DUDWFON
kabiliyetlerini gelitirir ve uygular.
` CD, DVD izletirebilmek.
Amalar
erik
Kavramlar
Metod ve etkinlikler
Sahne
Rejisr
Aktr
Makyaj
Maske
Hacivat ve Karagz
izgi film
Belgesel
Sinema
Eski-yeni
` 7HOHIRQNXOODQPLOHLOJLOLEHFHULND]DQU
Amalar
erik
Kavramlar
6. Deiik TV
SURJUDPODUQ
WDQ\DELOPH
` RFXNHPLV\RQODUKDEHUOHU
Reklam - haber
VDQDWSURJUDPODUFDQO\D\QODU RFXN\D\QODU
UHNODPODUYHVSRU\D\QODU
&DQO\D\QODU
izleme.
6SRU\D\QODU
` Etkinlik
7. Beden dilini
WDQ\DELOPH
` Szl iletiLPDNODQU
` Szsz iletiimin geliimi iin jestlerden, mimiklerden,
WDNOLWOHUGHQYHSDQWRPLPOHUGHQ\DUDUODQU
` Szsz iletiLP\DUGP\ODRFXNNHQGLEHGHQGLOLQLNXOODQDUDNROD\QHVQHYHGXUXPXDNODU
Jest
Mimik
Pantomim
Taklit
Metod ve etkinlikler
rnek:
Hangi reklam sizi en ok etkiliyor, Neden bu reklamdan
etkilendiinizi dQ\RUVXQX]"JLELVRUXODUODrencilerin
UHNODPODUVRUJXODPDODUVDODQU
rnek:
Kayak, komak, aUQHVQHHNLWDWOWX]OXJLEL
'UDPD\DUGP\ODELreyin kiilik geliimine
\DUGPFRODELOPH
` 'UDPDGDQKD]DOPD\VDlama.
Drama
` Drama etkinliklerini planlarken
RFXNODUQ\DUDWFNODUSUREOHP
zme becerileri, karar verme beFHULOHULLGLVLSOLQND]DQPDODU
VRUXPOXOXNYHGX\JXODUQ
gelitirmelerine nem verme.
` 'UDPD\GUDPD\DUGP\ODretir.
` 'UDPDOPDODUQDNDWODQELUH\OHUGUDPDVUHFLQGH
GXUXPODUROD\ODULOLkileri kefederek renirler.
` RFXNR\XQODU\ODGHiik yaDPGXUXPODUQ
FDQODQGUUODU
` %LUH\GUDPD\DUGP\ODKD\DOOHULQLJHOLirir ve
zenginletirir.
` 'UDP\DUGP\ODNHQGLVLQLEDNDVQQ\HULQHNR\PD\YH
kendisini ifade etmeyi renir.
` 'UDP\DUGP\ODRFXNODUNHQGLDUDODUQGDELUELUOHULQH
\DUGPFROPD\YHSD\ODPD\renirler.
` KarONORODUDNGX\JXGQFHYHQHVQHDO verii
\DSOU
Amalar
erik
` .WSKDQH\LWDQWPD
9. Bilgi edinmek
iin ktphaneGHQ\DUDUODQPD\
salayabilme ve nemini
kavrayabilme
Kavramlar
Metod ve etkinlikler
` 5HVLPOLNLWDSWDNLUHVLPOHUHEDNDUDNROD\ODUJHOLimine
JUHVUDODU
` 5HVLPOLNLWDE]HQOHNXOODQU
` Dikkatini resimlere younlaWUU
` Gazete ve dergilerin nemini ifade eden konuPD\DSOU
erik
Kavramlar
Metod ve etkinlikler
Okumak
Metin
Paylamak
Sembol
Cmle
Renkler
Reklam
Amalar
erik
Kavramlar
Metod ve etkinlikler
Grsel sunu
` 6XQXPDKD]UON\DSPD
` Bilgi, dnce ve izlenimlerini resim, ekil ve sembol
kullanarak grselletirme.
` Duygu, dnce ve bilgilerini grselletirmede renkleri
kullanma.
` 9HULOHQUHVLPOHUGHQDQODGNODUQELUNHOLPHYH\DFPOHLOHLIDGHHGLOmesi istenilir.
` 6XQXPQFHVLQGHDUDJHUHKD]UODPDVVXQDFDNRQX\ODLOJLOLELOJL
WRSODPDVYHSURYD\DSPDVLVWHQHELOLU
` renciden, grselletirdii rn arkadaODU\ODSD\ODPDVLVWHQHELOLU
$\UFDEXQODUVQIYHRNXOSDQRVXQGDVHUJLOHQHELOLU
` rnein; rencinin anlatacaNRQXLOHLOJLOLR\XQFDNPH\YHVHE]H
YH\DPRGHOGHQ\DUDUODQDUDNJUVHOVXQX\DSPDV
6]YDUOQJHlitirme
` Grsellerden yararlanarak sz
YDUOQJHOLtirme.
` Bilmedii kelimelerin
DQODPODUQDUDWUPD
` Resim-Kelime Eletir (Resimlerden hareketle kelimeleri ve kelimelerden hareketle resimleri eletirmeleri istenebilir.) etkinlii
\DSWUODELOLU
` Resimli szlk, resim, fotoraf vb.
` Resimli szle bakarak, retmenine sorarak vb. kelimelerin
DQODPODUQDUDWUU
Tr, yntem ve
tekniklere uygun
okuma
Amalar
erik
Kavramlar
Metod ve etkinlikler
Okuma yazmaya
KD]UON
DOPDODU
` <D]PDNLLQKD]UON\DSDU
` *UDILNVHPEROOHULDUDVQGD
uygun boOXNODUEUDNU
` Bitiik eLN\D]VHPEROOHUL
NXUDOODUQDX\JXQ\D]DU
` %WQ\D]ODUQELWLik eik
\D]LOH\D]DU
` Sayfa dzenine ve temizliine
dikkat eder.
Yatay-dikey
Eik-eri
$NNDSDO
BaODQJELWL
Ilk-orta-son
` OturuNDOHPWXWPDGHIWHUWXWPDHOWHUFLKLHOYHNRONDVODUQ
geliWLUPHL]JLYHER\DPDDOPDODUVHUEHVWYHNXUDOOL]JLOHU
DUDJHUHVLOJLNDOHPWUDDOma kWODUFHWYHONDOHPOHUR\XQ
KDPXUODUYENXOODQP
` <D]PDDOPDODUQQWDPDPELWLik eLN\D]LOH\UWOHFHNWLU%X
DOmalarda byk ve kk bitiik eLN\D]VHPEROOHULQLQ\QOHUL
ER\XWODUYH\D]O]HULQGHQHPOHGXUXOPDOGU
` <DWD\GNH\Hri ve eLNL]JLOHULYHEXQODUQNRPELQDV\RQODUQL]HU
` 6DWUL]JLVLQHGLNNDWHWPHVDWUODUDD\QKL]DGDQEDlama, sayfa
NHQDUODUQGDX\JXQEROXNEUDNPD
rnek 1
6HPEROOHU\DUGP\ODPXWOX\]OHUL]HU
` retmen ocuklara verilen yuvarlak renkli kartonlara mutlu yzler
izerler.
` <]OHULD\UQWODU\ODL]PH\H\QOHQGLULUOHU
` UHWPHQRFXNODUODPXWOX\]LIDGHVLKDNNQGDVRKEHWHGHU\]OHUL
birbirlerine gsterirler.
` %HQLP\]PQDVO"6HQLQ\]QQDVO"%DQDDQODWUPVQ"
` 6HQLQ\]QQHGHQE\OH"VRUXODU\ODHWNLQOLNOHULJHOLtirirler.
rnek 2
` GX\JXODUP
` UHWPHQRFXNODUD]HULQGHIDUNOGX\JXODUQDQODWOGROD\NDUWODU
KD]UODU
` %XNDUWODURFXNODUDJVWHUHUHNROD\DQODWPDODUQYHEXROD\VRQXcunda hangi duyguyu yaD\DELOHFHNOHULQLDQODWPDODULVWHQLU
` $UGQGDQRFXNODUDER kaWYHSDVWHOER\DODUYHULU
` 2QODUGDQNHQGLOHULQLPXWOXHGHQELUROD\UHVPHGLSDQODWPDODUQLVWHU
Amalar
erik
Kavramlar
Metod ve etkinlikler
6HVOHULD\UWHGHbilme
`
`
`
`
Ses
Sesli-sessiz
8]DN\DNQ
Sesin kaynaQV\OHU
Sesin geldii yn belirler.
Sesin zelliini syler.
Verilen sese benzer sesler
NDUU
` Nefesini doUXNXOODQU
Yksek-alak
Konuurken
sesini doru kul- ` Kelimeleri doru telaffuz
lanabilme ve ses
eder.
ELOJLVLQLQIDUNQGD ` Konuurken sesinin tonunu
olabilme
iitilebilir biimde ayarlar.
` KonuXUNHQVHVLQLQK]Q
ayarlama.
` 6HVOHULD\UWHGHELOPH
` $\QVHVOHEDlayan szckler
syleme.
` Kafiyeli szckler syleme.
rnek 1
` EXQHVHVL"
` +HUVHVHJUHEUQHVQHQLQV\OHQHLOPHVL
` eLWOLQHVQHOHULQVHVOHULQFHGHQELUNDVHGHND\WHGLOLURFXNODUOD
teker teker dinlerken ne sesi olduXQXEXOPD\DDOU
` ocuklardan gzlerini kapatarak evrelerindeki sesleri dinlemeleri
istenir.
` Araba, zil, insan sesi v.s. gibi seslerin nereden ve hangi ynden
geldiLQLVRUDUDNRFXNODUQVHVLQJHOGLi yn sylemelerini ister.
` Seslerin ne sesi olduXGDWDUWOU
` 8]DNWDQJHOHQVHVOHULGLQOHPHOHUL\DGD\DNQGDQJHOHQVHVOHULQQHOHU
olduu sorulur...ku sesi duyuyormusunuz diye sorar retmen evreden gelen sesler eer yeterli deil ise retmen eitli materyaller ile
VHVOHUNDUDUDNHWNLQOLi srdrr.
` retmen belirledii ocuklardan sesin geldii yne doru yrmelerini isteyerek etkinlii eitlendirir.
`
`
`
`
Amalar
erik
Trkeyi doru
kullanabilme
` KonuPDODUQGDV]GL]LPLNXUDOODUQGRru olarak
kullanma.
` KonuPDODUQGDWHPHO
GLOELOJLVLNXUDOODUQDX\JXQ
konuma.
` Kelimelerin vurgu tonlama ve
telafzne dikkat etme
Kavramlar
Metod ve etkinlikler
ekil-oul
` 5HQNOHULWDQPD
` +D\YDQODUQLHNOHULQVHE]HOHULQ\DNQHYUHVLQGHNLQHVQHOHULQLVLPOHULQLJUHQPHDLOHELUH\OHULQLWDQPD
` 5HQNOHULWDQPDEXOPD
` +D\YDQODUQLHNOHULQVHE]HOHULQPH\YHOHULQ\DNQHYUHVLQGHNLQHVQHOHULQDGQUHWPHYHELUGL]LD\QFLQVQHVQHDUDVQGDQV\OHQHQL
bulma.
` $LOHELUH\OHULQLWDQPDWDQWPD
` KonuPDODUQGDEDODNXOODQU
` KonuPDODUQGDVIDWNXOODQU
` KonuPDODUQGDROXPVX]ELLPOHULQLGHNXOODQU
` Tekil ve oXOLIDGHOHULQLD\UWHGHELOPHYHGRru ekilde kullanabilme.
` Yer bildiren szkleri yerinde ve doUXNXOODQU
` BirleLNWPFHOHUNXOODQU
` Soyut ifadeleri anlar.
` %D]V]FNOHULQH ve karWDQODPODUQELOLU
` 'QEXJQYH\DUQLOHLOJLOLV]FNOHULGRUXNXOODQU
DoUX\DQO
Beyaz-kara
8]XQNVD
Geni-dar
iPDQ]D\I
Gzel-irkin
Gn-gece
Yeni-eski
` KonuPDODUQGDWPFHQLQWHPHOHOHULQLNXOODQU
` 7HPHOGLOELOJLVLNXUDOODUQDX\JXQNRQXur.
` steklerini uygun tmceler ile ifade eder.
` KonuPDODUQGDLIDGHOHULQROXPVX]ELLPOHULQLGHNXOODQU
` QHGHQQDVONLP"JLELVRUXV]FNOHULQLNXOODQDUDNWPFHOHUNXUDU
Amalar
erik
Cmleyi iletiim
DUDFRODUDN
WDQ\DELOPHYH
konumada kullanabilme
Kavramlar
Metod ve etkinlikler
` Verilen szlere gre cmle kurma
` Verilen kelimelerle cmle oluturma
` &POHGL]LVLQGHNLNHOLPHVD\VQDUWUPDN
Ornek 1:
Verilen szden cmle kurmak,
okuyor
Erhan okuyor
Erhan kitap okuyor
5. DDAKTK NERLER
(YNERGE)
Dier Derslerle likilendirme
7UNH 'HUVL X\JXODPDV HVQDVQGD GRNX] \OON LONretmin birinci
VQIQGDRNXWXODQGLer derslerlerin koorelasiyonun elde edilmesinde ve
zellikle en byk DTT ve ResimGHUVOHUL]HUQGHGXUXOPDOGU
En byk ba'77LOHROPDNWDGUQNEXUDGDDPDODUGRrultusunda
etkinliklerin gereklemesinde rencilerin kelime daDUF\HQLELOJL
ve grler kefetmektedir. Btn bunlar letiLP YH $QODWP YH
<DUDWFON UHWLPDODQODUQGDGDKDID]ODQHNPDNWDGU
`
`
`
`
(GHEL\DW
$QODWPYH<DUDWFON
0HG\D.OWU
2NXPDYH<D]PD\D+D]UONDOPDODU
GHUVVDDWL
GHUVVDDWL
GHUVVDDWL
GHUVVDDWL
GHUVVDDWL
RUWDPRUDQQNOWUVRV\DOYHHitim seviyesi, rencilerin daha nceNL KD]UON VHYL\HOHUL RNXOQFHVL Hitiminden geip gememeleri) yine
WDP \OON GHUV VDDWOHUL IRQG HUHYHVLQGH YH DPDODU GRrultusunda
NRQXYHHWNLQOLNOHURNXOWDUDIQGDQEHOLUOHQHFHNHNLOGHX\JXODODQDFDNWU
%X GXUXPGD ED] GDKD D] \OON GHUV VDDWOHUL LOH Llenen konular dier
konulara gre daha fazla derslerle iOHQPHOL \DQL ED] NRQXODU RNXPD
\OHVQDVQGDED]NRQXODUGLHUOHULQHJUHGDKDID]ODWHNUDUODQPDODUQD
izin verilecektir. Yani bu okuldaki ders saatleri bulunduu ortama uyum
salayarak ve artlara gore eLWLPLFUDHWPHOLGLURFXNODUQKD\DWRUWDP
RQODUQNOWUHOVRV\DOHitim durumu, rencilerin daha nceki eitim
GXUXPX RNXOQFHVL NXUXPODUQGDQ JHOLS JHOPHGLNOHULJLEL GXUXPODU
%XGXUXPGDED]NRQXODUGLHUOHULQHJUHELUNDNH]WHNUDUODQDFDNWU
(rnek: Bir okulda UHWLPDODQRODQletiim iin 80 ders saati ngrlmLVHEXVD\GDQELULQFLDPDLLQGHUVNXODQOUVDNLEXGHUVOHUGHQELULQFLLHULNLLQYHLNLQFLLHULNLLQNXODQOUVDLNLQFLELURNXOGD
(ya da baNDELURNXOGDLVHD\QUHWLPDODQLLQEXRUDQWRODELOLU
daha dorusu 4/2 vb).
Bundan baNDRFXNODUQJHUHNVLPLQHYHNDUODUQDX\JXQRODUDNGHUslerin uzunluX]DPDQDVQGDEDNPQGDQHVQHNROXQPDVJHUHNPHNtedir.
UHWLP0HWRGYH$UDODU
Trke retim dersinin her UHWLPDODQQGDNLHWNLQOLNOHULQGHinteraktif, gncel ve ada PHWRG YH DUDODUQ YH ]HOOLNOH EX \Da en uygun olanlar ise: oyun metodu, problem zme metodu ve icat etme
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12
PROGRAMET MSIMORE
PR KLASN E I N ARSIMIN
FILLOR NNTVJEAR
%\URMDH]KYLOOLPLWWrDUVLPLW
Botues:
Byroja e zhvillimit t arsimit
Pr botuesin:
Vesna Horvatoviq, drejtor
Fotografit:
Ivan Bllazhev
N pajtim me ShF Dimitar Milladinov, Shkup
ShF Vojdan ernodrinski, Shkup dhe ShF Rajko Zhinzifov, Shkup
62'5#,1$ PRMBAJTJA
-$=,. GJUH SHQIPE
0$7(0$7,.$
=$32=1$9$:( NJOHJA
1$2.2/,1$7$ E MJEDISIT
$1*/,6.,-$=,.
373.312.141.15/.16 (497.7)
PROGRAMET msimore pr klasn e I n arsimin fillor nntvjear, - Shkup:
Byroja e zhvillimit t arsimit, 2007. 149 fq.: ilust.; 25 cm
ARSIMI MUZIKOR
/,.29122%5$=29$1,(
ARSIMI FIGURATIV
}
GJUH TURKE
}
GJUH SERBE
0$7(0$7,.$
MATEMATIK
=$32=1$9$:( NJOHJA
1$2.2/,1$7$ E MJEDISIT
$1*/,6.,-$=,.
GJUH ANGLEZE
ISBN 978-9989-939-94-5
08=,A.22%5$=29$1,(
ARSIMI MUZIKOR
/,.29122%5$=29$1,(
ARSIMI FIGURATIV
COBISS.MK-ID 71206666
GJUH ANGLEZE
08=,A.22%5$=29$1,(
0$.('216.,-$=,.
CIP .DWDORJL]DFLMDYRSXEOLNDFLMD1DFLRQDOQDLXQLYHU]LWHWVND
ELEOLRWHND6Y.OLPHQW2KULGVNL6NRSMH
MATEMATIK
14
ARSIMI FIL L OR N N T VJ E AR
PROGRAMI
MSIMOR
GJUH ANGLEZE
1
1. HYRJE
2. QLLIMET E MSIMIT PR
KLASN E PAR:
Nxnsi/nxnsja:
` t motivohet pr t msuar gjuhn angleze;
` ti zhvilloj aftsit pr t dgjuar dhe pr t kuptuar shprehjet e
zakonshme gjuhsore;
` ti zhvilloj aftsit pr shprehje gojore, n prputhje me moshn
(periudhn zhvilluese) t nxnsve;
` t njeh dhe t kuptoj fjal dhe fjali t thjeshta t shkurtra;
` t aftsohet q t prdor vokabular t zakonshm pr shprehje t
zakonshme gjuhsore;
` t njihet me alfabetin e gjuhs angleze dhe zbatimin e saj t drejt
n nivel t t shkruarit t fjalve t njohura sipas spelling.
` t vendoset n disa elemente t kulturs t vendeve ku flitet gjuha
angleze dhe kulturave tjera n prputhje me moshn (periudha
zhvilluese).
3. QLLIMET E MSIMIT PR
KLASN E I:
Nxnsi/nxnsja:
` t aftsohet t dgjoj dhe n mnyr vizuale t njeh fjal t
reja;
` t mund t prodhoj fjal dhe shprehje t zakonshme gjuhsore;
` t mund t bj komunikim t zakonshm n nivel t vokabularit
t prvetsuar dhe me zbatim t funksioneve gjuhsore t afrta
me moshn e nxnsve;
` t shfaq interesim pr kulturat tjera.
4. QLLIMET KONKRETE
KOMPONENTA 1. NJSIT LEKSIKORE2
Qllimet
Prmbajtjet
Shembujt
Nxnsi/nxnsja:
Un dhe t tjert
Klasa
Gjsendet n klas
N klas dhe n shtpi Ushtrime t llojit me dgjim dhe riprodhim, lojra (Go and
find...), njohje dhe dftim me vizatim ose fotografi (Go and
point...) nga vizatimi ose fotografia etj..
Ngjyrat
Emrtimi i ngjyrave q Kndimi i kngve ku prmenden ngjyrat; ushtrime me ngjyprdoren m shpesh ra prmes diktimit etj.
(e bardha, e zeza, e
kuqja, e kaltrta, e
verdha, ngjyr portokalle, e gjelbrt).
Kafsht prgdhelse
shtpiake
T treguarit e fotografive nga ilustrimet me kafsh prgdhelse shtpiake dhe emrtimi i tyre, lojra (me kartela t
ilustruara nga t cilat nxnsi e ndan emitimin prkats t
t folurit t kafshve prgdhelse shtpiake etj.
Gjat prpunimit t materialit ri leksikor nuk duhet t vendosen m tepr se 3-4 njsi t reja leksikore n or t msimit. Materiali leksikor n mnyr suksesive
zgjerohet dhe prsritet
Prmbajtjet
Shembujt
Nxnsi/nxnsja:
` Present s. tense of
to be
` Present s. Tense of
to have
I have a dog
` Emrat n njjs
a pen, a cat.........
` Emrat n shums
` Premr vetor
I, you
` Premr dftor
This is
Strukturat gramatikore asnjher nuk shpjegohen n mnyr eksplicite, por ata nxnsit i prvetsojn n mnyr t prgjithshme n strukturat e propozuara gjuhsore.
Qllimet
Prmbajtjet
Shembujt
` Premr pronor
What, who,...
1-10
I have a ball.
` Numra
` ti njoh urdhrat dhe t reagoj ` Urdhresa n kuadr Come here, Sit down,
sipas tyre.
t njsive tematike Stand up
Prmbajtjet
Nxnsi/nxnsja:
Shembuj
Prshndetje (joformale)
Prezantimi
` I`m........
` This is Kire........
Modelet kryesore t
sjelljes kulturore
` Sorry......Thank
you....Please...
Prmbajtjet
Shembuj
Nxnsi/nxnsja:
Njsia leksikore
Rrfime t thjeshtra
` Repeat, please!
` Stand up!
` I have a ball.
Ushtrime t llojit t reagimit adekuat t rrfimeve t dgjuara (nga audioprshkrimet ose nga arsimtari, psh. lvizja
e trupit, mimik), reagim joverbal t instruksioneve t
arsimtarit etj.
KOMPONENTA 5. T FOLURIT
Qllimet
Prmbajtjet
Shembuj
Nxnsi/nxnsja:
Gjrat n klas
Ngjyrat
Emrat e festave
Ditlindje
Aktivitete t llojit me prsritje dhe riprodhimi verbal i fjalive t thjeshta dftore nprmjet: lojs me role, numratoreve, recitimit
dhe kndimit, sipas mundsis t prcjellura
me lvizje, pjesmarrje n situata t dialogjeve t shkurtra dhe shfaqje dramatike
si vrtetsi pr prvetsimin e leksiks dhe
strukturs.
Kafsh prgdhelse
shtpiake
KOMPONENTA 6. KULTUR
Prmbajtjet nga kultura jan t prfshiera n t gjitha komponentat n msimin e gjuhs, gjegjsisht nuk msohen t izoluara si komponent e
veant.
Qllimi sht q t krijohet senzibilitet pr ruajtjen e dallimeve kulturologjike prmes prmbajtjeve edukative dhe sociologjike si baz pr zhvillimin
e tolerancs dhe empatis ndaj t tjerve dhe t ndryshmit (p.sh., prmes emrave, festave, kngve, lojrave, numratoreve, modeleve komunikative,
elementeve paralinguistike etj.).
10
5. REKOMANDIME DIDAKTIKE:
N planifikimin e prmbajtjeve pr klasn e par jan marr parasysh
prmbajtjet e programeve msimore nga lndt tjera t cilat msohen n
klasn e par, gjegjsisht respektohet parimi i lidhshmris ndrlndore
sa i prket qllimeve dhe prmbajtjeve me theks t lidhshmris integruese me prmbajtje nga gjuha amtare.
Msimi nga gjuha angleze pr nxnsit e ksaj moshe bazohet n msimin multisenzor (vizual, auditiv, taktil etj.), dhe msim holistik i cili
prfshin aspektet kognitive, afektive dhe motorike t nxnsve, gjegjsisht arsimtari do ti integroj komponentat e ndryshme me ka gjuha
do t msohet n mnyr funksionale. N baz t ksaj n gjuhn e huaj
nuk mund t ndahen, konkretisht nuk mund t planifikohet numri i orve
sipas komponentave t caktuara.
Rndsia e puns s orve nga gjuha angleze n klasn e par ka t bj
n shprehje gojore e cila lidhet me situat shtuese n klas, prmes lojrave, dramatizimit, kngve ose lvizjeve me nxitje t fantazis dhe kreativitetit t nxnsit. Nxnsit n prgjithsi i prvetsojn prmbajtjet
mekanike (me riprodhim), por me rndsi sht t kontrollohet kuptimi
i drejt i domethnies s porosis duke i prfshir edhe elementet kulturore.
Mjetet msimore:
` doracak pr arsimtarin;
` pako me material t porositur pr arsimtarin (flesh-kartela, poster, doracak);
6. VLERSIMI I T ARRITURAVE
T NXNSVE
Prcjellja e t arriturave t nxnsve
Gjat msimit vazhdimisht prcjellen dhe vlersohen t arriturat e
nxnsve, prmblidhen treguesit pr aktivitetet e tyre, motivimi pr msim, bashkpunimi me t tjert etj., (vlersim formativ). do aktivitet
n or ku nxnsit e tregojn aktivitetin e tyre gjuhsor qoft n nivel
receptues, riprodhues ose prodhues, jep mundsi pr msimin e prparimit dhe vlersimi i tij. Kjo dmth., se evaluimi bhet si pjes integruese
n vet orn msimore, e jo si akt i izoluar. Me rndsi sht q gjat
procedurave t kontrollimit t njohurive, si dhe vlersimit t nxnsit,
kto procedura mos t dallohen nga aktivitetet e zakonshme n or,
gjegjsisht nxnsit nuk duhet t veohen nga grupi gjat kontrollimit
t reagimit gojor gjuhsor.
11
7. KUSHTET HAPSINORE PR
REALIZIMIN E PROGRAMEVE
MSIMORE
Programi sa i prket kushteve hapsinore pr realizim bazohet n Normativin pr hapsir pr klasn e I, II dhe III dhe pr mjetet msimore pr
klasn e I t sjellur nga ministri i Arsimit dhe Shkencs me Vendim nr.
07-4061/1m 31.05.2007.
Rekomandohet q pr shkak t kontaktit m t leht vizual n mes
nxnsve, q t dgjojn m mir ka flitet dhe ai nxns q sht m
12
larg t ket qasje n klas, bankat t jen t rregulluara n kt mnyr: m shum banka t afruara njra me tjetrn, variante t ndryshme
t shkronjs U si dhe vendosja dhe grupimi i karrigieve sipas nevojs
(gjat dramatizimit).
8. NORMATIVI PR KUADRIN
ARSIMOR
` Studime t kryera n gjuhn dhe letrsin angleze-drejtimi arsimor, VII 1.
` Studime t kryera gjuh dhe letrsi angleze, VII 1.
` Studime t kryera gjuh dhe letrsi angleze drejtim tjetr dhe
me kualifikimin adekuat pedagogjiko-psikologjik dhe prgatitjen
metodike n fakultet adekuat, VII1.
` Studime t kryera pr grupin klasor me modul pr gjuh angleze
VII1.
9. KOMISIONI PR PRGATITJEN
E PROGRAMIT MSIMOR
1. Sillvana Veteroska, kshilltare e gjuhs angleze, Byroja e zhvillimit
t arsimit Shkup - udhheqse sektori
2. Mr. Zora Bushovska, kshilltare e gjuhs angleze, Byroja e zhvillimit
t arsimit, Njsia ndrkomunale e BZHA - Ohr
3. Mr. Veronika Kareva, profesoresh n Universitetin e Evrops Juglindore - Tetov
4. Sonja Dimitrova,arsimtare e gjuhs angleze, SHF Dimitar Miladinov
- Shkup
5. Armira Gavaz - Abedini, arsimtare e gjuhs angleze, SHF Jane Sandanski - Shkup
6. Toni Todorovski, arsimtar i grupit klasor, SHF 7 Marsi, f. ellopek
- Tetov
7. Ajshe Ajrullai, kshilltare e grupit klasor, Byroja e zhvillimit t arsimit - Shkup
m 21.06.2007
(vendimi nr. 10 - 1009/2)
13
14
ARSIMI FIL L OR N N T VJ E AR
PROGRAMI
MSIMOR
ARSIMI MUZIKOR
1
1. HYRJE
Muzika sht kryesisht pjes e rndsishme e jets dhe kulturs s njeriut dhe ajo duhet t ket vend t rndsishm n edukim dhe arsimim.
Qllimi i msimit n arsimin muzikor sht q fmijt ta duan muzikn,
te ata t lind dshira q t angazhohen n mnyr aktive me t: t
kndojn, ekzekutoj n ndonj instrument, ti zhvillojn aftsit e tyre
muzikore. Arsimi muzikor si lnd e detyrueshme pr nxnsit prej klass
s I deri t IX do ta prgatis nxnsin pr jetes, gjegjsisht, ta aftsoj q t bhet shfrytzues dhe veprues i kulturs muzikore si n shkoll
poashtu edhe n jetn e prditshme.
Lnda arsimi muzikor n planin msimor sht i prfshier me nga 2 or
n jav, gjegjsisht me nga 72 or n vit pr nxnsit prej klass s I deri
t V dhe me nga 1 or n jav msim pr nxnsit e klass s VI deri t
IX, gjegjsisht 36 or n vit.
S bashku me arsimin figurativ dhe me prmbajtjet tjera prezente n
lndt e caktuara (psh.: n gjuhn amtare dhe gjuhn e huaj) arsimi muzikor duhet t ndikoj n baz pr prmirsimin e nxnsve, zhvillimin
e ndjenjave t tyre estetike, aftsive pr kuptimin dhe prjetimin e artit
muzikor, q tiu mundsohet q gradualisht t inkuadrohen dhe t marrin
pjes n jetn e muziks n mjedisin e tyre.
T msuarit e muziks q nga vitet e hershme t zhvillimit t fmijs
sht ideale pr ndikimin kompleksiv t personalitetit t fmijs, pr
2. QLLIMET E LNDS PR
PERIUDHN ZHVILLIMORE
I III
Nxnsi/nxnsja:
` t inkuadrohet n njohjen e aktiviteteve themelore - ekzekutuese muzikore (kndim, ekzekutim t instrumenteve muzikore pr
fmij, aktivitetet ritmiko-muzikore, si dhe n dgjimin e muziks;
` ta prjetoj bukurin e muziks;
` t nxitet pr kndim, ekzekutim, loj, pr dgjim t muziks;
` t lirohet nga stresi, ngarkesa emocionale permes dgjimit t muziks dhe shprehjes muzikore;
` t shfaq interesim dhe dshir pr realizimin e aktiviteteve muzikore;
` t arrij vetbesim gjat kryerjes s aktiviteteve muzikore (orientimi n natyr, koordinimi n lvizje, ruajtja dhe ndrrimi i rradhitjes n lvizje, kryerja e aktivitetit t trsishm psikomotorik);
3
3. QLLIMET E MSIMIT N
KLASN E I
Nxnsi/nxnsja:
` t zhvilloj qndrim pr kndim (ulje t drejt, mbajtjen e trupit,
frymmarrje);
` t zhvilloj shprehi pr kndim t kultivuar (kndim mesatar pa
grimas, ngritja e supeve dhe brtitje);
` t demonstroj (kndoj) kng me vij t llojllojshme melodikoritmike;
4
`
`
`
`
`
`
`
`
`
`
`
4. QLLIMET KONKRETE
1. KNDIM (20 OR )
Qllimet
Prmbajtjet
` Tinguj;
` Qndrim t drejt
` ti dalloj tingujt e natyrs dhe
gjat kndimit;
mjedisit;
` Ritm;
` t emitoj tinguj nga natyra dhe
` Kndim;
mjedisi;
Nxnsi/nxnsja:
Nocionet
`
`
`
`
`
`
`
Tingull
z;
kngtare;
numratore;
fjal t shpejta;
kng;
melodi;
Prmbajtjet
Nocionet
Nxnsi/nxnsja:
` hapa muzikore
ritmike (haprim,
marshim, krcim)
` lojra muzikore;
` vallzimim;
`
`
`
`
Haprim;
marshim;
krcim;
vallzim, valle.
Prmbajtjet
` Dgjimi i tingujve t
natyrs dhe mjedi` ti njoh zrat e natyrs dhe mje- sit;
disit; ( tinguj t kndshm dhe
` Dgjimi i muziks
t pakndshme pr at/ate);
vokale dhe instru` t ilustroj tinguj permes aplikimentale;
meve;
` Dgjimi i folklorit
` t dgjoj dhe njoh:
muzikor (kng po` ekzekutim vokal, instrumental
pullore) t bashkdhe instrumentalo vokal;
sis s tyre etnike
` ta njoh muzikn q e dgjon
dhe bashksis s
(e hareshme, e pikllueshme, e
tyre.
shpejt, e ngadalshme etj).
` t bisedoj pr muzikn q e
dgjon;
` ti dalloj kngt popullore;
Nxnsi/nxnsja:
Nocionet
`
`
`
`
`
`
Tingull;
pshertitje;
z;
instrument;
himni;
kng popoullore.
Prmbajtjet
Nocionet
Nxnsi/nxnsja:
` Ritmi;
` njohja me instrumentet ritmike
fmijrore;
` ekzekutimi i instrumenteve ritmike
fmijrore
` Ritmi;
` emrat e instrumenteve muzikore pr
fmij (t cilt prdoren n shkoll);
` ekzekutimi i motiveve ritmike me rrahje t duarve, prplasje t kmbve, prplasja e dy lapsave etj,;
` kontrollimi dhe zbulimi i karakteristikave tingullore t
instrumenteve t bra nga materielet natyrore (psh., disa
gota plastike t mbushura me oriz, disa me pasul dhe
tjerat me gur);
` zbulimi dhe dallimi i instrumenteve fmijrore ritmike
` (psh., i bie shkopinjve etj);
` ekzekutimi i instrumenteve ritmike fmijrore t bra nga
materiale natyrale
` ekzekutim me instrumente ritmike fmijrore (psh. prsrit motive t shkurtra ritmike);
Prmbajtjet
` Llojet kryesore t
ritmit (shpejt nga` ti njeh llojet elementare t
dal);
ritmit (ngadal-shpejt);
` Llojet kryesore t
` ti njeh llojet kryesore t dinamidinamiks (ngadal
ks (qet-fuqishm).
fuqishm)
Nxnsi/nxnsja:
Nocionet
`
`
`
`
lvizje e ngadalsuar
lvizje e shpejt
fuqishm
qet
Prmbajtjet
Nxnsi/nxnsja:
` Shprehje kreative
prmes kndimit,
lvizjes dhe ekzekutimit;
Nocionet
5. REKOMANDIMET DIDAKTIKE
` Prmbajtjet msimore nga lnda e arsimit muzikor japin mundsi q t realizohen pr tu integruar me prmbajtjet e programit
msimor nga gjuha amtare, matematika, gjuha angleze, njohja e
mjedisit, arsimi muzikor dhe fizik. Gjithashtu, jepet mundsi pr
integrim t planifikuar t brendshm t t gjitha temave n prputhje me nevojat e nxnsit dhe aktiviteteve t planifikuara.
` Gjat realizimit t prmbajtjeve arsimtari duhet ta nxis dhe lavdroj secilin fmij gjat t shprehurit muzikor dhe nuk guxon t
lejoj t bhet atmosfer kompetitive ndrmjet nxnsve.
20 or
25 or
3. Dgjimi i muziks
12 or
4 or
3 or
8 or
72 or
10
Numri i orve
1. Kndim
GJITHSEJ:
`
`
`
`
6. VLERSIMI I T ARRITURAVE
T NXNSVE
Mjetet msimore:
Gjat msimit rregullisht ndjeken dhe vlersohen t arriturat e nxnsve, grumbullohen treguesit pr aktivitetet e tyre, motivimit pr shprehje muzikore, angazhimit t nxnsve, prkushtimit t puns, si dhe
puns ekipore (vlersimi formativ).
Gjat prcjelljes t t arriturave t nxnsve, arsimtari duhet n veanti
t kujdeset ndaj qasjes individuale pr t arriturat e secilit fmij n
veanti.
N fund t vitit realizohet notim sumativ me shkrim.
7. KUSHTET HAPSINORE PR
REALIZIMIN E PROGRAMIT
MSIMOR
9. PROGRAMIN MSIMOR E
PRPILOI EKIPI PROFESIONAL:
1. Ankica Vitanova, kshilltare pr arsim muzikor, BZHA - Shkup
Sa i prket kushteve hapsinore pr realizim programi bazohet n Normativin pr hapsir pr klasn e I, II dhe III dhe t mjeteve msimore pr
klasn e I t sjellura nga ministri i Arsimit dhe Shkencs nr. 07-4061/1
m 31.05.2007.
8. NORMATIVI PR KUADRIN
ARSIMOR
Punn edukativo-arsimore n klasn e par mund ta realizoj personi i
cili ka kryer:
` Fakultetin Pedagogjik - profesor i edukimit parashkollor;
` Fakultetin Pedagogjik - profesor i msimit klasor;
` Fakultetin Filozofik Instituti pedagogjik.
m 21.06.2007
(vendimi nr. 10 - 1009/2)
11
12
ARSIMI FIL L OR N N T VJ E AR
PROGRAMI
MSIMOR
ARSIMI FIGURATIV
1
1. HYRJE
Aktivitetet dhe metodat e propozuara n programin msimor mundsojn integrim t prmbajtjeve n programin e arsimit figurativ me
prmbajtjet e programeve t arsimit muzikor, matematik, gjuh amtare
dhe natyr dhe shoqri.
2. QLLIMET E LNDS
MSIMORE N KLASN E I - III:
Nxnsi/nxnsja:
` t njoh gjuhn figurative: njohjen e ngjyrave, vijave, formave dhe
siprfaqeve;
` t njoh botn e krijimtaris figurative;
` t nxit interesimin, fantazin, kreativitetin fmijror pr shprehje
figurative;
` t zhvilloj gatishmrin pr t shprehur prjetimet e veta prmes
gjuhs figurative;
` t zhvilloj perceptimin vizual dhe taktil;
` t zbuloj, njoh dhe respektoj shprehjen e vet figurative, por
edhe t respektohet shprehja figurative e t tjerve;
` t zhvilloj interesimin pr inkuadrim t nxnsit n prmirsimin
e cilsis t hapsirs/lokalit n t cilin qndron, si dhe rregullimin
dhe mirmbajtjen e hapsirs/lokalit t jashtm;
` t lirohet nga stresi, nga ngarkesa emocionale prmes shprehjes
figurative;
` t njihet me krijimet figurative pr fmij, krijimet artistike figurative si dhe me nj pjes t krijimeve popullore;
` t dij t shfrytzoj teknologjin kompjuterike informatike n
shprehjen figurative.
3. QLLIMET E MSIMIT
N KLASN E I:
Nxnsi/nxnsja:
/nxnsja:
` ta nxit kurreshtjen dhe interesimin pr pun dhe krijim figurativ;
` t zhvilloj aftsi pr zbatimin e materialeve t ndryshme dhe teknikave pr vizatim, pikturim, formsimit n hapsir dhe krijimit t
shprehjes figurative;
` ta zbuloj dhe njoh gjuhn figurative elementet figurative:
vijn, ngjyrn, formn, siprfaqen dhe prdorimin e tyre n krijimtarin figurative;
` ti shpreh n mnyr t pavarur dhe lirshm njohurit e veta,
prjetimet dhe prshtypjet, mendimet dhe fantazit me ndihmn e
gjuhs dhe krijimtaris figurative;
` t zbuloj procedura t ndryshme n shprehjen figurative (me larje, grvishtje, sprkatje, tufzim, etj);
` ti zhvilloj aftsit grafomotorike dhe koordinimin sy-dor;
` t aftsohet q t vzhgoj dhe krahasoj si dhe t bj ngjajshmri dhe dallime ndrmjet lndve dhe dukurive;
` ti zbatoj njohurit e arritura n jetn shkollore;
` t zhvilloj shprehi kulturoro-higjienoteknike dhe punuese pr
mbajtjen e higjiens personale dhe higjiens t mjeteve pr
pun;
` t ket nevoj pr ruajtjen dhe prmirsimin e klass dhe shkolls
n prgjithsi;
` t dij n mnyr verbale ta sqaroj krijimin e vet figurativ;
` t njihet me teknikn kompjuterike pr vizatim dhe ngjyrosje t
siprfaqes.
4. QLLIMET KONKRETE
VIZATIM (30 OR T ORIENTUARA)
Qllimet
Prmbajtjet
` Mjetet kryesore
Nxnsi/nxnsja:
pr vizatim dhe
` ti njoh dhe emrtoj shtresat dhe matarielet
prdorimi i tyre
pr vizatim (letrn, lapsin, ngjyrat e drurit );
`
Elementet
` t nxitet q n mnyr t fokusuar ta vzhgon
figurative gjat
mjedisin e drejtprdrejt;
vizatimit
` t aftsohet q t prdor thjerrz pr vrojtim;
` Vizatimi
` t arrij siguri dhe kontrroll m t madhe
gjat lvizjes s dors;
` t aftsohet q t prdor lapsa t ndryshm
pr fitimin e vijave t llojllojshme me trashsi, intenzitet dhe saktsi t ndryshme, si dhe
t zbatoj dhe kombinoj vija t ndryshme
(horizontale, vertikale, t lakuara, t pjerrta,
t hapura, t mbyllura, t holla, t trasha, t
ndrprera, zik-zak etj.)
` t stimulohet q ti paraqes n trsi me
hollsi gjsendet dhe objektet nga mjedisi i
drejtprdrejt me hollsi;
` ti organizoj objektet e vizatuara n baz;
` t vrej ka sht lart, posht, majtas, djathtas, para, mbrapa;
` n vizatim t vendoset ilustrim pr prmbajtjen
e dhn (tekst, muzik, anekdod...);
` t vizatoj n mnyr t pavarur, tandem dhe
n grupe.
Nocionet
`
`
`
`
`
`
`
`
`
Letr;
laps;
ngjyra druri;
t vizatuarit;
vij;
vizatim;
holl trash;
me ndrprerje;
e gjat e
shkurt;
` e drejt e
shtrembr;
Prmbajtjet
Nocionet
Nxnsi/nxnsja:
` Mjetet elementare
pr pikturim dhe
prdorimi i tyre;
` Pikturim;
`
`
`
`
`
`
`
`
`
Pikturim;
ngjyr;
ngjyra kryesore;
e ndritshme e errt;
palet;
tempera;
ngjyra uji;
kollazh;
siprfaqja;
VULOSJE (8 OR T ORIENTUARA)
Qllimet
`
`
`
`
Nocionet
Nxnsi/nxnsja:
`
Prmbajtjet
Prmbajtjet
Nocionet
Nxnsi/nxnsja:
` Mjetet kryesore pr
modelim
` Modelimi
` Mjetet kryesore pr
formsim
` Formsimi
`
`
`
`
`
`
`
`
`
`
`
`
`
Modelim;
formsim;
zbrazt-mbusht;
but-fort;
thellhapur-mbyllur;
lmuarvrazhd;
brenda-jasht;
t shpuara;
plastelin;
brum;
argjil.
5. REKOMANDIME DIDAKTIKE
` Prmbajtjet msimore t lnds s arsimit figurativ japin mundsi
q t realizohen pr integrimin e prmbajtjeve t programeve msimore nga gjuha amtare, matematik, gjuh angleze, njohja me
mjedisin, arsimi muzikor dhe fizik. Gjithashtu, jepet mundsi pr
integrim t brendshm t planifikuar t t gjitha temave n prputhje me nevojat e nxnsve dhe me aktivitetet e planifikuara.
` Gjat realizimit t prmbajtjeve, arsimtari duhet ta nxis dhe lvdoj secilin nxns gjat shprehjes figurative dhe nuk guxon t
lejoj q t bhet atmosfer kompetitive ndrmjet nxnsve.
Fondi vjetor i orve
TEMAT
6. VLERSIMI I T ARRITURAVE
T NXNSVE
Numri i orve
1. Vizatim
30 or
2. Pikturim
16 or
3. Vulosje
8 or
10 or
8 or
GJITHSEJ:
72 or
Gjat msimit rregullisht prcjellen dhe vlersohen t arriturat e nxnsve, grumbullohen treguesit pr aktivitetet e tyre, motivimi pr krijime
figurative, angazhimi i nxnsve, prkushtimi n pun, si dhe puna ekipore (vlersimi formativ).
Gjat prcjelljes t t arriturave t nxnsve, arsimtari duhet n veanti
t kujdeset kah qasja individuale n t arriturat e secilit nxns n
veanti.
N mbarim t vitit bhet notimi sumativ/prmbledhs prshkrues.
7. KUSHTET HAPSINORE PR
REALIZIMIN E PROGRAMIT
MSIMOR
Programi sa i prket kushteve hapsinore pr realizimin e msimit bazohet n Normativin pr hapsir pr klasn e I, II dhe III dhe n mjetet
msimore pr klasn e I nga ana e ministrit t Arsimit dhe Shkencs me
Vendim nr. 07-4061/1 m 31.05.2007.
8. NORMATIVI PR KUADRIN
MSIMOR
Msimin e arsimit figurativ n klas t par mund ta realizoj personi i
cili ka t kryer:
` Fakultetin Pedagogjik profesor i msimit klasor;
` Fakultetin Pedagogjik profesor pr edukim parashkollor;
` Fakultetin Filozofik pedagog i diplomuar;
9. PROGRAMIN MSIMOR E
PRPILOI GRUPI PROFESIONIST:
1. Trajko Jovanovski, kshilltar i arsimit dhe artit figurativt, BZHA Veles
2. Vaska Levkova, kshilltare e edukimit dhe arsimit parashkollor, BZHA
- Veles
3. Olgica Naumovska, kshilltare e msimit klasor, BZHA - Tetov
4. Mr. Zhaklina Gligorievska - Kooska, Shkolla pr art t aplikueshm
Lazar Lienovski - Shkup
5. Ana Cvetkoska- Panova, IPKF 13 Nntori - Shkup
6. Roberta Jordanovska, profesor n msimin klasor SHF Lazo Angelovski - Shkup
6. Adrijana Ademi, profesor n msimin parashkollor SHF 26 Korriku
- Shkup
10
m 21.06.2007
(vendimi nr. 10 - 1009/2)
ARSIMI FIL L OR N N T VJ E AR
PROGRAMI
MSIMOR
ARSIMI FIZIK
DHE SHNDETSOR
1
1. HYRJE
Lnda arsimi fizik dhe shndetsor ka vend t posam n procesin edukativo-arsimor n procesin e arsimit fillor. Programi i arsimit fizik dhe
shndetsor n procesin msimor realizohet me prmbajtje, ushtrime dhe
lojra t posame, t cilat fizikisht e aktivizojn aparatin lokomotor dhe
drejtprdrejt ndikojn n rritjen simetrike dhe t drejt dhe zhvillimin e
nxnsit, e prmirson aftsin dhe shndetin e tyre fizik dhe e nxit pr
jet t shndosh. Gjithashtu, aktivitetet e planifikuara nga ky Program
e nxisin dhe zhvillojn zhvillimin kognitiv, psikomotorik, emocional dhe
social t nxnsit.
Prve shprehive pr realizimin e rregullt t ushtrimeve pr prforcimin
e organizmit personal, nxnsit do t pasurohen me elementet baz t
sportit dhe do ta zbulojne nevojn pr inkuadrimin aktiv te tyre n aktivitetet e ndryshme sportive gjat arsimimit dhe jets s tyre.
Lnda e arsimit fizik dhe shndetsor sht lnd e detyrueshme dhe
realizohet me 3 or n jav, konkretisht me 108 or n vit.
2. QLLIMET E LNDS N
PERIUDHN ZHVILLIMORE
I - III:
Nxnsi/xnsja:
` ta nxit zhvillimin e lvizjeve natyrore lokomotore lvizjeve t reja
dhe prvetsim t lvizjeve t rea dhe shkathtsive motorike;
` ta nxit zhvillimin psikomotor dhe lvizjen e drejt t trupit n
situata dhe lvizje t ndryshme;
` t formoj qndrime pozitive ndaj aktiviteteve fizike dhe sportit
dhe t nxitet afiniteti personal n aktivitete t posame psikomotorike;
` t aftsohet pr bashkpunim, pun ekipore dhe sjellje fer-plej
gjat realizimit t aktiviteteve, lojrave n shkoll, si dhe jasht
saj;
` ta zhvilloj aftsin pr lvizje t kombinuar motorike dhe orientimi n hapsir;
` ti zhvilloj aftsit psikomotorike (dimensionet) prmes lojs dhe
aftsive fizike;
` t aftsohet q t bj vlersimin e mundsive t veta fizike;
` t lirohet nga stresi dhe ngarkesa prmes aktiviteteve fizike t
organizuara;
` t njoftohet dhe t realizoj vallzime dhe lojra n ritm dhe
lvizje t ndryshme;
3. QLLIMET E MSIMIT PR
KLASN E PAR
Nxnsi/nxnsja:
` t aftsohet q t bj vlersim objektiv t mundsive t veta dhe
aftsive motorike;
` t aftsohet pr mbajtje t drejt t trupit prmes ushtrimeve adekuate;
` ti zhvilloj lvizjet natyrore motorike t koordinuara me duar dhe
pjest tjera t trupit;
` ti zhvilloj aftsit lokomotore t formave t ndryshme t lvizjeve prmes lojrave dhe vallzimeve;
` ta zhvilloj koordinimin motorik dhe orientimin n hapsir;
` t aftsohet n realizimin ekipor t ushtrimeve;
` t aftsohet pr t ndihmuar dhe bashkpunuar me t tjert dhe ta
respektoj mendimin dhe nevojat e t tjerve;
` t zhvilloj aftsi pr ndrprerjen dhe zgjidhjen konstruktive t
konflikteve;
4. QLLIMET KONKRETE
TEMA 1: NJIHU ME...
Qllimet
`
`
t nxitet dhe ti vrej q vet ti
`
zbuloj lvizjet e trupit t tij;
ti zbuloj mundsit e tija moto- `
rike me duar dhe kmb;
`
t njihet me lartsin dhe
peshn e tij;
t aftsohet q t zbatoj sjellje `
shoqrore, tiu ndihmoj shokve
pr zbulimin e aftsive motorike; `
ti kuptoj dhe realizoj aftsit motorike objektive t cilat i
posedon;
t msoj dhe t aftsohet pr
ndihm, bashkpunim dhe t
shprehurit e emocioneve pozitive
n klas dhe n grup;
Nxnsi/nxnsje:
`
`
`
`
Prmbajtjet
Trupi im
Lartsia ime.
Pesha ime.
Si lvizin shokt e
mi?
ka mundem me
duart?
ka mundem me
trupin tim?
ka mundem me
kmbt?
Nocionet
` Lvizje me duar dhe ` nxnsit e njohin trupin e tyre dhe aftsit motorike t
kmb
ndryshme, gjat ksaj prdor veprime dhe ilustrime t
ndryshme
` lartsia trupore
`
nxnsit vet ti vizatojn shokt n pozita t ndrysh` pesha trupore
me, t zbulojn se far lvizje mund t bjn me duar,
gishtrinj t kmbve dhe t duarve, lvizjet me kmb,
kok etj.
` nxnsit vizatojn pjes t trupit t tyre: pllmb
` grame dhe plantograme dhe pjes tjera t trupit t lidhura me lvizje t caktuar;
` nxnsit n pozitat e ndryshme bjn ushtrime dhe lvizje
tjera;
` nxnsit njoftohen me hapsirn me mjetet dhe rekuizitat
e caktuara me t cilat do t ushtrojn dhe luajn.
` Vendosja grupore e
nxnsve t parat aftsohet pr lvizje motorike
leles
t koordinuar n hapsir;
` vendosja e nxnsve
ta zhvilloj motorikn me lvizje
n grupe t vogla n
t orientuar dhe t kontrolluar
hapsir t caktuar.
n hapsir;
` Vendosja e nxnst aftsohet pr pun ekipore;
ve n reshte, sipas
tiu ndihmoj shokve pr realizi- reshtave nga dy.
min e detyrave;
` vendosja e nxnsve
ta zhvilloj ndjenjn estetike
n kolon nga nj,
gjat vendosjes;
n kolon nga dy.
t kuptoj dhe realizoj grupim
n grupe m t vogla;
t msoj dhe t aftsoj pr t
ndihmuar, pr bashkpunim dhe
pr t shprehur emocionet pozitive n klas dhe n grup.
Nxnsi/nxnsja:
`
`
`
`
`
`
`
Prmbajtjet
Nocionet
`
`
`
`
`
Grup;
reshta;
kolon;
sall sportive;
fush sportive;
Prmbajtjet
Nocionet
Nxnsi/nxnsja:
` Ushtrime pr duart
dhe brezin e supeve;
` ushtrime pr trupin;
` ushtrime pr legenin
` dhe kmbt;
` Qndrim n duar;
` qndrim t qet;
` qndrim t lir n
vend;
` qndrim haprues;
` ngritja e krahve
para;
` hapja e krahve
anash;
Prmbajtjet
` Ecje;
` vrapim;
` ti zhvilloj aftsit lvizse t
aparatit lokomotor pr paraqi- ` krcim me vrull,
krcim pupthi;
tje t drejt t lvizjeve;
`
krcim individual
` ti prkryej format natyrore t
dhe krcim me litar;
lvizjeve;
` hedhje dhe hedhje
` ti zhvilloj aftsit psikon vend t caktuar.
motorike dhe ta prforcoj
Nxnsi/nxnsja:
muskulaturn skeletore t
lidhur me bazat e elementeve
t atletiks;
` ta prforcoj kyin krcyes,
muskujve t kmbve dhe
legenit dhe shkathtsia;
` ta zhvilloj aftsin e hedhjes
s sakt;
` t zhvilloj aftsi dhe t
shpreh emocione pozitive dhe
sjellje n shoqrim, realizim
grupor t detyrave n loj.
Nocionet
`
`
`
`
`
`
`
`
Vrap me hov;
krcim;
rnie
krcim
gjunjzimamortizim
distanc-larges; t
krcyerit, t vrapuarit;
start-nisje-startimi
caku-arritja;
caku pr hedhje,
hedhje n vend t
caktuar dhe hedhje
mbi rrjet.
Prmbajtjet
` Njoftimi me veglat
gjimnastikore (t
` ta rris ndjenjn pr lvizje t
ulta: sport paralele,
trupit t tij n trsi n haptra, prkulje etj) me:
sir;
vegla pr ngjitje,
` ti prforcoj grupet e mdha
varje dhe kacavarje;
muskulore t trupit;
` rrokullisja n
` t aftsohet pr mbajtje estetike
boshtin gjatsor t
dhe elegante t trupit;
trupit;
` t aftsohet ta mirmbaj shn- ` prkulje n stomak
detin dhe kompaktshmrin e
dhe shpin;
aparatit lokomotor;
` ecje n siprfaqe t
` t aftsohet pr t lvizur n
ngusht;
drejtim t caktuar;
` ecje dhe zvarritje n
` t aftsohet pr lvizjet e trupit
tra t ult;
t vet n drejtimin e caktuar;
` krcim dhe kaprcim
` ta zhvilloj baraspeshn, aftsit
prmes sndukt t
prceptive dhe vestibulare.
ult suedez
` trheqje dhe mbitrheqje, shtyrje
Nxnsi/nxnsja:
Nocionet
`
`
`
`
`
`
Ecje gjimnastikore;
rrokullisje;
perkulse;
trau i ult;
paralele te ulta;
snduk i ult suedez.
TEMA 5: LOJRA
Qllimet
Prmbajtjet
Nocionet
Nxnsi/nxnsja:
`
`
`
`
` Vallevallzim popullor;
` lojra karakteresh;
` lojra elementare;
` lojra stafetore;
10
Vallzime popullor;
lojra karakteresh;
lojra elementare;
lojra stafetore.
Prmbajtjet
Nocionet
`
`
` t nxitet pr pjesmarrje n
`
aktivitete n mjedis ujor;
` ti njihet me pozitat bazike `
pr nj nga teknikat pr
notim;
`
Nxnsi/nxnsja:
shtrirje n uj t cekt
` Nocione nga elementet fillestare t
zvaritije n uj t cekt
notimit, pun me
Ecje dhe vrapim n uj t cekt;
duar, me kmb,
loj me ecje, vrapim, zvaritje,
mbajtja e koks
ecje katrkmbshe n uj t
cekt, etj;
pluskimi dhe zhytja e koks n
uj, shikim n uj.
` Kalim prmes kanalit t gjall
n uj tcekt
`
`
Nocionet
Nxnsi/nxnsja:
`
Prmbajtjet
11
Prmbajtjet
` Vozitje me monopati;
` t aftsohet ta mbaje baras` vozitja e triciklit;
peshn gjat ngarjes s monopa` vozitja e biiklets;
tins, biiklets dhe rolerave;
` vozitja e rolerve;
` t zhvilloj aftsi pr prdorim
t drejt dhe t sigurt t monopatins, biiklets dhe rolerve.
Nxnsi/nxnsja:
Nocionet
Prmbajtjet
Nxnsi/nxnsja
` Pikniqe-shetitje;
` ecje, n rrafshine
dhe malalpinizm;
12
Nocionet
Prmbajtjet
Nocionet
Prmbajtjet
Nocionet
13
5. REKOMANDIME DIDAKTIKE
Gjat realizimit t programit pr arsimin fizik dhe shndetsor fillohet
nga mundsit zhvillimore, aftsit dhe interesimet e nxnsve t moshs gjashtvjeare.
Programi pr arsimin fizik dhe shndetsor ofron spektr t gjer t
aktiviteteve: t detyrueshme ku bjn pjes lvizjet natyrore dhe bazat
e atletiks dhe gjimnastiks me lojrat dhe lmia e notit, aktivitetet n
bor dhe n natyr, aktivitetet me vozitje etj., si lmi t veanta tematike sipas interesit dhe nevojave t nxnsve dhe prindrve realizohen
n mjedisin lokal nga t cilt pritet prparim i dukshm n nivel lokal
poashtu edhe shfrytzimi i kushteve natyrore.
Me rndsi sht q nxnsi n ort e para aq sa sht q sa m shpejt
t v komunikim optimal me ka do ti udhheq nxnsit si paralele
gjegjsisht trsi n vendosje dhe lvizje t organizuar. Kjo tem sht
shum e rndsishme pr lvizjen e organizuar, sigurin dhe mbrojtjen
gjat zbatimit t aktiviteteve t nevojshme me paralelen si trsi dhe
n organizimin e aktiviteteve tjera n shkoll dhe jasht saj. Gjithashtu
me rndsi sht q ushtrimet pr formimin e trupit sht tema e cila
detyrymisht zbatohet n do or n arsimin fizik dhe shndetsor.
Shum me rndsi q n fillim t vitit shkollor arsimtari t bj inizim
t statusit psikofizik, emocional dhe social t secilit nxns me qllim
q t prgatit plan duke i pasur parasysh temat msimore dhe qllimet
e vendosura n korelacion me kushtet pr pun n shkoll me respektimin e interesave individuale dhe aftsit psikomotore t nxnsve.
Vmendej t posame duhet vn gjendjes shndetsore t nxnsve,
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veanrisht atyre nxns q kan dmtime trupore dhe ndalesa nga mjeku pr ushtrime t trsishme dhe t pjesrishme t ushtrimeve motorike. Gjat ktyre rasteve arsimtari sht i detyruar ti respektoj mendimet dhe supozimet e personave profesional pr gjendjen shndetsore
t nxnsve.
Arsimtari sht i detyrueshm q n takimin e par para pranimit t
nxnsve ti zbuloj se sa prej tyre jan t ndaluar ose aktivitet fizik t
kufizuar pr shkak t smundjes n nj koh t gjat ose smundjeve t
sistemit t enve t gjakut zemrs. Arsimtari sht i detyrueshm pr
kta fmij q ta respektoj rezultatet e mjekut dhe rekomandimet, t
konsultohet se sa do t munden dhe a mundet t punoj me nxnsit
e till.
Duke e pasur parasysh moshn e nxnsve, aktivitetet motorike do t
realizohen, para s gjithash prmes lojrave n lvizje, me kmbngulje
q t prmbushen interesat e nxnsve, t realizohen efektet pozitive
emocionale, nxnsi ti respektoj shokt e tij. Tiu ndihmoj dhe zhvilloj zgjidhjen e detyrave kolektive dhe n grupe, t zhvillohet kultura e
t respektuarit, njohurit pr t bukurn dhe mbajtja e trupit t vet.
Arsimtari duhet ti kushtoj kujdes t veant kyjes s t gjith nxnsve
n aktivitetet grupore pa marr parasysh aftsit dhe prkatsin gjinore.
Stimulimi duhet t bhet n mnyr afirmative gjat s cils vlersohen
arritjet e veanta t do nxnsi si rekord i tij personal. do nxns
nxitet t arrij sa m shum q mundet, e jo t prcillen standarde t
vendosura prej m par. Qllimi i msimit n arsimin fizik dhe shndetsor sht t sigurohet atmosfer relaksuese.
Gjat prgatitjes arsimtari i kushton rndsi shfrytzimit racional t kushteve pr pun. N prgatitjen vjetore detyrimisht i planifikon temat
6. VLERSIMI I T ARRITURAVE
T NXNSVE
Sipas qllimeve t vendosura t programit msimor n arsimin fizik dhe
shndetsor arsimtari krahason notimin me shkrim (diagnostik, formativ, mikrosumativ dhe sumativ) gjat s cilve parasysh i ka komponentat:
` mbizotrimi i elementeve nga bazat e atletiks, gjimnastikes, lojrat n pajtueshmri me mundsit individuale;
` rregullshmri, prpjekje, bashkpunim dhe ndihm nxnsve n
or;
` fer-play q ka t bj me ort dhe garat, t respektoj fitoren dhe
disfatn si dukuri normale t garave,
` t kontribuoj n formimin e atmosfers pozitive n grupe;
` respektimi dhe plotsimi i detyrave shndetsore dhe higjienike
me veshjen e tij, para aktiviteteve fizike dhe pas tyre;
` disiplin, respektimi i rendit shtpiak, i salls sportive dhe shkolls si dhe plotsimi i detyrave t vendosura nga ana e arsimtarve
dhe elementet tjera t cilt arsimtari do ti vendos si specifik pr
mjetet pr pun dhe realizimi i ineresave lokale dhe marrveshja
e prindrve. Pr t arriturat e nxnsve udhhiqet ditar pr t
gjitha komponentat e prmendura nga t cilt del nota e nxnsit.
Notimi sht me shkrim, aty vendosen elementet t cilat jan t
vendosura me qllim t programit msimor n arsimin fizik dhe
shndetsor.
Pr t arriturat e nxnsve udhhiqet ditar pr t gjith komponentat e
prmendura nga t cilat dalin notat e nxnsve.
Notimi sht me shkrim, aty vendosen elementet t cilt jan t vendosura me qllimin e programit msimor n arsimin fizik dhe shndetsor.
` prsosja e formave natyrore t lvizjes si dhe t msuarit dhe mbizotrimi i elementeve tjera motorike;
` ngritja e aftsive psikomotorike dhe aftsia e aparatit lokomotor;
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7. KUSHTET HAPSINORE PR
REALIZIMIN E PROGRAMIT
MSIMOR
Pr realizimin e programit msimor t arsimit fizik dhe shndetsor e
nevojshme sht sall sportive dhe terrene t hapura sportive. Numri i
tyre dhe madhsia jan rregulluar me Normativin e hapsirs msimore, mjeteve msimore dhe atyre ndihmse t Ministris s Arsimit dhe
Shkencs.
8. NORMATIVI PR KUADRIN
MSIMOR
Msimin e arsimit fizik dhe shndetsor n klas t par mund ta realizoj personi i cili ka t kryer:
` Fakultetin Pedagogjik profesor i msimit klasor;
` Fakultetin Pedagogjik profesor pr edukim parashkollor;
` Fakultetin Filozofik pedagog i diplomuar;
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9. PROGRAMIN MSIMOR E
PRPILOI EKIPI PROFESIONAL
1. Dr. Nase Kondovski kineziolog, Byroja e zhvillimit t arsimit, koordinues, Shkup;
2. Dr. Lena Damovska profesor n Institutin pedagogjik n Fakultetin
filozofik, Shkup
3. Dr. Zoran Radiq profesor n Fakultetin e kulturs fizike, Shkup;
4. Sllobodanka Badorovska, arsimtar n SHF Vllado TasevskiShkup;
5. Aco Minovski, arsimtar n SHF Partenie Zografski, Shkup
6. Elizabeta Tomevska, kshilltar Byroja e zhvillimit t arsimit, Shkup
7. Mustafa Aliu kshilltar, Byroja e zhvillimit t arsimit, Gostivar
m 21.06.2007
(vendimi nr. 10 - 1009/2)