{"id":324,"date":"2014-09-14T21:07:06","date_gmt":"2014-09-14T21:07:06","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=324"},"modified":"2024-05-13T18:30:11","modified_gmt":"2024-05-13T16:30:11","slug":"10-preguntes-sobre-lensenyament-del-discurs-oral-en-public-10-idees-clau-per-respondre-les","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2014\/09\/14\/10-preguntes-sobre-lensenyament-del-discurs-oral-en-public-10-idees-clau-per-respondre-les\/","title":{"rendered":"10 preguntes sobre l\u2019ensenyament del discurs oral en p\u00fablic i 10 idees clau per respondre-les"},"content":{"rendered":"

\"comptoral\"<\/a>1. Per qu\u00e8 est\u00e0 comunament acceptat que parlar en p\u00fablic \u00e9s una activitat\u00a0<\/strong>social i laboral important i, en canvi, no s\u2019ensenya a les nostres\u00a0<\/strong>escoles i instituts?<\/strong><\/p>\n

Idea clau 1. \u00abSaber parlar \u00e9s una compet\u00e8ncia fonamental poc ensenyada\u00bb, perqu\u00e8 arrossega una doble problem\u00e0tica: la manca d\u2019una\u00a0<\/span>tradici\u00f3 pedag\u00f2gica sobre el seu ensenyament al nostre pa\u00eds i les\u00a0<\/span>dificultats pr\u00e0ctiques de la seva aplicaci\u00f3 a classe. Aquest llibre proposa\u00a0<\/span>un conjunt de principis i recursos did\u00e0c<\/span>tics per superar aquestes\u00a0<\/span>in\u00e8rcies.\u00a0<\/span><\/p>\n

2. Per qu\u00e8 la llengua oral, que \u00e9s l\u2019instrument principal que permet\u00a0<\/strong>l\u2019organitzaci\u00f3 de la vida a l\u2019aula, la construcci\u00f3 comuna de l\u2019aprenentatge\u00a0<\/strong>i la millora de l\u2019escriptura en l\u2019elaboraci\u00f3 i la revisi\u00f3 dels\u00a0<\/strong>textos, no esdev\u00e9 un focus d\u2019aprenentatge per si mateixa?<\/strong><\/p>\n

Idea clau 2. \u00abLa llengua oral organitza la vida a l\u2019aula i requereix\u00a0una reflexi\u00f3 i un aprenentatge espec\u00edfics\u00bb. A classe es parla per gestionar\u00a0la interacci\u00f3, per aprendre a pensar, per compartir la lecturai per aprendre a escriure, per\u00f2, a m\u00e9s, s\u2019ha de parlar per aprendre a\u00a0parlar, centrant l\u2019atenci\u00f3 en les caracter\u00edstiques de l\u2019oralitat formal\u00a0i duent a terme activitats sistem\u00e0tiques i planificades de discurs oral\u00a0en p\u00fablic.<\/p>\n

3. Per qu\u00e8 existeix la creen\u00e7a que en parlar en p\u00fablic all\u00f2 fonamental\u00a0<\/strong>\u00e9s la simpatia o el carisma, mentre que, en realitat, els grans oradors\u00a0<\/strong>preparen conscienciosament els seus discursos, disposen d\u2019un efica\u00e7\u00a0<\/strong>patrimoni ling\u00fc\u00edstic i basen la seva improvisaci\u00f3 en el domini del\u00a0<\/strong>tema que tracten?<\/strong><\/p>\n

Idea clau 3. \u00abAbans de parlar cal pensar b\u00e9 all\u00f2 que es vol comunicar\u00bb.\u00a0La did\u00e0ctica de l\u2019oralitat formal ha d\u2019incorporar la planificaci\u00f3 del discurs\u00a0en les activitats de classe, dins de seq\u00fc\u00e8ncies did\u00e0ctiques que inclouen\u00a0el seguiment de l\u2019alumnat pel docent en el treball previ a una\u00a0exposici\u00f3 oral, amb una avaluaci\u00f3 formativa al llarg del proc\u00e9s.<\/p>\n

4. Per qu\u00e8 un dels errors principals del nostre alumnat \u00e9s parlar en p\u00fablic\u00a0sense la deguda formalitat ni la necess\u00e0ria cortesia, centrat\u00a0\u00fanicament a mostrar que coneix el tema de l\u2019exposici\u00f3, mentre\u00a0que l\u2019orat\u00f2ria efectiva t\u00e9 com a principi fonamental adequarse\u00a0a l\u2019auditori per confirmar o modificar els seus coneixements \u00a0i\u00a0opinions?<\/strong><\/p>\n

Idea clau 4. \u00abComunicar implica persuadir l\u2019audi\u00e8ncia amb eleg\u00e0ncia\u00a0i respecte\u00bb, analitzant la situaci\u00f3 comunicativa, coneixent b\u00e9 i\u00a0adaptant-se a les caracter\u00edstiques de l\u2019audi\u00e8ncia, aplicant \u00a0les estrat\u00e8gies de la cortesia verbal i utilitzant recursos ret\u00f2rics per captar\u00a0i mantenir l\u2019atenci\u00f3 de l\u2019auditori.<\/p>\n

5. Per qu\u00e8 els principals problemes per parlar en p\u00fablic en molts casos\u00a0s\u00f3n l\u2019emotivitat i els nervis, i quin \u00e9s el paper comunicatiu de la personalitat,\u00a0el gest i la mirada?<\/strong><\/p>\n

Idea clau 5. \u00abLa personalitat i el llenguatge no verbal formen part\u00a0constitutiva del missatge\u00a0oral\u00bb. A difer\u00e8ncia de l\u2019escriptura, la comunicaci\u00f3\u00a0oral \u00e9s coreogr\u00e0fica: l\u2019orador est\u00e0 ell mateix en el missatge, perqu\u00e8 juntament amb\u00a0les paraules s\u2019exposa a si mateix, el seu\u00a0car\u00e0cter, el cos, la gestualitat, la mirada\u2026, i l\u2019efectivitat de la seva\u00a0al\u00b7locuci\u00f3 dep\u00e8n en bona mesura de la percepci\u00f3 intu\u00eftiva que el p\u00fablic\u00a0tingui d\u2019aquests elements.<\/span><\/p>\n

6. Per qu\u00e8 algunes de les dificultats principals en l\u2019expressi\u00f3 oral en\u00a0<\/strong>p\u00fablic del nostre alumnat s\u00f3n la monotonia, la manca de ritme i el\u00a0<\/strong>volum insuficient de la veu?<\/strong><\/p>\n

Idea clau 6. \u00abLa veu i l\u2019entonaci\u00f3 comuniquen directament l\u2019emoci\u00f3\u00bb i reflecteixen l\u2019estat d\u2019\u00e0nim del parlant. L\u2019orador expert domina\u00a0<\/span>la modulaci\u00f3 de la veu, el ritme i els silencis, tot donant una interpretaci\u00f3\u00a0<\/span>al seu discurs, mentre que l\u2019aprenent d\u2019orador acostuma a\u00a0<\/span>recolzar-se en la recitaci\u00f3 gaireb\u00e9 literal de textos memoritzats,\u00a0<\/span>sense naturalitat ni correspond\u00e8ncia entre el contingut del discurs i\u00a0<\/span>la seva entonaci\u00f3.<\/span><\/p>\n

7. Com es pot ensenyar el discurs oral formal en p\u00fablic m\u00e9s enll\u00e0 de la\u00a0<\/strong>visi\u00f3 espontaneista, que contempla el desenvolupament de l\u2019oralitat\u00a0<\/strong>formal com una cosa natural dependent \u00fanicament del talent innat\u00a0<\/strong>de cada persona?<\/strong><\/p>\n

Idea clau 7. \u00abLa compet\u00e8ncia oral es pot ensenyar, aprendre i avaluar\u00a0amb les estrat\u00e8gies did\u00e0ctiques adequades\u00bb, que impliquen la motivaci\u00f3,\u00a0el treball cooperatiu, la versemblan\u00e7a de les situacions, la doble planificaci\u00f3\u00a0did\u00e0ctica de la parla i l\u2019escolta, una relaci\u00f3 pedag\u00f2gica\u00a0equilibrada a l\u2019aula, la preparaci\u00f3 de seq\u00fc\u00e8ncies did\u00e0ctiques m\u00e9s o\u00a0menys complexes i l\u2019avaluaci\u00f3 efica\u00e7, relativa, raonada i formativa.<\/p>\n

8. En qu\u00e8 consisteix l\u2019explicaci\u00f3 oral, quines en s\u00f3n les caracter\u00edstiques\u00a0i amb quin tipus de seq\u00fc\u00e8ncies did\u00e0ctiques i activitats es pot\u00a0ensenyar?<\/strong><\/p>\n

Idea clau 8. \u00abExplicar coneixements significa comprendre\u2019ls\u00bb: si no\u00a0s\u2019han ent\u00e8s profundament, no es poden explicar b\u00e9. La did\u00e0ctica de\u00a0l\u2019explicaci\u00f3 oral inclou mostrar les estrat\u00e8gies explicatives del docent\u00a0mateix, incorporar els organitzadors discursius formals, integrar recursos\u00a0ret\u00f2rics explicatius i utilitzar suports visuals, amb l\u2019objectiu de\u00a0fer-se entendre i generar inter\u00e8s envers all\u00f2 que s\u2019explica.<\/p>\n

9. En qu\u00e8 consisteix l\u2019argumentaci\u00f3 oral, quines en s\u00f3n les caracter\u00edstiques\u00a0i amb quin tipus de seq\u00fc\u00e8ncies i activitats es pot ensenyar?\u00a0<\/strong><\/p>\n

Idea clau 9. \u00abLa comunicaci\u00f3 humana \u00e9s b\u00e0sicament argumentativa\u00bb. L\u2019argumentaci\u00f3 \u00e9s un tipus de text fonamental per a la relaci\u00f3\u00a0social, que es concreta en dos formats comunicatius diferents: el\u00a0mon\u00f2leg argumentatiu i el debat. La did\u00e0ctica de l\u2019argumentaci\u00f3\u00a0oral inclou aprendre l\u2019esquema argumentatiu b\u00e0sic, usar les estrat\u00e8gies\u00a0argumentatives, detectar les fal\u00b7l\u00e0cies, saber debatre sense\u00a0agredir i saber construir la contraargumentaci\u00f3.<\/p>\n

\u00a010.Com es poden evitar la repetici\u00f3 i la monotonia en qu\u00e8 incorre l\u2019escassa\u00a0<\/strong>tradici\u00f3 escolar de pr\u00e0ctiques orals, limitades als exercicis t\u00f2pics\u00a0<\/strong>de l\u2019exposici\u00f3 i el debat?<\/strong><\/p>\n

Idea clau 10. \u00abSaber parlar significa dominar un repertori variat de\u00a0<\/span>g\u00e8neres discursius\u00bb, que inclou diverses activitats comunicatives\u00a0<\/span>(an\u00e8cdotes, hist\u00f2ries, descripcions, definicions, instruccions…) i altres\u00a0<\/span>situacions i reptes ret\u00f2rics basats en la improvisaci\u00f3.\u00a0<\/span><\/p>\n

En resum, per qu\u00e8 no deixem de creure que l\u2019oralitat formal \u00e9s molt dif\u00edcil\u00a0<\/span>d\u2019ensenyar i, a m\u00e9s, s\u2019apr\u00e8n espont\u00e0niament, per desenvolupar de manera\u00a0<\/span>plena seq\u00fc\u00e8ncies did\u00e0ctiques per a l\u2019aprenentatge efectiu del discurs\u00a0<\/span>oral en p\u00fablic, fent realitat un dels principis b\u00e0sics del curr\u00edculum oficial ja\u00a0<\/span>establert, per\u00f2 no complert, que fixa la igualtat entre la llengua oral i l\u2019escrita\u00a0<\/span>en els objectius d\u2019aprenentatge dels futurs ciutadans de la nostra societat<\/span>democr\u00e0tica i del coneixement?<\/span><\/p>\n

FONT:\u00a0<\/strong>10 idees clau. Ensenyar la compet\u00e8ncia oral a classe. <\/em>GRA\u00d3, 2014.\u00a0S\u00e8rie Did\u00e0ctica de la llengua i de la literatura, 191<\/p>\n

Podeu accedir-hi fent clic aqu\u00ed<\/span><\/a><\/strong><\/span>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Saber parlar en p\u00fablic i en situacions formals \u00e9s una compet\u00e8ncia crucial en la formaci\u00f3 ling\u00fc\u00edstica i comunicativa de les persones. \u00c9s b\u00e0sic tant per desenvolupar-se en l’\u00e0mbit acad\u00e8mic com en la futura vida social i professional de l’alumnat, per\u00f2 \u00e9s una de les capacitats m\u00e9s desateses en l’ensenyament. <\/p>\n","protected":false},"author":535,"featured_media":326,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[192,194,195],"tags":[190,191,193],"tipo":[],"class_list":{"0":"post-324","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-competencia-comunicativa","8":"category-expressio-i-comprenssio-oral","9":"category-linguistica-i-audiovisual","10":"tag-argumentacio","11":"tag-audiencia","12":"tag-discurs-oral"},"yoast_head":"\n10 preguntes sobre l\u2019ensenyament del discurs oral en p\u00fablic i 10 idees clau per respondre-les - 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