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Atti Seminari e Convegni

Gestire la complessità: l’esempio della motivazione ad apprendere

Proposte bibliografiche
[Non abbiamo la relazione scritta]

[Cliccare qui per la versione video]

“I bravi insegnanti … sono come musicisti jazz che reagiscono e improvvisano nei punti critici della loro
musica. Mentre suonano, in modo implicito o esplicito, riconoscono che c’è ordine nel disordine dei loro
mondi” Iannone (1995)

Motivazione ad apprendere

  • BROPHY J. (2003). Motivare gli studenti ad apprendere, LAS, Roma.
  • DE BENI R., MOE’ A. (2000). Motivazione e apprendimento, Il Mulino, Bologna.
  • McCOMBS B.L., POPE J.E. (1996). Come motivare gli alunni difficili, Erickson, Trento.
  • MARIANI L. (2006). La motivazione a scuola. Prospettive teoriche e interventi strategici. Carocci, Roma.
  • STIPEK, D.J. (1996). La motivazione nell’apprendimento scolastico. Fondamenti teorici e orientamenti operativi, SEI, Torino.

Teorie della complessità e didattica delle lingue

  • Cameron L., Larsen Freeman D. (2007). “Complex systems and applied linguistics”. International Journal of Applied Linguistics, Vol. 17, No. 2.
  • Cvetek S. (2007). “Applying chaos theory to lesson planning and delivery”. ATEE 32nd Annual Conference ‘Equity and Diversity in Teacher Education’, University of Wolverhampton. www.atee2007.org.uk/docs/CvetekS.doc
  • Finch A. “A Systems View of the EFL Class: Mapping Complexity”. ESL Teachers Board. http://www.eslteachersboard.com/cgi-bin/articles/index.pl?noframes;read=909
  • Finch A. (2001). “Complexity in the language classroom”. Secondary Education Research, Vol. 47. http://www.finchpark.com/arts/complexity.pdf
  • Finch A. (2004). “Complexity and systems theory: Implications for the EFL teacher/researcher”. Journal of Asia TEFL, Fall. http://www.finchpark.com/arts/Complexity_Systems.pdf
  • Hadidi Tamjid N. “Chaos/complexity theory in second language acquisition.” Novitas-Royal, Vol. 1(1). http://www.novitasroyal.org/tamjid.pdf
  • Iannone R. (1995). “Chaos theory and its implications for curriculum and teaching”. Education, Summer. http://findarticles.com/p/articles/mi_qa3673/is_199507/ai_n8731833
  • Kindt D., Cholewinski M., Kumai W., Lewis P., Taylor M. (1999). “Complexity and the language classroom”. Academia: Literature and Language, 67. http://www.nufs.ac.jp/%7ekindt/media/complexity.PDF
  • Kindt D. (2002). “Towards a complex systems view of course design”. Nagoya University of Foreign Studies Journal of the School of Global Business and Economics, 10. http://www.nufs.ac.jp/%7ekindt/media/KINDTsystemic_view.pdf
  • Kozden M. (2005). A framework for teaching a foreign language class based on the principles of chaos/complexity theory. School for International Training, Brattleboro, Vermont. http://sitcollection.cdmhost.com/cgibin/showfile.exe?CISOROOT=/p4010coll3&CISOPTR=242&filename=243.pdf
  • Kumai W., Lewis P., Taylor M., Cholewinski M., Kindt, D. (1999). “The language classroom on a complex systems matrix”. JALT98 Proceedings. http://www.nufs.ac.jp/%7ekindt/pages/matrix.pdf
  • Mallows D. (2002). “Non-linearity and the observed lesson”. ELT Journal, Volume 56/1.
  • Tudor I. (2003). “Learning to live with complexity: towards an ecological perspective on language teaching”. System, Volume 31, Issue 1.