Ders \u00e7al\u0131\u015fma y\u00f6ntemlerinin belki de en tart\u0131\u015fmal\u0131 olan\u0131d\u0131r, m\u00fczik dinleyerek ders \u00e7al\u0131\u015fmak. \u00a0Bir taraf m\u00fczik dinlerken derse odaklan\u0131lamayaca\u011f\u0131n\u0131, dolay\u0131s\u0131yla ders \u00e7al\u0131\u015fman\u0131n verimsiz olaca\u011f\u0131n\u0131 savunurken di\u011fer taraf da tam tersi m\u00fczi\u011fin ritminden \u00f6t\u00fcr\u00fc odaklanman\u0131n daha kolay oldu\u011funu savunuyor.<\/p>\n
Peki, m\u00fczik dinleyerek ders \u00e7al\u0131\u015fmak ger\u00e7ekten verimli mi?<\/strong><\/p>\n Beynimizin karma\u015f\u0131k bir \u00e7al\u0131\u015fma \u015fekli olmas\u0131na kar\u015f\u0131n ger\u00e7ekte bir durum esnas\u0131nda beyin sadece tek bir \u015feye odaklan\u0131r. \u00a0Bize her ne kadar i\u00e7inde bulundu\u011fumuz iki durumla da ba\u015fa \u00e7\u0131kabiliyoruz gibi g\u00f6z\u00fckse de i\u015fin asl\u0131 \u00f6yle de\u011fil.<\/p>\n \u015e\u00f6yle ki \u00f6zellikle ders \u00e7al\u0131\u015fmaya ba\u015flad\u0131\u011f\u0131m\u0131z s\u0131rada fonda m\u00fczik varsa beynimiz \u00e7al\u0131\u015ft\u0131\u011f\u0131m\u0131z konuya odaklanmak i\u00e7in daha y\u00fcksek performans \u00a0sergiler. Dikkat edersek asl\u0131nda bunu o anda biz de anlayabiliriz. \u0130lk ba\u015fta her ne kadar dinledi\u011fimiz m\u00fczi\u011fin ritmine uyarak \u00e7al\u0131\u015fsak da bir sure sonra m\u00fczi\u011fi duymamaya \u00e7aba g\u00f6stererek okumaya \u00e7al\u0131\u015f\u0131r\u0131z.<\/p>\n \u201cBen m\u00fczikle \u00e7al\u0131\u015f\u0131nca daha iyi anl\u0131yorum.\u201d<\/strong><\/p>\n Bu bir\u00e7ok \u00f6\u011frencinin d\u00fc\u015ft\u00fc\u011f\u00fc yan\u0131lg\u0131lardan biridir. Asl\u0131nda m\u00fczik burada anlamam\u0131z\u0131 kolayla\u015ft\u0131rmaktan ziyade ders \u00e7al\u0131\u015f\u0131rken s\u0131k\u0131lmam\u0131z\u0131 \u00f6nler. \u00d6zellikle ders \u00e7al\u0131\u015f\u0131rken dikkatini toplamakta zorlanan, \u00e7ok \u00e7abuk s\u0131k\u0131lan \u00f6\u011frenciler \u201cm\u00fczikle daha iyi \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131\u201d savunurlar. M\u00fczik, ders \u00e7al\u0131\u015f\u0131rken can s\u0131k\u0131nt\u0131s\u0131n\u0131 bir nebze azaltt\u0131\u011f\u0131 i\u00e7in daha uzun s\u00fcre \u00e7al\u0131\u015fabilirler. Ders \u00e7al\u0131\u015fma s\u00fcresinin uzamas\u0131 da onlara daha verimli ders \u00e7al\u0131\u015ft\u0131klar\u0131n\u0131 d\u00fc\u015f\u00fcnd\u00fcrt\u00fcr.<\/p>\n Verimli ders \u00e7al\u0131\u015fmak, uzun saatler boyu aral\u0131ks\u0131z ders \u00e7al\u0131\u015fmak demek de\u011fildir.<\/strong><\/p>\n Minimum s\u00fcrede, maksimum performans\u0131n al\u0131nmas\u0131d\u0131r \u00f6nemli olan. Dolay\u0131s\u0131yla 4 saat m\u00fczikle ders \u00e7al\u0131\u015f\u0131p yar\u0131m bir kavrama yerine sessiz bir ortamda 40 dakikal\u0131k etkili bir ders \u00e7al\u0131\u015fma daha \u00f6nemlidir.<\/p>\n Ders \u00e7al\u0131\u015f\u0131rken \u00f6\u011frencinin, odaklanmas\u0131n\u0131 zorla\u015ft\u0131racak etkenlerden (telefon, televizyon, m\u00fczik dinleme, mesajla\u015fma, sohbet vb.) uzak durmas\u0131, derslerdeki ba\u015far\u0131s\u0131na do\u011frudan katk\u0131 sa\u011flayacakt\u0131r.<\/p>\n T\u00fcm bunlara ek olarak unutulmamal\u0131d\u0131r ki kendini m\u00fczikle ders \u00e7al\u0131\u015ft\u0131rmaya al\u0131\u015ft\u0131ran \u00f6\u011frenciler, s\u0131nav vb. ortamlarda m\u00fcziksiz kald\u0131klar\u0131nda, g\u00f6sterdikleri performans d\u00fc\u015fmektedir.<\/p>\n Ders \u00e7al\u0131\u015f\u0131rken motivasyonu artt\u0131r\u0131c\u0131 bir\u00e7ok \u00e7al\u0131\u015fma \u015fekli bulunmaktad\u0131r. Her \u00f6\u011frencinin konuyu kavrama s\u00fcresi, \u015fekli farkl\u0131 olmakla birlikte beynin \u00e7al\u0131\u015fma \u015fekli ortakt\u0131r ve beyin \u00e7al\u0131\u015fmalar esnas\u0131nda tek bir \u015feye odaklanarak ba\u015far\u0131ya ula\u015f\u0131r.<\/p>\n <\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" Ders \u00e7al\u0131\u015fma y\u00f6ntemlerinin belki de en tart\u0131\u015fmal\u0131 olan\u0131d\u0131r, m\u00fczik dinleyerek ders \u00e7al\u0131\u015fmak. \u00a0Bir taraf m\u00fczik dinlerken derse odaklan\u0131lamayaca\u011f\u0131n\u0131, dolay\u0131s\u0131yla ders \u00e7al\u0131\u015fman\u0131n verimsiz […]<\/a><\/p>\n","protected":false},"author":1,"featured_media":568,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1],"tags":[73,87,67,66,86,88,62],"yoast_head":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\t\n\t\n\t\n