gulnara janova

SemTxvevis analizis meTodis efeqturoba

inglisuri enis swavlebaSi
SemTxvevis swavlebis meTodi studentze orientire-
buli swavlebis strategiaa, romelic students kriti-
kul azrovnebasTan erTad uviTarebs komunikaciur da
interpersonalur unarebs.
SemTxvevis analizi bunebiT multidisciplinaruli
meTodia da „saSualebas aZlevs students Seivsos is si-
cariele, romelic arsebobs praqtikasa da Teorias So-
ris“ (devis, vilqoqi). SemTxvevebze muSaobisas students
moeTxoveba gamoikvlios da Seafasos wyaroebis monace-
mebi da aimaRlos wigniereba. SemTxvevis analizis meTo-
di aseve efeqturia profesiuli unarebis gansaviTareb-
lad. is moiTxovs karg organizaciul da drois menej-
mentis unarebs, zrdis studentis rogorc zepiri, aseve
weriTi urTierTobis unarebs da aseve TanamSroblobiT
da gunduri muSaobis unarebs. SemTxvevis analizi stu-
dentebs aswavlis, Tu rogor moiqcnen realur situa-
ciebSi da uviTarebs iseT menejerul unarebs, rogori-
caa: „Sexvedrebis Catareba, molaparakebis warmarTva,
xelSekrulebis dadeba, prezentaciis gakeTeba da
sxvaD(deli, 2002).
SemTxvevis SerCevamde pedagogma unda daisaxos mizani
da amocanebi. „unda vicodeT risi gakeTeba gvsurs, ra
faqtebi, principebi da Tvalsazrisi unda SevaswavloT
students“ (heridi, 1998). yvelaze saintereso is SemTxveve-
bia, romlebic erTi da igive situaciis ramdenime Sefase-
bis saSualebas iZleva, mivyavarT swor da damajerebel
gadawyvetilebamde da qmedebamde“ (anjelo, boereri).
ra aris SemTxveva? SemTxveva aris moTxroba, situa-
cia, monacemTa nakrebi an gancxadebebi, romlebSic moce-
mulia gadasawyveti an provokaciuli sakiTxebi, situa-
ciebi, an kiTxvebi ... informacia unda iyos imdenad mdi-
dari, rom situacia damajereblad JRerdes, magram ise
sruli ara, rom ver SevZloT diskusiis an kvlevis war-
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marTva. SemTxveva unda iyos mokle, Tumca is SeiZleba
iyos grZeli, Tu is proeqts exeba. „kargi SemTxveva fo-
kusirdeba mxolod erT sakiTxze an problemaze. ... amo-
arCieT iseTi SemTxveva, romelic saswavlo kursis amo-
canebs esadageba da romelic saSualebas miscems studn-
tebs gamoiyenon codna.
„winaswar SearCie SemTxveva, moamzade kiTxvebi da
moiniSne, Tu sad SeiZleba Seni studentebi waawydnen
problemas“ (Carnegie Mellon). kiTxvebi ise unda SearCio,
rom „aalaparako“ Seni studenti. magram arsebobs drois
saSiSroeba. ramden xans unda mimdinareobdes analizi
(debati)? pedagogma unda gaiTvaliswinos yvela SesaZlo
problema, Tu saWiroa dayos SemTxveva segmentebad da
gamoyos problema siZnelisa da saWiroebis mixedviT
(garvini, 2004). SeiZleba studentisaTvis ucnobi iyos
SemTxvevis analizis meTodi an eWvi eparebodes jgufuri
muSaobis warmatebaSi. maT zustad unda icodnen, Tu ras
elian maTgan imisaTvis, rom warmatebulebi iyvnen. marc-
xis Tavidan asacileblad, saWiroa pedagogma: 1. daiwyos
martivi SemTxveviT, 2. winaswar gansazRvros mizani da
amocanebi, 3. Tu SemTxveva gundSi samuSaoa, gaacnos
studentebs masala warmatebis misaRwevad, 4. Seaxvedros
gundis wevrebi erTmaneTs, 5. Camoayalibos diskusiis
principebi studentebTan erTad, 6. gaacnos SemTxveva
studentebs da daadginon faqtebi, 7. daarwmunos stu-
dentebi, rom „areuloba~ normaluria am tipis davalebis
Sesrulebisas, 8. darwmundes, rom namdvilad aZlevs
studentebs SesaZleblobas gamoavlinon reaqciebi da
ukugeba (piati, 2006). Tu SemTxvevis analizis dasasru-
leblad specialuri unarebi an codnaa saWiro, gadaxede
problemas erTxel kidev klasTan erTad. amasTan auci-
lebelia xelT gqondes damatebiTi sakiTxavi masala. da-
sawyisSi dro dauTmeT terminologias, gaacaniT is wi-
naswar studentebs (deli, 2002). imisaTvis, rom SemTxvevis
analizis meTodi warmatebiT gamoiyenos pedagogma, is
kargad unda icnobdes Tavis studentebs. „daukavSire
masala moqmed pirebs. vin aris biznesmeni? vin muSaobda
did kompaniaSi? Seavses studentebma baraTebi, sadac mo-
cemulia maTi gamocdileba, codna da interesebi? `ga-
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daaTvaliereT es baraTebi winaswar, moiniSneT 4-5 stu-
denti, romlebic diskusiaSi aqtiurad CaerTvebian (Gar-
vin, 2004). aseve, aucilebelia studentebi erTmaneTs endo-
bodnen. Tu isini Tavs usafrTxod ver igrZnoben, ver
SeZleben TavianTi SesaZleblobebis srulad gamomJRav-
nebas. aucilebelia dadebiTi atmosferos Seqmna klasSi.
amisaTvis saWiroa wesebis SemuSaveba. xazi unda gavus-
vaT, rom es aris jgufuri proeqti da aravis gaakritike-
ben metad gulubryvilo kiTxvis dasmis SemTxvevaSic ki.
amasTan, yvela studenti aqtiurad unda iyos CarTuli
analizis procesSi.
c. roland qrisTensenma aRniSna, rom SemTxvevis ana-
lizis diskusiis msvlelobisas, studentma unda gaia-
ros sul mcire sami etapi: „pirvel etapze isini avlenen
problemas mniSvnelovani faqtebis dalagebis, logikuri
daskvnebisa da maTi sxva studentebisa da pedagogis wi-
naSe wardgeniT. studentebi ganixilaven sxvis proble-
mas, isini komentatoris-damkvireblis rols TamaSoben.
meore etapze studentebi rolebs TamaSoben ukve konkre-
tul SemTxvevaSi, romelic moiTxovs maTgan konkretul
qmedebas personaJis Tvalsazrisidan gamomdinare, mxed-
velobaSi Rebulobs ra mis interesebs da codnas. sabo-
lood, mesame etapze, studentebi mTlianad erTvebian
diskusiaSi, mocemuli Temebi ukve ara abstraqtuli ide-
ebia, aramed gamomdinareobs realuri situaciebidan~
(Stanford University).
SemTxvevis analizis irgvliv gamarTuli diskusia
moicavs eqvs safexurs: 1. mieci students sakmao dro
waikiTxos da ifiqros SemTxvevis Sesaxeb. Tu SemTxveva
grZelia, maSin mieci is saSinao davalebad kiTxvebTan
erTad gansaxilvelad. 2. gaacani SemTxveva mokled da
aseve mieci direqtivebi, auxseni Tu ra unda gaakeTon, da
rogor. gaacani safexurebi, romelTac isini gamoiyeneben
SemTxvevis analizis dros. Tu ginda, rom studentma yu-
radReba gaamaxvilos garkveul informaciaze, miuTiTeT.
3. jgufebis Seqmna da maTi monitoringi (imis dasadas-
tureblad, rom yvela CarTulia diskusiaSi). 4. yvela
jgufi valdebulia warmoadginos maTi gadawyvetileba. 5.
dausvi kiTxvebi ufro meti sizustisaTvis da gadadi
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diskusiis Semdeg safexurze. 6. gaaerTiane wamoWrili
sakiTxebi (qeriqi meloni - Carnegie Mellon).
saklaso oTaxis mowyoba kargia, Tu diskusiis dros
SevcvliT saklaso oTaxSi merxebis ganlagebas. kargia,
merxebis naliseburad dawyoba. am dros yvela studenti
erTmaneTs xedavs da pedagogs ar uwevs sul centrSi
yofna (heridi, 2001). gamoiyeneT dafa. CamowereT komenta-
rebi, daxateT wreebi da isrebi. es saukeTeso saSuale-
baa diskusiis fragmentebis erTmaneTTan dasakavSireb-
lad. (qervini, 2004).
didi mniSvneloba aqvs pirvel kiTxvas. masze bevria
damokidebuli. dasviT Ria kiTxva. Tu Tqven dasvamT su-
lelur, damaintrigebel kiTxvas, maSin aravin gipasuxebT.
amitom, saWiroa da amasTanave aucilebelia mosmena da
kiTxvebis sifrTxiliT dasma. profesori david garvini
gvTavazobs mosmenis oTx safexurs:
`pirveli, vusmen imisaTvis, rom gavigo Sinaarsi. vus-
men ra iTqva da ra meTodi unda gamoviyeno analizisT-
vis, romelic ase saWiroa.
meore, vusmen, Tu rogor iTqva yvelaferi es. yovelT-
vis arsebobs emociuri Sida dinebebi. xandaxan xma ar is-
mis mkafiod, is zogjer Zlieria, zogjer ki aklia si-
cocxle. xandaxan debatebis dros uzarmazari dinamizmi
igrZnoba. ase rom, Cven vusmenT Cveni emociebis samarTavad.
mesame, vusmen imas, rac darCa saTqmeli. magaliTad,
aviRoT SemTxveva, romlis Sedegic eTikasTan aris da-
kavSirebuli. studentebi Tavs xSirad uxerxulad grZno-
ben eTikuri sakiTxebis wamowevisas.
meoTxe, vusmen, radgan roca viRaca svams kiTxvas da
meore pasuxobs, romelic ar Seesabameba swor pasuxs,
Tavs iCens Seusabamoba da adgili aqvs gaugebrobas. anu,
is an ver Cawvdda naTqvamis arss, an ar eTanxmeba am mo-
sazrebas, an srulad ver gaigo naTqvami. imisaTvis, rom
Caeba debatis msvlelobaSi, misi yvela monawile erTi
da igive talRaze unda iyos. (to be on the same wavelength”.
diskusiis teqnika: 1. cota xniT gverdze gadade
problemis gadawyvetis nawili. jer kiTxvebis saSuale-
biT daadgine faqtebi, Semdeg gadadi analizze da bo-
los Sefasebaze, gansjasa da rekomendaciebze (Svarci,
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Research Associate, for the Learning & Teaching Office,
http://ryerson.ca/lt 5 2. Seicvale Tvalsazrisi: mas Semdeg,
rac gavecaniT X - is Tvalsazriss, sainteresoa Y - is
pozicia. ra dinamika arsebobs am or pozicias Soris? 3.
Seicvale azrebi. Tu pasuxi mocemul kiTxvaze, Semdegia:
„es misTvis cudi situaciaa“, daimowme sxva. Y-ma Tqva,
rom.... ras varaudobs? an mouZebne mis aseT pasuxs ufro
konkretuli axsna. ratom fiqrobs is ase?
4. moikiTxe am poziciis rogorc dadebiTi, aseve ua-
ryofiTi mxareebi. 5. Secvale dro - ara mxolod - ra
moxda Semdeg? aramed - rogor SeiZleba es situacia
iyos gansxvavebuli? rogor SeiZleboda konfliqtis Ta-
vidan acileba da saubris normaluri, dadebiTi mimar-
TulebiT wayvana? gviania misi mogvareba? ra aris saWiro
warmatebuli da produqtuli diskusiisTvis? 6. Secvale
konteqsti. gavigoT ras fiqrobs X situaciis Sesaxeb,
magram rogor uyurebs mas Y? vTqvaT SevityveT ra moxda
sadRac. rogor warimarTeboda es movlena Tqvens qveya-
naSi? regionSi? qalaqSi? rogor gadawyvetda /pirovnebis
saxeli, organizacia/ am problemas? 7. Tanmdevi kiTxvebi.
ras gulisxmobT --? an xom ar daazustebdiT, rac TqviT?
(aseTi kiTxvebi students aZlevs SesaZleblobas da-
fiqrdes, imsjelos da gamoTqvas Tavisi azri). 8. yura-
dReba gaamaxvile gansxvavebaze diskusiis msvlelobi-
sas; magaliTad: sara, rac semma Tqva sainteresoa, vnaxoT
raSia gansxvaveba (Indiana University).
did siZneles warmoadgens diskusiis dros studentTa
yuradRebis gadarTva erTi sakiTxidan meoreze. magram,
Tu pedagogi SeimuSavebs signalTa sistemas da sazria-
nad gamoiyenebs mas, maSin studentebi advilad gaarTme-
ven Tavs siZneleebs. erT-erTi gza signalis micemisa
saklaso oTaxis sivrcis gonivrulad gamoyenebaa. im pe-
riodSi, roca studentebi CarTulni arian saubarSi, ga-
deqi gvedze, xolo roca ginda studentTa yuradRebis
mipyroba, daikave oTaxis centraluri nawili. sabolood,
Seajame saubris TiToeuli segmenti (nawili). es dagex-
marebaT SecvaloT Tema da gadaxvideT meore nawilze.
saboloo jamSi gakveTilis dasasruls saSualeba geqne-
baT Tavi mouyaroT yvelafers (garvini, 2004).
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 garda diskusiisa da jgufuri muSaobisa arsebobs
mTeli rogi teqnikuri saSualebebi (aqtivobebi), romleb-
ic xels Suwyoben SemTxvevis analizis meTodis warmate-
biT gamoyenebas.esenia: 1. rolebis gaTamaSeba - Role-play.
pedagogma unda gaiTvaliswinos studentTa beqgraundi
da SearCios iseTi studenti am rolis saTamaSod, ro-
melic zustad an nawilobriv Seefereba rols, an adre
aqvs aseT aqtivobaSi miRebuli monawileoba, radgan Ta-
visi TamaSiT, man sicocxle unda SesZinos diskusias. 2.
xmis micema - Take a vote. es aqtivoba studentisagan moiT-
xovs publikis winaSe daicvas Tavisi pozicia, ikamaTos.
mTavaria, am dros vis mxareze dgas klasi. Tu umravle-
soba dgas erT mxareze, maSin pedagogma ise unda war-
marTos muSaoba, rom umciresobam Tavi daCagrulad ar
igrZnos da gaagrZelos debatebi sakuTari SemTxvevis
Seqmna studentebis mier - Have students write their own case stu-
dies – amisaTvis, maT unda moiZion faqtebi, sakiTxi Seis-
wavlon yvela kuTxiT da miiRon aqtiuri monawileoba
SemTxvevis Seqmnis procesSi (University of Calgary). 4.
SemTxvevis nawilebad dayofa - Divide the case into parts. gaya-
viT studentebi jgufebad da TiToeul jgufs mieciT
davaleba. SeaxseneT studentebs, rom isini ar floben
srul informacias problemis gadasaWrelad, magram maT
SeuZliaT rekomendaciebis micema da winaswari gadawyve-
tilebis miReba, romelsac is miiRebda realur situa-
ciaSi (deli, 2002). 5. gancxadebis dafa - Message boards.
sTxove studentebs gaagrZelon diskusia da ganaTavson
is gancxadebis dafaze, klasis blogze, an Twitter-ze. es
maT saSualebas miscems erTxel kidev dafiqrdnen da
Tvali adevnon SemTxvevis ganxilvas drois garkveul
periodSi (piati, 2006).
yovelTvis, roca klasSi iyenebT SemTxvevis analizis
meTods, ar daiviwyoT Seafaso is, rac studentebma is-
wavles misi gamoyenebisas, erTdroulad ramdenime teqni-
kas nu gamoiyenebT (garvini, 2004). Znelia SemTxvevis ana-
lizis meTodis gamoyenebisas maSinve miaRwio warmatebas
an piriqiT aRniSno, rom misi gamoyeneba warumatebelia.
muSaobis periodSi pedagogi unda daakvirdes studen-

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tebs, ainteresebT Tu ara sakiTxi, aqtiurebi arian dis-
kusiis dros Tu ara, iyeneben Tu ara klasSi ganxilul
sakiTxebs realur situaciebSi (garvini, 2004). SemTxvevis
analizi daexmareba pedagogs Tvali adevnos studentis
warmatebas, mis winsvlas. students davalebad SeiZleba
mieces Camoayalibon kiTxvebi, daafiqsiron TavianTi po-
zicia sakiTxis irgvliv. mokled, Seadginon dokumenti,
koncefcia da sxva (University of Calgary).

gamoyenebuli literatura:

http://www.ryerson.ca/content/dam/lt/resources/handouts/CaseMethodBest
Practices.pdf
www.gcu.ac.uk/student/coursework/academicwriting

Gulnara Janova

THE EFFECTIVENESS OF CASE STUDY METHODS IN

TEACHING ENGLISH

Summary

The article deals with the Case Study method that is a powerful
student-centered teaching strategy that can impart students with critical
thinking, communication, and interpersonal skills. Case studies are,
multidisciplinary, and “allow the application of theoretical con-
cepts…bridging the gap between theory and practice” Working on cas-
es requires students to research and evaluate multiple sources of data,
fostering information literacy.
Case method is also effective at developing real world, professional
skills. Working on case studies requires good organizational and time
management skills. Case method increases student proficiency with
written and oral communication, as well as collaboration and team-
work. “Case studies force students into real-life situations,” training
them in managerial skills such as “holding a meeting, negotiating a con-
tract, giving a presentation, etc”.

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