|
ZNAKI KOT SREDSTVO KOMUNIKACIJE
| SYMBOLS AS MEANS OF COMMUNICATION
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 003:159.92:130.2
| UDC 003:159.92:130.2
|
DESKRIPTORJI: komunikacija, znak, teorije o znakih, modaliteta znakovnih sistemov
| DESCRIPTORS: communication, symbol, symbol theory, modality of symbol systems
|
POVZETEK - Avtor v svojem prispevku najprej opredeli
pojem znaka, nato pa znake klasificira na naravne, umetne in mešane
ter določi njihove tri funkcije: ekspresivno (notranja stanja), apelativno
(signali) in reprezentativno (simboli).
V drugem delu predstavi glavne teorije o znakih, in sicer Piercovo
teorijo triadične relacije znakov, Morrisovo teorijo dimenzij semiotike
in de Saussurovo teorijo jezika z bilateralno strukturo. Sisteme znakov
nadalje razdeli na verbalne in neverbalne z vsemi svojimi pojavnimi
oblikami in predstavi modalitete znakovnih sistemov.
| ABSTRACT - In his article, the author first
defines the concept of the symbol, then he classifies symbols into
three categories: the natural, artificial and mixed ones, and states
their three functions: the expressive (inner states), the appellative
(signals) and the representational (symbols) one.
The second part of the article presents the main theories concerning
symbols, such as the Pierce theory of the triadiene symbol relation,
the Morris theory of semiotic dimensions and de Saussure theory of
language as having a bilateral structure. These symbol systems are
further subdivided into verbal and non-verbal ones, including all
the possible forms. The author then presents the modalities of symbol
systems.
|
|
DEJAVNIKI, KI VPLIVAJO NA OBLIKOVANJE IN SPREMINJANJE ŠTUDENTOVEGA IN UČITELJEVEGA POJMOVANJA
| FACTORS CONTRIBUTING TO THE FORMATION AND TRANSFORMATION OF STUDENT'S AND TEACHER'S THINKING
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK: 371.12
| UDC: 371.12
|
DESKRIPTORJI: pojmovanje učiteljeve vloge, profesionalni
razvoj, metode, oblike izobraževanja, zgled, pedagoška praksa
| DESCRIPTORS: understanding the role of the teacher,
professional development, methods, forms of education, example, teaching practice
|
| POVZETEK - Ljudje se spreminjamo - osebnostno
in poklicno zorimo in vendar ne vsi enako, ne v enaki meri, ne po
enakih poteh. Tudi učitelji se v obdobju poklicnega udejstvovanja
profesionalno spreminjajo. Na njihov razvoj med drugim pomembno vpliva
sprejeto pojmovanje temeljnih pedagoških kategorij, ki so si jih oblikovali
že kot učenci osnovne in srednje šole. V prispevku so prikazani dejavniki,
ki so po mnenju študentov razrednega pouka vplivali na njihovo pojmovanje
učiteljeve vloge ter oblikovanje lastnosti in spretnosti, ki so pomembne
sestavine učiteljeve poklicne kompetence. Študentje, vključeni v raziskavo,
so presojali tudi, kako so oziroma bodo različne metode in oblike
poklicnega izobraževanja vplivale na njihov profesionalni razvoj.
| ABSTRACT - People change - they grow personally
as well professionally. However, they do not all grow in the same
way and to the same extent or following the same paths. During their
career, teachers change professionally like everybody else. Their
development is influenced among other things by the accepted understanding
of basic teaching categories, which they have formed as students of
primary and secondary schools. The article presents those factors,
which the students of the primary teacher education programme have
found as having an impact on their understanding of the teacher's
role and on the development of characteristics and skills, which are
important elements of teacher's professional competence. The students
involved in the research were also asked to evaluate how the
various methods and forms of vocational education had influenced
their professional development and how they would do so in the future.
|
|
PROBLEMI TRANSFORMACIJE SOCIOLOGIJE V ŠOLSKI PREDMET - ANALIZA IN KOMPARACIJA UČNIH NAČRTOV
| ISSUES CONNECTED WITH THE TRANSFORMATION OF SOCIOLOGY INTO A SCHOOL SUBJECT ANALYSIS AND COMPARISON OF CURRICULA
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.83
| UDC 372.83
|
DESKRIPTORJI: učni načrt, sociologija, komparacija, obsežnost, cilji, vsebine, didaktični napotki, učbeniki
| DESCRIPTORS: curriculum, sociology, comparison, extension, goals, contents, teaching instructions, text books
|
| POVZETEK - V okviru razprav o transformiranju
sociologije kot znanstvene discipline v šolski predmet v sestavku
obravnavam primerjave slovenskega učnega načrta za sociologijo v gimnaziji
z ustreznim hrvaškim, angleškim in nemškim učnim načrtom. Komparacija
je zajela predvsem obsežnost, namen in cilje, vsebine, didaktične
napotke, opremljenost z didaktičnimi gradivi (učbeniki, za katere
je bila prav tako opravljena komparativna analiza). Ugotovila sem
sorodnosti med slovenskim in hrvaškim kurikulom, razlikujeta pa se
predvsem po tem, da je slovenski manj ideološko zaznamovan. Prav tako
je mogoče razbrati, da se je slovenski kurikulum močno zgledoval po
angleškem. Bistveno težja pa je primerjava med slovenskim in nemškim
kurikulom, saj gre v nemškem primeru za popolnoma drugačen kontekst.
Vsekakor so sestavljalci prenovljenega učnega načrta za sociologijo
iskali reference v sorodnih učnih načrtih v tujini, ki so jih usmerjale.
| ABSTRACT - Within the framework of the discussions
around the issue of transforming sociology as a scientific discipline
into a school subject, the article tries to compare the Slovene curriculum
of sociology with the Croatian, English and German ones. The comparison
first includes the extension of the syllabus, its main goals, contents,
teaching instructions, and text books. Although many similarities
between the Slovene and the Croatian syllabus can be established,
there is also an important difference between the two, namely a stronger
ideological impact in the Croatian one. It seems that the Slovene
syllabus follows the English model, and is much more difficult to
compare with the German syllabus because of the completely different
context of the latter. It is obvious that the authors of the sociology
curriculum followed the examples from abroad and were guided by them.
|
|
TEHNOLOGIJA PRI GLASBENEM POUKU
| TECHNOLOGY IN MUSIC INSTRUCTION
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.878
| UDC 372.878
|
DESKRIPTORJI: glasbeni pouk, učna tehnologija, zvočni
in slikovni posnetki, lastna zvočna produkcija, oprema za reprodukcijo in snemanje, računalnik
| DESCRIPTORS: music education, educational technology,
audio and video records, audio production, equipment for recording and reproduction, computer
|
| POVZETEK - Glasbeno tehnologijo uporabljamo za demonstracijo
zvočnih in slikovnih posnetkov in za lastno zvočno produkcijo. Služi
kot povratna informacija o glasbenem izvajanju, za njegovo kritično
presojo in izboljšanje. Glasbena tehnologija omogoča preprosto in
hitro reprodukcijo široke ponudbe kvalitetnih posnetkov in snemanje
lastnega izvajanja. Skoraj polovica učiteljev ni zadovoljna s kvaliteto
in kvantiteto njihove zvočne snemalne opreme. Uporaba videa ni pereča
s tehnične strani, vendar imajo televizorje in video posrednike le
v maloštevilnih razredih osnovnih in srednjih šol. V prihodnosti lahko
pričakujemo nadaljnji razvoj zvočne tehnologije in novih glasbenih
medijev. Tudi računalnik bo verjetno postal del opreme glasbenih učilnic.
| ABSTRACT - We use music technology as an educational
resource for the demonstration of audio and video records and for
our own audio production. It serves as a useful feedback of music
performance, and is used for critical judgement and improvement. Music
technology enables simple and quick reproduction of a wide offer of
good quality records and recordings of own production. Unfortunately,
half of our teachers are satisfied neither with the quality nor the
quantity of their audio recording equipment. From a technical perspective,
the actual use of video is not problematic, however, only few music
classrooms at primary and secondary schools are equipped with television
sets and video players. In the future, we can expect further development
of sound technology and new music media. The computer will undoubtedly
also become a standard part of equipment of music classrooms.
|
|
DELOVNA PREDLOGA IN USPEŠNOST REŠEVANJA PREPROSTIH DELOVNIH OPRAVIL UČENCEV
| WORKSHEET AND SUCCESSFUL SOLVING OF SIMPLE TASKS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.67
| UDC 371.67
|
DESKRIPTORJI: obremenitev, ergonomski dejavniki, učna uspešnost
| DESCRIPTORS: work stress, ergonomic factors, school achievement
|
POVZETEK - Današnje delo v šoli je dokaj stresno in
na podlagi tega izpostavljeno številnim obremenitvam. Pri tem so udeleženci
učnega procesa izpostavljeni obremenitvam, ki jih povzroča učenje
ter hkrati tudi obremenitvam, ki jih povzroča delovno okolje.
Sestavni del delovnega okolja je tudi delovna predloga, ki lahko ob
neprimerni razsvetljavi, ob premajhnih črkah ali slabšem odtisu v
knjigi ter hkrati ob neprimerni delovni klimi onemogoča uspešno delo.
Prispevek posreduje raziskovalne izsledke s tega področja ter nudi
številna raziskovalna izhodišča za naprej.
| ABSTRACT - Nowadays work in schools is rather stressful,
which can lead to several difficulties. The participants of the learning
process are exposed to various forms of stress caused by learning
as well as those caused by the work environment.
The worksheet should be considered as a constituent part of this environment.
Successful work is difficult to achieve when the lighting is not appropriate,
the letters not big enough and the print not clear, or the work climate
unsuitable. The article provides rese-arch findings in this area
and offers several starting points for future research.
|
|
PREDMET SPOZNAVANJE NARAVE IN DRUŽBE V TEORIJI IN PRAKSI
| THE SUBJECT OF SCIENCE AND SOCIAL STUDIES IN THEORY AND PRACTICE
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.48
| UDC 372.48
|
DESKRIPTORJI: predmet spoznavanje narave in družbe, učni načrti, učbeniki, priročniki
| DESCRIPTORS: social and science studies, curricula, textbooks, manuals
|
| POVZETEK - V članku je prikazan razvoj predmeta spoznavanje
narave in družbe od l. 1957, ko se pojavi v predmetniku osemletne osnovne šole, pa do njegove ukinitve l. 1998, ko ga zamenja predmet
spoznavanje okolja v devetletni osnovni šoli. Predstavljene so temeljne
ugotovitve o učnih načrtih in njihovih učinkih v vzgojno-izobraževalni
praksi, o učbenikih in priročnikih (napotkih) za učitelje.
| ABSTRACT - The article presents the development
of the subject Social and Science Studies since 1957, as it appeared
in the curriculum of the 8-year primary school and was valid until
its cancellation in 1998. In the 9-year primary school it was replaced
by Environmental Studies. The article presents the basic evaluation
of the curricula and their impact on the educational practice, on
textbooks and teacher manuals.
|
|
POMEN OCENJEVANJA ZA OBLIKOVANJE UČENČEVE SAMOPODOBE
| THE IMPORTANCE OF ASSESSMENT FOR THE FORMATION OF STUDENT'S SELF-ESTEEM
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.26
| UDC 371.26
|
DESKRIPTORJI: učenčeva samopodoba, oblikovanje učne samopodobe, ocenjevanje
| DESCRIPTORS: student's self-esteem, formation of student's self-esteem, assessment
|
| POVZETEK - Z raziskavo smo želeli ugotoviti, kakšna
je samopodoba učencev četrtega razreda, ki so bili v prvih treh letih
svojega šolanja različno ocenjevani: številčno ali opisno. Pri tem
smo se oprli na novejša spoznanja s področja psihologije samopodobe,
ki poudarjajo pomen učiteljevih povratnih informacij učencu za oblikovanje
njegove (učne) samopodobe. Rezultati kažejo, da imajo do tretjega
razreda opisno ocenjevani četrtošolci višjo samopodobo na področju
zunanjega videza ter v vseh treh merjenih učnih sestavinah samopodobe
(na področju branja, na področju matematike in na področju šolskega
učenja na splošno) od svojih številčno ocenjevanih vrstnikov. Potrjujejo
tudi nujnost upoštevanja večsestavinske narave samopodobe na področju
pedagoško-psihološkega raziskovanja.
| ABSTRACT - The research tried to define the
self-esteem of fourth grade students, who had been assessed in different
ways during their first three years of schooling: either on the basis
of numerical or descriptive assessment. We based our study on the
recent findings from the area of the psychology of self-esteem, which
emphasise the importance of teacher's feedback for the formation of
the student's (learning) self-esteem. The results reveal a higher
self-esteem in those fourth-grade students who had been descriptively
assessed during their first three years of schooling. The self-esteem
is higher in the area of appearance and in all three measured learning
elements (in reading, arithmetic and in the area of academic achievement
in general). The results also confirm the fact that in the area of
pedagogical and psychological research the multi-faceted nature of
self-esteem needs to be taken into account.
|
|
KAKO IZBOLJŠATI RAVEN PISMENOSTI OTROK IZ REVNIH DRUŽIN?
| HOW TO IMPROVE THE LEVEL OF LITERACY IN CHILDREN FROM POOR FAMILIES
|
| Pregledni znanstveni članek
| Review
|
| UDK 376.5/.64
| UDC 376.5/.64
|
DESKRIPTORJI: raven pismenosti, otroci z učnimi težavami iz revnih družin, izobraževalne in socialne posebne potrebe, inkluzija
| DESCRIPTORS: literacy level, children with learning difficulties from poor families, educational and social special needs, inclusion
|
| POVZETEK - Če revščino pojmujemo kot prikrajšanost
posameznika glede na možnosti udobja, samospoštovanja in tudi šolanja,
ki se v določeni družbi smatrajo kot normalne, lahko ugotovimo, da
tudi v Sloveniji problem revščine dobiva iz leta v leto večje razsežnosti.
Približno 60 odstotkov otrok iz revnih družin ima tudi učne težave.
Pri njih lahko diagnosticiramo posebne izobraževalne potrebe in potrebe,
povezane s socialno integracijo. V odrasli dobi pa pogosto dosegajo
nižje ravni pismenosti, so brezposelni in ostajajo na socialnem obrobju.
Iz analize podatkov o ravni pismenosti odraslih oseb v Sloveniji (OECD,
2000) je razvidno, da je pomembna povezava med ravnijo pismenosti,
ki jo posameznik dosega, in med njegovo izobrazbo, delovnim mestom
ter izobrazbo njegovih staršev.
| ABSTRACT - If poverty is understood as a form of
deprivation of the individual with regard to the possibilities of
comfort, self-respect and schooling, which can all be considered as
normal constituents of a certain society, we can establish that in
Slovenia the problem of poverty is becoming more acute from year to
year. Approximately 60% of children from poor families exhibit learning
difficulties. They are diagnosticised as having special educational
needs and needs connected with social integration. In adulthood they
frequently exhibit lower levels of literacy, are unemployed and remain
on the social edge. The analysis of data about the literacy level
of adults in Slovenia (OECD, 2000) shows an important correlation
between the literacy level an individual reaches and his/her education,
work place and the education of his/her parents.
|
|
NEVERBALNA KOMUNIKACIJA
| NON-VERBAL COMMUNICATION
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.335:159.925.8
| UDC 371.335:159.925.8
|
DESKRIPTORJI: neverbalna komunikacija, gibanje telesa, mimika, zunanji videz, dotik, učitelj - učenec
| DESCRIPTORS: non-verbal communication, body movement, mimicry, appearance, touch, teacher - student
|
| POVZETEK - Avtorica v prvem delu prispevka opisuje
tipe (izraz obraza, obnašanje oči, dinamika in gibanje telesa, osebni
ali zunanji videz, obleka, dotik, medosebna razdalja, vpliv okolja,
parajezik ter vonj in okus) in funkcijo (ponavljanje, namestitev/zamenjava,
dopolnjevanje, varljivost/odkritost, uravnavanje in naglas/ poudarek)
neverbalne komunikacije. Opredeljuje tudi neverbalno komunikacijo,
ki poteka preko pisnega in slikovnega materiala - slike, pisma,
internet. V empiričnem delu je opazovala neverbalno komunikacijo
na razredni stopnji osnovne šole.
| ABSTRACT - The first part of the article describes
the types (facial expression, eye movement, dynamics and body movement,
personal or outer appearance, clothing, interpersonal space, impact
of the environment, para- language, and smell with taste) and the
function (repetition, placement/change, supplementing, deception/candour,
regulation and accent/emphasis) of non-verbal communication. It also
defines the non-verbal communication of written or picture material
- pictures, letters, internet. The empirical part presents the observation
of non-verbal communication at the class level of primary school.
|
|
NEKATERI VIDIKI ODNOSNE KOMUNIKACIJE UČITELJ - UČENEC V LUČI NEKATERIH PSIHODINAMIČNIH TEORIJ
| ASPECTS OF RELATIONSHIP COMMUNICATION OF TEACHER - STUDENT IN THE LIGHT OF PSYCHODYNAMIC THEORIES
|
| Strokovni članek
| Professional paper
|
| UDK 371.32:316.77
| UDC 371.32:316.77
|
DESKRIPTORJI: učitelj, učenec, medosebni odnosi, psihodinamika
| DESCRIPTORS: teacher, student, interpersonal relations, psychodynamics
|
| POVZETEK - Za uspešno sodelovanje med ljudmi je komunikacija
izrednega pomena, saj med govorci ustvarja primerno klimo, ki omogoča
pozitivne rešitve. Komunikacija pa je odvisna od mnogih dejavnikov,
tako zunanjih kot notranjih, ki se med seboj prepletajo in drug na
drugega učinkujejo. Glede na različne povezave in kombinacije so nastale
nekatere psihodinamične teorije, ki proučujejo interakcijo in komunikacijo.
Komunikacija je umetnost, ki zajema več vrst odnosov. Odnos med učiteljem
in učencem temelji na racionalni bazi, ki je objektivna in hierarhično
pogojena. Poleg profesionalnega odnosa med njima vlada tudi osebni
odnos s subjektivnimi teorijami, stališči, mnenji, izkušnjami in pričakovanji.
Na to razumsko podlago pa se močno veže emocionalna, ki prispeva k
ugodni čustveni klimi, potrebni za spontano interakcijo.
| ABSTRACT - For successful co-operation among
people communication is a very important element. It contributes to
a pleasant atmosphere that brings about positive solutions. Communication
depends on several factors - internal and external ones which
are interwoven and influence one another. Different combinations and
connections gave origin to several psychodynamic theories, which study
interaction and communication. Communication is an art based on several
kinds of relations. Relation teacher - student is based on a rational
basis of an objective nature resulting from a hierarchical relationship.
Besides the professional relationship between teacher and student,
there is also a personal one, which is highly important. It is characterised
by subjective theories, opinions, expectations and experience. The
emotional basis, on the other hand, contributes to a favourable atmosphere
necessary for spontaneous interaction.
|
|
JE UČENJE DRUGEGA TUJEGA JEZIKA RES LAŽJE?
| IS LEARNING A SECOND FOREIGN LANGUAGE REALLY EASIER?
|
| Strokovni članek
| Professional paper
|
| UDK 372.880
| UDC 372.880
|
DESKRIPTORJI: učenci, večjezičnost, občutek za jezik, prvi tuji jezik, drugi tuji jezik, učne strategije
| DESCRIPTORS: students, multilingual dimensions, feeling for language, first and second foreign language, learning strategies
|
| POVZETEK - Pričujoči članek želi pokazati, da je učenje
vsakega nadaljnjega tujega jezika lažje, če znamo pouk pravilno oblikovati.
Učenec, ki se uči drugega tujega jezika, je običajno starejši in zrelejši,
zato lahko pouk kritično sooblikuje, učitelj pa naj mu pomaga, da
bo gradil na že pridobljenih izkušnjah. Ker se učne strategije pri
učenju jezikov bistveno ne razlikujejo, naj se učitelj in učenec pri
drugem ali tretjem tujem jeziku poslužita tega in izpopolnita že usvojene
strategije. Učitelj lahko z oblikovanjem ustreznih vaj izkoristi tudi
sorodnost nekaterih jezikov, kot sta npr. angleščina in nemščina.
Tesno sodelovanje med učitelji tujih jezikov na šolah rodi boljše
rezultate.
| ABSTRACT - The intention of the present article
is to show that studying any language beyond mother tongue is easier
provided it is taught correctly. A student who learns the second foreign
language is usually older and wiser, that is why he is capable of
critical co-operation in the process of language learning. The teacher
is expected to help him/her in order to be able to build on his/her
previous experiences. In language learning, strategies do not basically
differ. When learning the second or third foreign language, the teacher
and the student should make use of strategies applied previously.
The teacher can prepare appropriate exercises and make good use of
the languages that are closely related, for ex.: English and German.
Close co-operation among the teachers of foreign languages can bring
about better results.
|
|
RAČUNALNIK KOT REHABILITACIJSKI PRIPOMOČEK
| COMPUTER AS A REHABILITATION AID
|
| Strokovni članek
| Professional paper
|
| UDK 376.4:681.3
| UDC 376.4:681.3
|
DESKRIPTORJI: računalnik kot rehabilitacijski pripomoček, poslušanje, slušno razločevanje, pozorno poslušanje z razumevanjem
| DESCRIPTORS: computer as a rehabilitation aid, listening, listening discrimination, attentive listening with comprehension
|
| POVZETEK - V prispevku predstavljamo možnosti uporabe
računalnika kot rehabilitacijskega pripomočka za otroke s posebnimi
vzgojno izobraževalnimi potrebami. Z uporabo računalnika kot rehabilitacijskega
pripomočka za otroke z motnjami v duševnem razvoju pomagamo otrokom
premostiti ovire, ki izhajajo iz njihovih primanjkljajev ter pri razvoju
in urjenju določenih sposobnosti in spretnosti. Poudarjena je otrokova
lastna aktivnost, ki je gibalo razvoja in učenja. Predstavljene so
vaje za razvijanje in urjenje pozornega poslušanja navodil z razumevanjem,
ki jih izvajamo s programom Slikar.
| ABSTRACT - The article presents the possibilities
of using the computer as a rehabilitation device for children with
special educational needs. Children with disorders in mental development
can be assisted in overcoming the obstacles resulting from their deficiencies
and in the development and training of certain abilities and skills.
The child?s own activity is emphasised as it represents the motive
power of development and learning. There is a computer program Slikar
(Painter), which provides exercises for developing and training attentive
listening to instructions with comprehension.
|