|
KOGNITIVNO-KONSTRUKTIVISTIČNI MODEL POUKA IN NADARJENI UČENCI
| COGNITIVE AND CONSTRUCTIVIST LESSON/INSTRUCTION MODEL AND GIFTED STUDENTS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.3:37.037
| UDC 371.3:37.037
|
DESKRIPTORJI: nadarjeni učenec, problemske metode, izkušenjsko
učenje, modeli pouka, konstruktivizem
| DESCRIPTORS: gifted student, problem solving methods,
experiential learning, lesson models, constructivism
|
| POVZETEK - Kakovosten pouk predstavlja temeljni
in nenadomestljiv dejavnik optimalnega razvoja nadarjenega učenca.
V prispevku avtorica predstavlja dva modela pouka: tradicionalni,
pretežno transmisijsko usmerjen model pouka ter kognitivno-konstruktivistični
ali transformacijski model pouka. Slednji zahteva problemsko naravnane
metode in pristope, kjer je učitelj pozoren ne samo na "kvantiteto",
temveč tudi na "kvaliteto" učenčevega predznanja. Učitelj načrtno
izvablja učenčeve izkušnje, stališča in poglede, jih sooča z nepopolnostjo
in konfliktnostjo ter s prilagojeno podporo pomaga učencem pri rekonstrukciji
znanja. Poudarjen je pomen učenčeve aktivnosti v vseh učnih etapah,
sodelovanje in izmenjava izkušenj ter pogledov med učenci in na načrtnem
pridobivanju spretnosti učenja. Pri takem pouku učenec postopoma prevzema
vse večji del odgovornosti za proces pridobivanja znanja in osebnega
razvoja ter se usposablja za vseživljenjsko učenje. Izhajajoč iz značilnosti
in potreb nadarjenih učencev avtorica predpostavlja, da kognitivno-konstruktivistični
model pouka predstavlja primeren način dela z nadarjenimi učenci,
ki omogoča njihov optimalni razvoj.
| ABSTRACT - Quality instruction represents the
most fundamental and irreplaceable factor in the development of the
gifted student. The paper discusses two instruction models: the traditional,
predominantly transmission oriented model and the cognitive and constructivist
or transformational model of instruction. The latter requires the
use of problem oriented methods and approaches, where the teacher
is attentive not only to the "quantity" but also to the quality of
gifted students' prior knowledge. S/he tries to extract from the students
their experiences, attitudes and opinions, makes them aware of the
imperfection and existence of conflicts and offers the necessary support
in the process of reconstructing knowledge. Throughout all phases,
emphasis is on student activities, on the collaboration and exchange
of experiences among the students, and on the planned acquisition
of learning skills. In such instruction, the student gradually takes
on more and more responsibility for acquiring knowledge and for personal
development and is being trained for life-long learning. Considering
the characteristics and needs of gifted students, the author believes
the cognitive and constructivist model of instruction to represent
an appropriate way of working with the gifted, which also enables
them their optimum development.
|
|
NOVI TRENDI V RAZISKOVANJU SAMOPODOBE NADARJENIH OTROK
| NEW TRENDS IN RESEARCH OF SELF-CONCEPT IN GIFTED CHILDREN
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 37.037
| UDC 37.037
|
DESKRIPTORJI: nadarjeni učenec, samopodoba, identifikacija, edukacija, kariera
| DESCRIPTORS: gifted student, self-image, identification, education, career
|
POVZETEK - Avtor predstavlja okvirni proces razvojnih
sprememb v raziskovanju samopodobe nadarjenih otrok z vidika metodologije
in znanstveno raziskovalnih rezultatov. Poleg različnih spoznavnih
virov omenjenega raziskovalnega problema predstavlja tudi različne
poudarke v raziskovanju sestavin samopodobe nadarjenih otrok. Sodobne
raziskovalne trende prikazuje tudi z vidika objektivnih dosežkov in
storitev, z vidika razlik med sestavinami samopodobe, z vidika višine
intelektualnih sposobnosti, z vidika položaja nadarjenih v skupini
in z vidika razvojno-psiholoških sprememb.
Omenjeni raziskovalni trendi osvetljujejo samopodobo nadarjenih otrok
z vidika spola, starosti, razvojno psihološkega obdobja in umeščenosti
v razred. Samopodoba bo prikazana tudi v procesu identifikacije in
edukacije nadarjenih učencev. Obravnava tudi konsekvence različne
samopodobe, samopodobo v luči socialno-ekonomskega in kulturnega
okolja, terminološke nedorečenosti (samopodoba, samospoštovanje),
samopodobo nadarjenih in poklicno kariero, metaoceno nadarjenih o
svoji samopodobi idr. Samopodoba nadarjenih učencev je osvetljena
z vidika učenčevih, učiteljevih in starševskih prepričanj in stopnje
makiavelizma. Dotika se tudi učinka akceleracije na samopodobo nadarjenih
učencev.
| ABSTRACT - The study presents the framework of changes
that have taken place in the research of self-concept in gifted
children from the viewpoint of methodology and results. It then focuses
on the different components of gifted children's self-concept.
Modern trends are presented from the viewpoint of objective achievements,
differences in the components of self-image, intellectual abilities,
the situation of gifted children in the group and from the viewpoint
of developmental changes.
The mentioned trends illustrate the self-concept of gifted
children with regard to gender, age or developmental period, and with
regard to the homogeneous or heterogeneous grouping within the classroom.
The self-concept is presented in the process of identification
and education of gifted children. We have studied the consequences
of different self-concepts, the self-concept in the light
of social, economic, and cultural environment, the specific differentiation
in terminology (self-concept, self-respect), the self-concept
of gifted children in their professional career, the meta-evaluation
of gifted children about their self-concept, etc. The self-concept
of gifted children is illustrated on the basis of pupils', teachers'
and parents' beliefs and on the degree of machiavelism. The article
presents also the effect of acceleration on the self-concept of
gifted children.
|
|
Z NADARJENIMI UČENCI MORAJO DELATI NADARJENI UČITELJI
| GIFTED STUDENTS REQUIRE GIFTED TEACHERS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.12:37.037
| UDC 371.12:37.037
|
DESKRIPTORJI: usposabljanje učiteljev, učiteljske kadrovske šole, odkrivanje nadarjenih študentov
| DESCRIPTORS: teacher training, teacher training institutions, identifying gifted students
|
| POVZETEK - Avtor išče način, kako priti do nadarjenih
študentov pedagoških fakultet, kako jih usposobiti za učiteljski poklic,
posebno za delo z nadarjenimi učenci osnovne in srednjih šol. Za uspešnejše
delo z nadarjenimi učenci že imamo nekaj predlogov, npr. modernizacija
univerzitetnega pouka, pravočasno odkrivanje nadarjenih študentov,
uvajanje pedagoškega in psihološkega izobraževanja univerzitetnih
učiteljev, sodelovanje fakultet z osnovnimi in srednjimi šolami, uvajanje
pedagoško-psihološke službe na fakultete, usposabljanje strokovnjakov
nepedagoških fakultet, ki delajo v šoli ipd.
| ABSTRACT - The author is in search of gifted students
of teacher training faculties as well as of ways how to prepare them
for teaching, especially for work with gifted primary and secondary
school students. Some of the suggestions for more successful work
with the gifted are: modernising university education, timely identification
of gifted students, implementation of university teacher education
in the area of teaching techniques and psychology, collaboration of
faculties with primary and secondary schools, implementation of a
teaching and psychological service for the faculties, training of
professionals from non-teacher oriented faculties working in schools, etc.
|
|
UČITELJI IN ALTERNATIVNI DIDAKTIČNI KONCEPTI
| IMPLEMENTING ALTERNATIVE TEACHING CONCEPTS INTO PRIMARY SCHOOLS
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.02:373.3
| UDC 37.02:373.3
|
DESKRIPTORJI: osnovna šola, alternativni didaktični koncepti
| DESCRIPTORS: primary school, alternative teaching concepts
|
POVZETEK - Skupna značilnost šolskoreformskih gibanj
v prejšnjem stoletju je njihov pedagoški optimizem, ki je iniciral
razvoj različnih alternativnih didaktičnih konceptov in dal antropološki
dimenziji nov zagon. Nekatere smeri s svojimi originalnimi didaktičnimi
zamislimi so se ohranile kot celoviti didaktični koncepti. Te pedagoške
zamisli, posebej izstopata waldorfska šola in pedagoški model M. Montessori,
so se ohranile do danes v skoraj nespremenjeni pedagoški podobi. Prizadevanja
za učinkovitejšo šolo so prispevala k implementaciji posamičnih elementov
alternativnih didaktičnih konceptov v množično javno osnovno šolo.
V okviru našega preučevanja smo empirično preverili, v kolikšni meri
so učitelji v slovenskih osnovnih šolah seznanjeni z različnimi alternativnimi
didaktičnimi koncepti, kakšno je njihovo stališče do uporabe posamičnih
segmentov alternativnih didaktičnih konceptov v redni osnovnošolski
pouk, in kako pogosto le-te tudi vključijo v svoje delo.
| ABSTRACT - Anthropological basis of all alternative
teaching concepts defines their pedagogical optimism, which is also
the common characteristic of school reform movements of the previous
century. Due to their original teaching concepts, certain directions
have survived in its entirety until today. These ideas, among which
Waldorf education and the M. Montessori teaching model are the most
outstanding ones, have remained in their almost unchanged form to
these days. The endeavours for a more effective schools have contributed
to the implementation of individual elements of these alternative
teaching concepts into the mainstream primary schools.
In our study we tried to examine to what extent the Slovene teachers
are acquainted with alternative teaching concepts, what is their attitude
towards using certain segments of alternative teaching concepts in
mainstream lessons and how frequently they actually implement them.
|
|
MATEMATIČNO NADARJENI UČENCI V OSNOVNI ŠOLI
| MATHEMATICAL GIFTED STUDENTS IN PRIMARY SCHOOL
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 372.851:37.037:373.3
| UDC 372.851:37.037:373.3
|
DESKRIPTORJI: matematična nadarjenost, ustvarjalnost, razvoj, motivacija, individualni pristop
| DESCRIPTORS: mathematical giftedness, creativity, development, motivation, individual approach
|
POVZETEK - Visoka matematična nadarjenost že dolgo
vzbuja posebno zanimanje raziskovalcev. Matematično nadarjeni otroci
izražajo določene lastnosti, značilnosti, na katere moramo biti pozorni
že v njihovem otroštvu. Pozorni moramo biti na zgodnje prepoznavanje
matematične nadarjenosti in postopke staršev, vzgojiteljev in učiteljev
pri delu z njimi v otroštvu in puberteti. Za te učence so značilne
visoke matematično-logične sposobnosti, ki se kažejo v sposobnosti
uporabe in operiranja s simboli. Učitelj lahko pri svojem konkretnem
delu v razredu matematično nadarjenega učenca spodbuja in razvija
tudi z raziskovalnim pristopom in nalogami, ki vsebujejo različne
tipe problemov.
Raziskava, ki je omejena na problematiko matematično nadarjenih
učencev v osnovni šoli, kaže, katere značilnosti so učitelji razrednega
pouka in predmetni učitelji matematike opazili pri teh učencih, katere
najpogostejše oblike dela uporabljajo pri pouku z njimi, ali se udeležujejo
matematičnih tekmovanj in drugih (izvenšolskih) dejavnosti, ki so
namenjene razvijanju nadarjenih učencev, ali učitelji vedo, kje so
nadarjeni učenci nadaljevali s šolanjem, ter mnenje učiteljev, ali
v okviru rednega pouka dovolj storimo zanje.
| ABSTRACT - High mathematical giftedness is
the area which has been receiving special attention of many researchers.
Mathematically gifted children exhibit certain qualities or characteristics
which we need to be attentive to in their childhood. Mathematical
giftedness needs to be identified as early as possible, and the approaches
of parents and teachers to them intheir childhood and puberty should
also deserve our atmost attention. Mathematically gifted students
exhibit high mathematical and logical competence, the basis of which
lies in the abilities of applying and working with symbols. In his
work in the classroom, the teacher can encourage and develop a mathematically
gifted student by applying a research approach and such tasks which
contain various types of problems.
The research, which focuses on the issue of mathematically gifted
primary school students, lists the characteristics the class and subject
teachers have observed in mathematically gifted students, presents
the most frequent approaches in their work with the gifted, analyses
to what extent the students take part in mathematical competitions
and other (extracurricular) activities organised for the development
of the gifted, if the teachers know the students' further education,
and it presents the opinion of the teachers on whether the mathematically
gifted stiudents receive sufficient attention within regular classes.
|
|
GLASBENO NADARJENI UČENCI V PRVIH TREH RAZREDIH OSNOVNE ŠOLE
| MUSICALLY TALENTED STUDENTS IN THE FIRST THREE GRADES OF PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.878:37.037:373.32
| UDC 372.878:37.037:373.32
|
DESKRIPTORJI: osnovna šola, glasbena nadarjenost, talentiranost, ustvarjalnost
| DESCRIPTORS: primary school, music talent, giftedness, creativity
|
POVZETEK - Prvi del prispevka govori o nadarjenih
učencih s poudarkom na glasbeni nadarjenosti, kaj je glasbena nadarjenost
in kako jo pri učencih odkrijemo oziroma opazimo in o glasbenem pouku
na razredni stopnji osnovne šole.
V empiričnem delu so z interpretacijo predstavljeni rezultati testiranja
glasbenih sposobnosti učencev prvih treh razredov podružnične osnovne
šole Orehovica. S preizkusom so želeli odkriti glasbeno nadarjene učence.
Zaključek vsebuje didaktična navodila učiteljem, kaj lahko naredijo
za glasbeno nadarjene učence.
| ABSTRACT - The first part of the paper introduces
musically gifted children. It then defines musical giftedness, how
it is identified or detected and discusses music lessons at the lower
primary level.
The empirical part interprets the results of testing musical abilities
of primary students from grades one to three at the Orehovica Primary
School. The testing was carried out in order to identify musically
gifted students.
The paper ends with suggestions for teaching instructions, and what
teachers can do for musically gifted students.
|
|
VLOGA GLASBE V RISANKAH IN NAČIN NJENEGA POSLUŠANJA
| ROLE OF MUSIC IN CARTOONS AND THE MANNER OF LISTENING
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 78:778.543.662:534.88
| UDC 78:778.543.662:534.88
|
DESKRIPTORJI: glasba v risankah, odnos, način poslušanja,
doživljanje
| DESCRIPTORS: music in cartoons, relation, manner of
listening to music, experience.
|
POVZETEK - V članku sta prikazana razvoj uporabe glasbe
v risankah in rezultati empirične raziskave, katere namen je bilo
ugotavljanje odnosa mladih do risank in poslušanja njihove glasbe.
Odnos do glasbe v risankah in način njenega poslušanja sta bila preučevana
teoretično na osnovi odgovorov na anketni vprašalnik in praktično
z opisovanjem lastnosti glasbe in doživljanja slušno ter slušno-vizualno
posredovanih dražljajev.
Ugotovljeno je bilo, da študenti poznajo veliko risank. Pozorni niso
le na sliko, temveč tudi na njihovo glasbo, vendar v večji meri takrat,
kadar jo poslušajo. Glasba ob gledanju risanke pri večini sproži globlje
doživljanje, ki je usklajeno z vsebino vizualnega dogajanja.
| ABSTRACT - The article addresses the evolution of
the use of music in cartoons and presents the results of an empirical
research intended to establish the attitudes and listening habits
of young people toward cartoons and their music. Attitudes toward
music and listening to the music of cartoons were investigated theoretically
on the basis of answers to a questionnaire, and practically with descriptions
of the characteristics and experiences of auditory and audio-visual
stimuli.
The research indicates that students are familiar with many cartoons,
and pay attention not only to the visual aspects but to the music
as well, which happens to a greater extent in situations when they
are actually listening to it. In the majority of the students, music
triggers a deeper perception corresponding to the contents of the
visual images.
|
|
PRIMERJAVA NEKATERIH DIDAKTIČNIH DIMENZIJ POUKA SPOZNAVANJE OKOLJA IN SPOZNAVANJE NARAVE IN DRUŽBE V PRVEM RAZREDU OSNOVNE ŠOLE
| THE COMPARISON BETWEEN THE TEACHING DIMENSIONS IN THE SUBJECTS OF ENVIRONMENTAL EDUCATION, AND EARLY SCIENCE AND SOCIAL STUDIES
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.48
| UDC 372.48
|
DESKRIPTORJI: kurikularna prenova, predmet spoznavanje
okolja, predmet spoznavanje narave in družbe, učne oblike, učne metode,
učna sredstva, viri znanja
| DESCRIPTORS: curricular renovation, environmental
education, early science and social studies, teaching forms, teaching
methods, teaching aids, knowledge resources
|
| POVZETEK - V prispevku je poudarek na prikazu empiričnih
izsledkov o uveljavljanju nekaterih didaktičnih dimenzij pri pouku
spoznavanja okolja in spoznavanja narave in družbe v prvem razredu
devetletne oz. osemletne osnovne šole. Podatki so pridobljeni na osnovi
sistematičnega spremljanja pouka obeh predmetov. Raziskava kaže, da
je pouk spoznavanja okolja bolj kvaliteten kot pouk spoznavanja narave
in družbe. Prevladuje namreč skupinska učna oblika, laboratorijsko-eksperimentalne
učne metode, kar oboje zagotavlja večjo aktivnost učencev pri pouku.
Med učili prevladujejo naravni objekti, materiali, neposredna stvarnost
pa kot temeljni vir znanja in informacij.
| ABSTRACT - The article focuses on the empirical
findings about the implementation of teaching dimensions in the subjects
of environmental education, and early science and social studies as
they are taught in the first grade of the nine/eight year primary
school. The results, achieved on the basis of systematic observation
of both subjects, show that environmental education is more effective
(with respect to quality) than early science and social studies. The
predominating teaching forms are group work and the experimental teaching
method, both of which ensure higher pupils' participation during lessons.
The basic resources of knowledge and information are natural objects,
materials and the immediate reality.
|
|
MNENJA UČITELJIC O NASILJU NAD OTROKOM V DRUŽINI
| TEACHERS' VIEWS ON THE VIOLENCE CHILDREN EXPERIENCE IN THE FAMILY
|
| Pregledni znanstveni članek
| Review
|
| UDK 179.2:173:371.12-055.2(049.3)
| UDC 179.2:173:371.12-055.2(049.3)
|
DESKRIPTORJI: vrste nasilja, psihosocialne značilnosti
žrtve in storilca, posledice, mnenja, pogledi na problematiko
| DESCRIPTORS: kinds of violence, psychosocial characteristics
of the victim and perpetrator, consequences, views
|
| POVZETEK - V uvodnem delu prispevka avtorici definirata
različne vrste nasilja, naštejeta značilnosti otrok kot žrtev, staršev
kot storilcev in družine, v katerih se dogaja nasilje nad otrokom.
Poudarita spolno nasilje, dejavnike, ki vplivajo na pojavljanje le-tega,
in tiste, ki otroka ali roditelja, ki neposredno v nasilju ni udeležen,
pripravijo k molčanju o nasilju. Poročata o raziskavi, v kateri je
sodelovalo 95 učiteljic iz osnovnih šol in šol s prilagojenim učnim
programom. Proučili sta, kakšna so njihova mnenja o pogostosti pojavljanja
nasilja nad otroki v družini in spregovorili o dejavnikih, ki vplivajo
nanj, ter o usposobljenosti učiteljic za odkrivanje in ukrepanje v
tovrstnih primerih. Raziskava je pokazala, da število primerov zlorabe
otroka v družini iz leta v leto narašča. Izrazila se je potreba po
večjem številu organiziranih oblik strokovnega izpopolnjevanja na
področju nasilja nad otrokom v družini.
| ABSTRACT - In the introduction, the article defines
various kinds of violence, and presents the characteristics of children
as victims, parents as perpetrators and the family as place of violence.
The authors focus on sexual abuse and the factors influencing its
occurrence, as well as those which force the child or the parent not
directly involved in the violence to remain silent. In the research
involving 95 teachers of main-stream primary schools and schools with
an adapted programme, they examined the teachers' opinions about the
prevalence of violence children experience in the family. They
also discussed the factors causing violence and the teachers' ability
of detection and an appropriate course of action in such cases. The
research showed an increasing number of child abuse cases from year
to year. Therefore more organised forms of professional training in
the area of violence children are experiencing in the family should
be provided.
|
|
ODKRIVANJE OTROŠKIH PREDSTAV O SORODSTVENIH ODNOSIH
| EXAMINING CHILDREN'S UNDERSTANDING OF FAMILY RELATIONS
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.36:392.31
| UDC 372.36:392.31
|
DESKRIPTORJI: otroške predstave, sorodstveni odnosi, 6 do 8 letni otroci
| DESCRIPTORS: children's understanding, family relations, 6- to 8-year old children
|
| POVZETEK - V članku prikazujem usklajenost ciljev
z otrokovim razvojem in razumevanjem sorodstvenih izrazov. Proučevala
sem, kakšno je otroško individualno razmišljanje in pri tem prišla
do novih spoznanj. Ugotovila sem, da otroci dobro poznajo sorodstvene
odnose, ki so navedeni v učnem načrtu in jih pravilno poimenujejo.
Vedo, da sodijo v družino, in jih ustrezno uporabljajo. Kljub temu
se v berilih in učbenikih srečajo z nekaterimi sorodstvenimi izrazi,
ki jih ne poznajo ali imajo o njih napačne predstave. Starejši otroci
pravilneje in podrobneje razlagajo sorodstvene odnose. Po sedmem letu
so otroci že sposobni povezovati več sorodstvenih vlog hkrati.
| ABSTRACT - The article discusses the harmony of
goals with the child's development and his/her understanding of family
relations. The focus of the research has been the child's way of thinking.
The findings show that children have a good understanding of the family
relations listed in the curriculum. They can name and use them correctly
and are aware that they are part of the family. The reading texts
in their course books, however, include words for certain family relations
they do not know or have a false understanding of. Older children
define family relations better and in more detail. After seven years
of age the children are capable of understanding and connecting several
family relations simultaneously.
|
|
POSEBNOSTI V IZOBRAŽEVANJU ODRASLIH NA SAMOSTOJNIH VISOKOŠOLSKIH ZAVODIH V SLOVENIJI
| SPECIFIC FEATURES OF ADULT EDUCATION IN INDEPENDENT HIGH EDUCATION INSTITUTION IN SLOVENIA
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 374:378(497.4)
| UDC 374:378(497.4)
|
DESKRIPTORJI: izobraževanje odraslih, samostojni visokošolski
zavodi, kvaliteta, sposobnosti, motivacija
| DESCRIPTORS: adult education, independent high education
institutions, quality, abilities, motivation
|
| POVZETEK - Na osnovi teoretičnega preučevanja strokovne
literature s področja izobraževanja odraslih in na osnovi empiričnih
rezultatov na vzorcu 400 izrednih študentov drugih letnikov samostojnih
visokošolskih zavodov je avtorica prišla s pomočjo raziskovalnega
projekta do zanimivih in pomembnih zaključkov o posebnostih izobraževanja
odraslih, ki jih utemeljuje v svojem prispevku.
| ABSTRACT - In her article, the author presents interesting
and relevant conclusions about the specific situation of adult education.
Her findings are the result of a research project, where professional
literature in the area of adult education was examined and an empirical
study covering a sample of 400 part-time second year students
of independent high education institutions was conducted.
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PEDAGOŠKA PRAKSA IN NJEN POMEN ZA IZOBRAŽEVANJE UČITELJEV
| TEACHING PRACTICE AND ITS ROLE IN TEACHER EDUCATION
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.13/.16
| UDC 371.13/.16
|
DESKRIPTORJI: pedagoška praksa, izobraževanje učiteljev, programska evalvacija
| DESCRIPTORS: teaching practice, teacher education, programme evaluation
|
POVZETEK - Avtor na začetku pregleda različna pojmovanja
o vlogi pedagoške prakse za profesionalni razvoj študentov ter navede
nekaj podatkov o vključenosti pedagoške prakse v programe za izobraževanje
učiteljev. Avtor ugotavlja, da je v sodobnem izobraževanje učiteljev
v Evropi in svetu praksa (izkustvo) vse manj razumljena zgolj kot
uporaba teoretičnih spoznanj in principov, ki so jih študenti pridobili
s predavanji na fakulteti, ter da dobiva v izobraževanju učiteljev
ključno vlogo in pomen. Izhajajoč iz izkustva (prakse), študenti na
osnovi kritičnega premisleka preverjajo posredovane teorije in principe
ter gradijo svoje profesionalno znanje.
Avtor zatem oceni vlogo in status pedagoške prakse v izobraževanju
učiteljev v Sloveniji. Pri tem izhaja iz podatkov in ugotovitev, objavljenih
v znanstveni in strokovni periodiki, ter iz ugotovitev obsežne evalvacije
programa za izobraževanje učiteljev angleškega jezika na Pedagoški
fakulteti Univerze v Mariboru, ki jo je opravil avtor v letih 2000/2001.
Avtor ugotavlja, da pedagoška praksa v izobraževanju učiteljev pri
nas nima ustrezne vloge, kar je, med drugim, razlog za to, da študenti
ob zaključku študija na fakulteti niso ustrezno usposobljeni za poučevanje
in pedagoško delo v šoli.
| ABSTRACT - The author starts with a review
of different conceptions of the role of teaching practice in student
teachers' professional development, and provides information on the
inclusion of teaching practice in study programmes. He finds that
in modern teacher education in Europe and the world there is an increasing
understanding that practice is not mere application of theory and
principles students receive at the faculty but has instead acquired
a key role and crucial importance in teacher education programmes.
Based on experience (practice) and reflection on that experience,
students can critically examine the acquired theories and principles
and in this way build up their professional knowledge.
The author then evaluates the role and status of teaching practice
in teacher education in Slovenia. His evaluation is based on the results
of published research and on the results of an extensive evaluation
of the programme of initial education of English language teachers
at the Faculty of Education, University of Maribor, which the author
conducted in 2000-2001. The author has established that teaching
practice is not given an appropriate role which is, among other things,
a major reason why students are not adequately prepared for teaching
after the completion of the programme.
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|
PEDAGOŠKA PRAKSA IN ZAKONITOSTI NARAVNIH SISTEMOV
| TEACHING PRACTICE AND THE LAWS OF NATURAL SYSTEMS
|
| Strokovni članek
| Professional paper
|
| UDK 372.891
| UDC 372.891
|
DESKRIPTORJI: naravni sistemi, ekosistemsko mišljenje, didaktika geografije
| DESCRIPTORS: natural systems, eco-system thinking, teaching methods in geography
|
| POVZETEK - Avtorica predstavlja osnovne zakonitosti,
po katerih delujejo naravni sistemi. Te zakonitosti ohranjajo stabilnost
biosfere kot osnovnega sistema ter stabilnost vseh podsistemov biosfere.
Kot podsistem bi lahko razumeli tudi razred. V članku je s preprostimi
primeri nakazano, kako se posamezne zakonitosti naravnih sistemov
uresničujejo oziroma bi jih lahko uresničevali v razredu, da bi ustvarili
kakovostno in stabilno učno okolje.
| ABSTRACT - The article presents the basic laws governing
natural systems. These laws preserve the stability of the biosphere
as the fundamental system as well as the stability of all biosphere
sub-systems, of which the classroom could be one example. On the
basis of simple examples it shows their possible implementation in
the classroom, resulting in a stable learning and teaching environment.
|
|
DELAVNICE USTVARJALNOSTI - OBOGATITVENI PROGRAM ZA UČENCE RAZREDNE STOPNJE OSNOVNE ŠOLE
| CREATIVE WORKSHOP - ENRICHMENT PROGRAMME FOR STUDENTS OF LOWER PRIMARY SCHOOL
|
| Strokovni članek
| Professional paper
|
| UDK 373.32:37.036
| UDC 373.32:37.036
|
DESKRIPTORJI: nadarjeni učenec, delavnice ustvarjalnosti, didaktični pristopi, projekt
| DESCRIPTORS: gifted student, creativity workshops, teaching approaches, project
|
| POVZETEK - V članku so prikazane izkušnje pri
delu z učenci razredne stopnje v Delavnicah ustvarjalnosti na OŠ Ivana
Roba v Šempetru pri Gorici. Gre za obogatitveni program, s katerim
želijo spodbuditi učenčevo ustvarjalnost, obenem pa v njem razviti
strpnost do drugačnosti (do nenavadnih odgovorov vrstnikov, do različnih
stališč in rešitev, ki se porajajo v skupini, do vprašanj, do drugačnih
poti reševanja problemov, ...). Največ pozornosti je posvečeno spremljanju
in beleženju učenčevih domislic, rešitev, dosežkov, da bi lahko posameznik
razvil občutek neponovljive enkratnosti, ki je v vsakem človeku. Hkrati
so želeli povečati občutljivost učiteljev razredne stopnje pri spremljanju,
odkrivanju, identifikaciji ter spodbujanju razvoja nadarjenih učencev
ter izdelati in preveriti pripomočke za spremljanje učenčeve ustvarjalnosti
in nadarjenosti. Članek obravnava dileme, ki so se porajale pri delu
z učenci nižjih razredov ter možne odgovore in rešitve, ustvarjanje
pozitivne klime oziroma naravnanosti do drugačnosti kot vrednote,
spodbujanje lastne iniciative učenca in s tem večanje občutka odgovornosti,
spoznavanje učenčevih močnih področij, dela v manjši skupini. To so
le nekatere spremembe, ki omogočajo drugačno, bolj poglobljeno delo v razredu.
| ABSTRACT - The paper presents experiences in
the work with lower primary students during the "Creativity workshops"
at the Ivan Rob Primary School, Šempeter pri Gorici. The programme
was intended to stimulate pupils' creativity as well as develop their
tolerance of differences (such as their friends' unusual answers,
different points of view and solutions within a group, questions,
different ways of solving problems, ...). The emphasis was on monitoring
and recording pupils' ideas, solutions and achievements because we
wanted to develop each individual's feeling of uniqueness, which is
present in every human being. At the same time we endeavoured to increase
the lower primary teachers' sensitivity to monitoring, identifying
and stimulating the development of gifted students. Our aim was also
to create and test instruments for monitoring students' creativity
and talent. The article treats the dilemmas arising from the work
with lower primary students and suggests some solutions and answers.
The creation of a positive atmosphere, accepting differences as values,
stimulating pupils' own initiative and feeling of responsibility,
learning about pupils' strengths and abilities, and small group work
represent only some of the changes which enable a different and a
more engaged approach to work in class.
|