|
DIDAKTIČNE ZNAČILNOSTI POUKA V DEVETLETNI OSNOVNI ŠOLI
| CHARACTERISTIC OF TEACHING METHODS IN THE NINE-YEAR PRIMARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 371.3:373.3
| UDC 371.3:373.3
|
DESKRIPTORJI: osemletna osnovna šola, devetletna osnovna šola, načrtovanje izobraževalnega dela
| DESCRIPTORS: eight-year primary school, nine-year primary school, educational planning
|
| POVZETEK - Avtorica razpravlja o spreminjanju koncepta
znanja z vidika kurikularne reforme v R Sloveniji. Koncept tradicionalnega
izobraževanja se počasi umika sodobnejšemu, za katerega je značilna
večja aktivnost, kritičnost in dinamičnost učencev. Novo sprejeti
učni načrti za devetletko usmerjajo učitelje k rabi različnih metod,
oblik, sredstev in k medpredmetnemu povezovanju. To potrjujejo tudi
izsledki empirične raziskave, predstavljene v drugem delu prispevka.
Rezultati namreč kažejo, da je načrtovanje pouka v devetletni osnovni
šoli bolj kot v osemletni procesno in ima manj značilnosti transmisijskega
koncepta vzgojno-izobraževalnega dela.
| ABSTRACT - The article first presents the changes
in the concept of knowledge from the aspect of the Slovene curricular
reform. The concept of traditional education is gradually being
replaced by a more modern one characterised by a higher degree of
activities and a more critical and dynamic attitude on the part of
the students. The newly adopted curricula for the nine-year primary
school require the teachers to use different teaching methods, forms
and means as well as link different subject. This is being confirmed
by the empirical research results presented in the second part of
the article. They namely show that in the nine-year primary school
planning has become much more a process than it used to be in the
eight- year school and it also exhibits fewer characteristics of a
transmission concept in teaching.
|
|
AKTIVNOSTI UČENCEV PRI POUKU SPOZNAVANJA OKOLJA IN SPOZNAVANJE NARAVE IN DRUŽBE V PRVEM RAZREDU OSNOVNE ŠOLE
| ACTIVITIES OF FIRST GRADE PRIMARY SCHOOL PUPILS DURING LESSONS OF ENVIRONMENTAL EDUCATION AND EARLY SCIENCE AND SOCIAL STUDIES
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 372.32:373.32
| UDC 372.32:373.32
|
DESKRIPTORJI: DESKRIPTORJI: kurikularna prenova, spoznavanje okolja, spoznavanje narave in družbe, aktivnosti učencev, prvi razred osnovne šole
| DESCRIPTORS: DESCRIPTORS: curriculum renovation, Environmental education, Early science and social studies, pupils' activities, first grade of primary school
|
| POVZETEK - V skladu s konstruktivističnimi in humanističnimi
izhodišči pouka v prenovljeni osnovni šoli se tudi pri predmetu spoznavanje
okolja predvidevajo različne aktivnosti učencev. Z izdelanim protokolom
smo sistematično spremljali pojavnost aktivnosti učencev pri pouku
spoznavanja okolja in spoznavanje narave in družbe v prvem razredu
pri treh skupnih tematskih sklopih. Ugotovili smo, da so razlike med
poukoma glede aktivnosti učencev pri doseganju zastavljenih učnih
ciljev statistično pomembne. Prevladujoči kognitivni učni cilji pri
obeh predmetih so se pri pouku spoznavanja okolja v večji meri dosegali
s fizičnimi in senzornimi aktivnostmi učencev, pri pouku spoznavanja
narave in družbe pa z izraznimi in miselnimi.
| ABSTRACT - In accordance with the constructive
and humanistic starting-points in a reformed primary school, different
activities have also been foreseen in the lessons of Environmental
education and Early science and social studies. With the elaborated
protocol we systematically observed the phenomenon of pupils' activities
in three common thematic clusters of both subjects in the first class.
We have established that the differences between both lessons are
statistically important with regard to pupils' activities in achieving
target teaching goals. The prevailing cognitive teaching goals in
the subject of Environmental education were to a higher extent achieved
with physical and sensory pupils' activities while in the subject
of Early science and social studies they were achieved more with expressive
and mental pupils' activities.
|
|
GIBALNA/ŠPORTNA AKTIVNOST PRI UČENCIH IN UČENKAH DRUGEGA VZGOJNO-IZOBRAŽEVALNEGA OBDOBJA OSNOVNE ŠOLE
| MOTOR/SPORTS ACTIVITIES OF BOYS AND GIRLS IN THE 2ND EDUCATIONAL PERIOD OF ELEMENTARY SCHOOL
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 373.3:372.879.6
| UDC 373.3:372.879.6
|
DESKRIPTORJI: osnovna šola, mlajši šolar, prosti čas, gibalna/športna aktivnost, razlike med spoloma, dečki, deklice
| DESCRIPTORS: elementary school, young pupil, leisure, motor/sports activity, gender differences, boys, girls
|
| POVZETEK - V prispevku predstavljamo rezultate raziskave,
v kateri smo 9-letne deklice in dečke anketirali z namenom, pridobiti
podatke o njihovi prostočasni gibalni/športni aktivnosti. Raziskavo
smo izvedli na vzorcu 194 otrok 3. razreda osemletne osnovne šole
v šolskem letu 2001/02. Razlike med spoloma smo ugotavljali s kontingenčnimi
tabelami in hi-preizkusom. Na osnovi dobljenih rezultatov ugotavljamo,
da obstajajo statistično značilne razlike med spoloma v vsebini športnih
zvrsti. Razlike med spoloma pa niso bile statistično potrjene v količini
prostočasne gibalne/športne aktivnosti.
| ABSTRACT - The authors present the results of an
inquiry on the out-of-school motor/sports activities of nine- year
old boys and girls. The research was carried out in the school year
2001/02 upon the sample of 194 respondents attending the third class
of elementary school. Gender differences were determined by means
of contingency tables and the chi-squared test. From the research
results emerge statistically significant gender differences in the
type of the sports discipline respondents participate in. No statistically
significant gender distinctions were found in the extent of out-of-school
motor/sports activity.
|
|
PEDAGOŠKI VIDIKI RAZVOJA IN SPODBUJANJA ODGOVORNOSTI
| EDUCATIONAL ASPECTS OF DEVELOPING AND ENCOURAGING RESPONSIBILITY
|
| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.035
| UDC 37.035
|
DESKRIPTORJI: vzgoja, odgovornost, starši, učitelji, šola
| DESCRIPTORS: education, responsibility, parents, teachers, school
|
| POVZETEK - Avtorici predstavljata rezultate raziskovanja
fenomena odgovornosti. Zanimalo ju je, kako respondentje razumejo
odgovornost, katere vrste odgovornosti poznajo in katere so po njihovem
mnenju prioritetne (odgovornost do sebe, drugih oseb, družine, do
denarja, države idr.). Preučevali sta vzorec 150 študentov različnih
pedagoških usmeritev in letnikov Filozofske fakultete na Reki. Pri
raziskovanju sta uporabili vprašalnik esejskega tipa. Rezultati usmerjajo
na zaključek, da je odgovornost pomembna kot individualna in socialna
razsežnost, katere razvoj in spodbujanje se pričakuje od družine kot
primarne socialne sredine pa tudi od šole kot vzgojno-izobraževalne
institucije.
| ABSTRACT - The authors present research results
on the phenomenon of responsibility. They wanted to find out how the
respondents understand the concept of responsibility, which kinds
of responsibility they know, and which they believe to be the most
relevant ones (responsibility towards oneself, towards others, family,
money, country etc.). They studied the sample of 150 students of various
educational study courses and different study years at the University
of Rijeka. In their research they administered the essay type questionnaire.
The results point to the fact that responsibility is important as
an individual and social dimension, the development and encouragement
of which is expected to ensue from the family as the primary social
environment and from school as an educational institution.
|
|
OBRAVNAVA NOVE UČNE VSEBINE Z VIDIKA IZSLEDKOV EMPIRIČNE RAZISKAVE
| HANDLING NEW TEACHING CONTENTS FROM THE ASPECT OF EMPIRICAL RESEARCH FINDINGS
|
| Pregledni znanstveni članek
| Review
|
| UDK 373.51
| UDC 373.51
|
DESKRIPTORJI: obravnava učne vsebine, koncepti, strategije, problemskost, hevristične metode
| DESCRIPTORS: handling teaching contents, concepts, strategies, problem situations, heuristic methods
|
| POVZETEK - Prispevek prikazuje značilnosti središčne
učne stopnje, tj. obravnavo nove učne vsebine. V prvem delu avtorica
prikaže strategije, ki ustrezajo sodobnemu konceptu pouka, v drugem
pa rezultate empirične raziskave, ki kažejo na ravnanje srednješolskih
učiteljev pri obravnavi nove učne vsebine. Rezultati pokažejo razlike
med srednjimi strokovnimi šolami in gimnazijami, in sicer: učenci
srednjih strokovnih šol so pri obravnavi nove učne vsebine deležni
več spodbud od svojih učiteljev kot gimnazijci.
| ABSTRACT - The article presents the characteristics
of the central learning stage i.e. the handling of new teaching contents.
First, the author describes the strategies of modern teaching concepts
then she presents the results of empirical research about the secondary
school teachers' approaches to teaching. The results point to the
differences between secondary schools of different orientation and
high schools, where the students of the former receive more encouragement
from their teachers in the treatment of new contents.
|
|
PRISPEVEK GEOGRAFIJE K OKOLJSKEMU IZOBRAŽEVANJU
| CONTRIBUTION OF GEOGRAPHY TO ENVIRONMENTAL EDUCATION
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.32:373.5
| UDC 372.32:373.5
|
DESKRIPTORJI: geografija, okoljska vzgoja, okoljsko izobraževanje, učni načrt, učni cilji, viri onesnaževanja okolja
| DESCRIPTORS: geography, environmental education, curricula, educational goals, sources of environmental pollution
|
| POVZETEK - Članek opisuje probleme okoljskega izobraževanja
v slovenskih šolah. Analizira razvoj okoljske zavesti v družbi in
slovenski šoli. Poudarek je na vlogi pouka geografije za uveljavljanje
okoljske vzgoje. Ocenjuje močne in šibke strani okoljskega pouka ter
vzroke za njegove težave. Med cilji okoljske vzgoje se pojavlja težnja,
da se dijaki jasneje zavedo medsebojne povezanosti ter odvisnosti
naravnih in družbenih pojavov, posebej škodljivih vplivov človekovih
aktivnosti na okolje in iz tega nastajajočih problemov ter konfliktov
ob poskusih reševanja. Dati jim je treba priložnost, da pridobijo
znanje, razumevanje, vrednote, stališča, zavzetost, veščine in spretnosti,
potrebne za varstvo in izboljšanje okolja ter doseči, da dijaki razumejo,
da razreševanje okoljskih problemov ni le tehnološka, temveč tudi
etična, politična, socialna in ekonomska kategorija. V prispevku je
predstavljen konkretni primer povezovanja geografskih in okoljskih
vsebin s ciljem, da učiteljem geografije in tudi drugim približamo
možnosti interdisciplinarnega pristopa poučevanja.
| ABSTRACT - The article describes the issues
concerning environmental education in Slovene schools. It analyses
the development of environmental awareness in society and in schools.
The emphasis is on geography lessons as the basis of environmental
education. The article tries to assess the strong points as well as
the weaknesses of environmental lessons and the reasons for the difficulties
of such instruction. In the goals of environmental education one finds
the tendency to help students become aware of the interconnectedness
of and dependence on natural and social phenomena, especially of harmful
effects of human activities on the environment. This all leads to
different problems and conflicts connected with the attempts at their
solution. We need to give the students the opportunity to gain knowledge,
understanding, values, attitudes, commitment and skills necessary
to protect and improve the environment. The students should realise
that solving environmental problems is not only a technological category
but also an ethical, political, social and economic one. The article
presents a concrete case of linking geography and environmental contents
with the goal to show geography teachers and others the possibilities
of an interdisciplinary teaching approach.
|
|
POJMOVANJA ZNANJA IN POUKA PRI ŠTUDENTIH - BODOČIH UČITELJIH
| CONCEPTIONS OF KNOWLEDGE AND INSTRUCTION OF STUDENTS - FUTURE TEACHERS
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.3
| UDC 371.3
|
DESKRIPTORJI: pojmovanja znanja in pouka, taksonomija
pojmovanj, spreminjanje pojmovanj, transmisijski model pouka
| DESCRIPTORS: conception of knowledge and instruction,
conception taxonomy, changing conception, transmission instruction
model
|
| POVZETEK - V pričujočem članku avtorica predstavlja
pojmovanja študentov - bodočih učiteljev kot pomembno določilnico
njihovega profesionalnega razmišljanja in ravnanja. V slovenskem šolskem
prostoru se uvajajo številne spremembe, njihov uspeh pa je v mnogočem
odvisen od učiteljevih pojmovanj pouka, znanja in drugih pedagoških
dimenzij. Raziskava je pokazala, da pri študentovih pojmovanjih pouka
na začetku študija prevladuje hierarhično najnižji taksonomski nivo.
Čeprav v času prvega letnika prihaja do sprememb, se le-te nanašajo
predvsem na premike v prvih dveh stopnjah taksonomije, ki še vedno
ne presežejo nivoja transmisijskega modela pouka. Pri pojmovanjih
znanja je podoba nekoliko drugačna. Tu je prevladujoča druga
kategorija, v nekoliko večji meri pa je prisotna tudi tretja kategorija,
ki poudarja predelano znanje in predstavlja premik h kognitivno-konstruktivističnem
modelu pouka.
| ABSTRACT - The article presents conceptions
of students - future teachers as an important determinant of their
professional reflection and action. In the Slovene school arena we
are witnessing numerous changes the success of which greatly depends
on the teacher's conception of instruction, knowledge and other teaching
dimensions. The research showed that at the beginning of their studies
the student's understanding of instruction occupies the hierarchically
lowest taxonomy level. Although changes do occur during the first
study year, they mainly concern movements within the first two taxonomy
levels which do not exceed the level of the transmission instruction
model. In the understanding of knowledge, the situation is somewhat
different. While the second category predominates, the third category
is also present to somewhat greater extent. This is the one which
emphasises processed knowledge and represents movement towards the
cognitive-constructivist instruction model.
|
|
SOCIALNO PEDAGOŠKI PRISTOP K NADARJENOSTI
| SOCIO-EDUCATIONAL APPROACH TO GIFTEDNESS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.21:159.928
| UDC 371.21:159.928
|
DESKRIPTORJI: nadarjenost, talentiranost, osebnostne lastnosti, samopodoba, socialno učenje, model socialnih veščin, socialne igre, interaktivne vaje
| DESCRIPTORS: giftedness, talent, personal characteristics, self-image, social learning, social skills model, social games, interactive exercises
|
| POVZETEK - V prvem delu prispevka je predstavljen
osebnostni pristop k proučevanju nadarjenosti in pomen spodbudnega
okolja za razvijanje oz. spodbujanje nadarjenosti. Pri razmišljanju
o potrebah nadarjenih ne smemo pozabiti, da so tudi nadarjeni učenci
ljudje s stiskami in težavami. Pogosto imajo učne težave, ne dosegajo
pričakovanih uspehov, se pri pouku dolgočasijo, so za učenje nemotivirani,
vedenjsko težavni ali pa imajo težave pri socialnem vključevanju.
Za učenčevo uspešnost je pomembna ugodna klima v oddelku, ki jo lahko
dosežemo z učenjem socialnih veščin. V drugem delu se tako osredotočim
na socialno pedagoško prakso z vidika skupinskega dela, kjer podam
nekaj predlogov dejavnosti spodbujanja razvoja nadarjenosti v osnovni šoli.
| ABSTRACT - The first part of the article discusses
the personal approach to the study of giftedness and the importance
of an encouraging environment for the development and stimulation
of giftedness. When reflecting on the needs of the gifted we must
keep in mind that gifted children encounter problems like everybody
else. They are frequently faced with learning difficulties, do not
achieve the expected results, are bored in classes and unmotivated
for learning, behaviourally difficult or experience difficulties in
social inclusion. To achieve, a student needs a favourable class climate
that can be established if we teach them social skills. The second
part focuses on the socio-teaching practice from the aspect of group
work, where I try to propose activities for encouraging the development
of giftedness in primary school.
|
|
DRUŽBENI VIDIKI IZOBRAŽEVANJA ODRASLIH ZA POTREBE SODOBNIH TEHNOLOGIJ
| SOCIAL VIEWS OF ADULT EDUCATION FOR THE NEEDS OF MODERN TECHNOLOGIES
|
| Strokovni članek
| Professional paper
|
| UDK 374.7:004
| UDC 374.7:004
|
DESKRIPTORJI: internet, izobraževanje odraslih, sodobna tehnologija, informacijska družba, permanentno izobraževanje
| DESCRIPTORS: internet, adult education, modern technology, information society, permanent education
|
| POVZETEK - Z vlogo in vplivom sodobnih informacijskih
tehnologij pri izobraževanju odraslih bi se morali intenzivneje ukvarjati
strokovnjaki s sodobnimi interdisciplinarnimi znanji, veščinami in
izkušnjami pri delu z ljudmi. Zavedamo se, da z vključevanjem v Evropsko
unijo širimo krog delovne sile, kapitala in znanja. V prispevku sta
prikazana vloga in vpliv interneta - sodobnega informacijskega
medija, ki vpliva na razvoj posameznika. Vsa sodobna informacijska
tehnologija s svojim širokim spektrom delovanja prav tako vpliva na
izobraževanje odraslih. V prispevku najprej opredelimo vzgojo in izobraževanje
odraslih, preučimo in analiziramo vlogo in vpliv sodobnih informacijskih
tehnologij - posebej interneta - na izobraževanje odraslih.
V analizi podamo ugotovitve in učinke, ki jih ima internet na življenje
in izobraževanje odraslih. Iz tega sledi povezanost sodobnih informacijskih
tehnologij in izobraževanja odraslih. Opredelimo pa tudi kritične
dejavnike razvoja interneta pri izobraževanju odraslih. Pridobljeni
podatki kažejo, da ima internet močan vpliv na področje izobraževanja
in usposabljanja tako mladih kakor tudi odraslih in na razvoj novih storitev.
| ABSTRACT - The role and influence of modern information
technologies in adult education should be dealt with more intensively
by the experts having modern interdisciplinary knowledge, skills and
experiences in working with people. We are aware that by entering
the European Union the circle of working force, capital and knowledge
extends. In this article we present the role and impacts of the internet,
a modern information media, on the development of an individual. All
the modern information technology with its wide spectre of operations
also influences on the adult education. In the article we first define
the upbringing and adult education, we research and analyse the role
and influence of modern information technologies, especially the internet,
on adult education. Then follows the connection between modern information
technologies and adult education. We also define critical factors
of the internet development in adult education. The gathered data
show that the internet has a strong impact on education and training
of young people, as well as the adults, and on the development of new services.
|
|
MODEL MIKROPOUČEVANJA IN ORGANIZIRANOST PEDAGOŠKE PRAKSE NA IRSKEM
| MICROTEACHING MODEL AND ORGANISATION OF TEACHING PRACTICE IN IRELAND
|
| Strokovni članek
| Professional paper
|
| UDK 371.12
| UDC 371.12
|
DESKRIPTORJI: mikropoučevanje, pedagoška praksa, izobraževanje učiteljev, učiteljski kandidat
| DESCRIPTORS: microteaching, teaching practice, teacher education, student teacher
|
| POVZETEK - Mikropoučevanje in pedagoška praksa
sta zelo pomembna za izobraževanje študentov in učiteljev, ki si še
nabirajo svoje prve pedagoške izkušnje. V članku je predstavljen model
mikropoučevanja in organiziranost pedagoške prakse na St Catherine's
College of Education for Home Economics. Primerjava s podobnimi študijskim
programom v Sloveniji je pokazala, da imata naša študijska programa
izobraževanja bodočih učiteljev manj pedagoške prakse in pomanjkljivejšo
organizacijo mikropoučevanja.
| ABSTRACT - Microteaching and teaching practice
are very important for education of students and young teachers, who
are still collecting their first teaching experiences. The article
presents the microteaching program and the organisation of teaching
practice at St Catherine's College of Education for Home Econo-mics.
We compared it to a similar program of teacher education in Slovenia
and established that Slovenian students have less teaching practice
and insufficiently organised microteaching.
|
|
ARHIV KOT VIR ZA POUČEVANJE ZGODOVINE
| ARCHIVE AS ONE OF THE SOURCES OF TEACHING HISTORY
|
| Strokovni članek
| Professional paper
|
| UDK 372.893:930.25
| UDC 372.893:930.25
|
DESKRIPTORJI: arhiv, zbirke, arhivski fondi, učenec, pouk
| DESCRIPTORS: archive, collections, learner, instruction
|
| POVZETEK - Arhiv predstavlja institucijo, ki je v
službi človeške družbe in njenega razvoja. Predstavlja pa tudi vzgojno-izobraževalno
ustanovo, ki bi morala biti tesno povezana s šolami. Bogat zgodovinski
material je pri posredovanju zgodovinskih spoznanj tudi izredno uspešno
učno sredstvo. Koristi za pouk so tako didaktične kakor tudi pedagoške
in psihološke. Ogled arhivskih razstav in arhivskih fondov povečuje
interes in aktivnost učencev, povečuje njihovo znanje in razvija umske
sposobnosti. Obravnavanje zgodovinske snovi s pomočjo arhiva pa nudi
tudi obilo možnosti za poudarjanje vzgojnih vrednot.
| ABSTRACT - The archive represents an institution
in the service of human society and its development. It also represents
an educational institution which should be closely connected with
schools. Rich historical material can be an extremely successful teaching
aid in transmitting historical issues. The benefits for instruction
are in the area of teaching methods, and educational as well as psychological
approach. Visiting archive exhibitions and funds can increase the
students' interest and activities, their knowledge and the development
of mental abilities. Treating historical contents with the help of
an archive also offers further possibilities for emphasising their
educational values.
|
|
ELEMENTI MONTESSORI PEDAGOGIKE V NAŠI OSNOVNI ŠOLI PRI MATEMATIKI
| ELEMENTS OF MONTESSORI EDUCATION IN PRIMARY SCHOOL MATHEMATICS
|
| Strokovni članek
| Professional paper
|
| UDK 373.3:372.851:371.481
| UDC 373.3:372.851:371.481
|
DESKRIPTORJI: učitelj, Montessori matematika, didaktični
pripomočki, učenje s čutili, okolje
| DESCRIPTORS: teacher, Montessori mathematics, teaching
aids, sensorial learning, environment
|
| POVZETEK - Avtorica poroča o raziskavi, s katero je
želela izvedeti, v kolikšni meri učitelji osnovnih šol poznajo alternativni
didaktični koncept Marije Montessori, katere značilnosti koncepta
vključujejo v svoj način pedagoškega dela in kateri učni pripomočki,
ki jih je razvila M. Montessori, so prisotni v naših šolah. Ugotavlja,
da so šole z alternativnimi didaktičnimi sredstvi opremljene pomanjkljivo
in neustrezno, kar pomembno vpliva na stališča do alternativnih specialnih didaktik.
| ABSTRACT - The author reports on a research which
she carried out in order to find out to what extent the primary school
teachers are familiar with the alternative teaching concept of Maria
Montessori and which characteristics of the mentioned concept they
deploy in their teaching. Which teaching aids that have been developed
by M. Montessori can one encounter in our schools? She has established
that our schools are neither sufficiently nor suitably equipped with
alternative teaching aids, which in turn influences the attitudes
towards alternative teaching approaches.
|