|
USPOSOBLJENOST RAZREDNIKOV
| QUALIFIED HOME-ROOM TEACHERS
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.12
| UDC 371.12
|
DESKRIPTORJI: razrednik, razredništvo, usposobljenost, izobraževanje, učitelji
| DESCRIPTORS: home-room teacher, home-room activities, competence, education, teachers
|
| POVZETEK - V članku predstavljamo del empirične raziskave
o vlogi in delu razrednika, ki je zajela populacijo gimnazijskih razrednikov,
dijakov, ravnateljev in staršev. Odkrivali smo številna in raznolika
pričakovanja od razrednikov in eden od problemov, ki se ob tem pojavlja,
je tudi (ne)usposobljenost razrednikov za opravljanje številnih funkcij
in dolžnosti, ki jih s to vlogo sprejmejo. Predstavljamo poglede gimnazijskih
razrednikov na svojo vlogo, prednosti in slabosti, ki jih spoznavajo
pri tem delu, ter opozarjamo na vidike in vsebine, ki bi jih morali
nujno vklju-čiti v programe dodiplomskega izobraževanja in stalnega
strokovnega izpopolnjevanja razrednikov. Brez ustreznega izobraževanja
ne moremo pričakovati, da bomo v naših šolah imeli dobre razrednike.
| ABSTRACT - The article presents part of an empirical
research about the role and work of the home-room teacher, which
included the population of high-school home-room teachers, students,
principals and parents. We encountered many different expectations
on the part of the home-room teachers. One of the problems in this
context is their (in)competence in carrying out the numerous functions
and responsibilities that come with this role. We present the views
of high-school home-room teachers as to how they see their role,
the advantages and disadvantages of their work, and bring attention
to those aspects and elements that should necessarily be included
in the programmes of undergraduate teacher education as well as in
the on-going teacher training. Without appropriate education we cannot
expect to have competent home-room teachers in our schools.
|
|
POKLICNO UČENJE RAZREDNIH UČITELJEV
| PROFESSIONAL LEARNING OF CLASSROOM TEACHER
|
| Pregledni znanstveni članek
| Review
|
| UDK 377.8
| UDC 377.8
|
DESKRIPTORJI: vseživljenjsko učenje, poklicno učenje, učne aktivnosti, razredni učitelji
| DESCRIPTORS: life-long learning, professional learning, learning activities, classroom teachers
|
| POVZETEK - V okviru vseživljenjskega učenja lahko
govorimo tudi o poklicnem učenju učiteljev, ki se začne, ko učitelji
začnejo delati v učiteljskem poklicu in ki vpliva na poklicni razvoj
učiteljev. Z manjšo raziskavo smo želeli ugotoviti, katere učne aktivnosti
skupina razrednih učiteljev največ porablja pri svojem poklicnem učenju
in ali so razlike med temi učnimi aktivnostmi med učitelji, ki se
že formalno izobražujejo na dveh različnih smereh izrednega študija.
Izbrali smo namenski vzorec 27 učiteljev dodiplomskega in 27 učiteljev
podiplomskega študija na Pedagoški fakulteti v Ljubljani v študijskem
letu 2003/04. Primerjava rezultatov med skupinama razrednih učiteljev
je pokazala, da so vsi navedli branje strokovne literature kot najbolj
prisotno učno aktivnost, superzivijo pa kot najmanj uporabljeno in
poznano. Statistično pomembne razlike pa smo med skupinama razrednih
učiteljev dobili pri vključevanju v stalno strokovno spopolnjevanja,
uporabi raziskovanja in supervizije. Navedene so tudi učne aktivnosti,
ki so jih učitelji dopisali kot manj pogoste v procesu njihovega poklicnega
učenja ter nekateri predlogi učiteljev.
| ABSTRACT - Within the framework of life-long learning
we can also discuss the professional learning of teachers, which starts
when they begin their teaching career and which influences their professional
development. A small-scale research tried to establish which learning
activities a group of classroom teachers implements the most, and
whether there exist any differences with regard to learning activities
among the teachers already formally attending two different part-time
study programmes. Our sample included 27 undergraduate teachers and
27 post-graduate teachers from the Faculty of Education, University
of Ljubljana, enrolled in the academic year 2003/04. The comparison
of the results of the two groups of classroom teachers showed that
they all listed reading professional literature as the most widely
used learning activity and supervision as the least employed or known
one. Statistically relevant differences were achieved with regard
to their involvement in on-going professional training, use of research
and supervision. We also made note of the learning activities the
teachers mentioned as the less frequent ones used in their professional
training as well as some of their suggestions.
|
|
DEMOKRATIZACIJA OCENJEVANJA ZNANJA Z VIDIKA IZSLEDKOV EMPIRIČNE RAZISKAVE
| DEMOCRATISATION OF KNOWLEDGE ASSESSMENT FROM THE ASPECT OF EMPIRICAL RESEARCH RESULTS
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.26:373.34
| UDC 371.26:373.34
|
DESKRIPTORJI: osnovna šola, ocenjevanje znanja, demokratizacija ocenjevanja znanja, učenci, učitelji
| DESCRIPTORS: primary school, knowledge assessment, democratisation of knowledge assessment, students, teachers
|
| POVZETEK - Prispevek v prvem delu prikazuje momente
demokratizacije ocenjevanja znanja ter izpostavi njihovo pomembnost.
V drugem delu so predstavljeni rezultati empirične raziskave, opravljene
v decembru 2003. V raziskavo smo vključili maribor-ske in ljubljanske
osnovne šole, ki še izvajajo osemletko. Vzorec je zajemal 345 učencev
sedmih in osmih razredov ter 98 učiteljev slovenščine in matematike,
ki poučujejo v sedmem oz. osmem razredu osemletke. Rezultati so pokazali
očitne razlike med ocenami učiteljev in učencev glede pogostosti pojavljanja
posamezne značilnosti demokratizacije procesa ocenjevanja znanja.
| ABSTRACT - In the first part, the article presents
the moments when democratisation of knowledge assessment takes place
and elaborates on their importance. The second part brings the results
of the empirical research carried out in December 2003, which included
the Maribor and Ljubljana primary schools still implementing the eight-year
primary school programme. The sample consisted of 345 seventh- and
eighth-graders as well as 98 teachers of Slovene and Mathematics teaching
these students. The results showed relevant differences between the
evaluation of the teachers on the one hand, and that of the students
on the other with regard to the prevalence of individual characteristics
of democratisation present in the knowledge assessment process.
|
|
CELOSTEN PRISTOP PRI ZGODNJEM POUČEVANJU - VLOGA GIBALNIH AKTIVNOSTI PRI POUKU MATEMATIKE
| HOLISTIC APPROACH IN EARLY TEACHING - ROLE OF MOVEMENT ACTIVITIES IN MATH LESSONS
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.3
| UDC 371.3
|
DESKRIPTORJI: otrokov razvoj, gibalna aktivnost, celostno poučevanje, prvo triletje, zgodnje poučevanje matematike, simetrija
| DESCRIPTORS: child development, movement activity, holistic teaching, first triad, early math teaching, symmetry
|
| POVZETEK - Cilj naše raziskave je bil preučiti pomen
celostnega pristopa pri zgodnjem poučevanju matematike, natančneje
pri usvajanju pojma simetrije v prvih razredih osnovne šole. V ta
namen smo oblikovali teoretični model, v katerem smo povezali značilnosti
otrokovega celostnega razvoja z njegovim celostnim dojemanjem sveta.
Kot ključnega pomena smo v tem okviru izpostavili gibalno aktivnost,
ki predstavlja temelj za razvoj vseh ostalih podsistemov psihosomatskega
statusa. Izhajajoč iz navedenega je vključitev gibalne aktivnosti
kot didaktičnega sredstva neobhodno potrebna v procesu zgodnjega poučevanja.
Da bi preverili postavljen teoretični model smo izvedli empirično
raziskavo na vzorcu 90 otrok kontrolne skupine in 89 otrok eksperimentalne
skupine, ki so obiskovali 2. razred obalnih osnovnih šol. Ugotovili
smo, da obstajajo med kontrolno in eksperimentalno skupino statistično
pomembne razlike v reševanju nalog, ki zahtevajo poznavanje in razumevanje
pojmov in algoritmov ter reševanju nalog, ki zahtevajo reševanje enostavnih
problemov iz simetrije.
| ABSTRACT - The aim of the research was to study
the importance of a holistic approach in early math lessons -
in the acquisition of the concept of symmetry in lower primary school.
For this purpose we designed a theoretical model where we linked
the characteristics of the child's comprehensive development with
his comprehensive understanding of the world. The key activity in
this context is movement which represents the foundation for the development
of all other psychosomatic subsystems. The implementation of movement
activities as a teaching method is thus indispensable in the process
of early teaching. In order to examine the designed theoretical model,
we carried out empirical research where we included 90 children in
the control group and 89 children in the experimental group, both
groups attending the second grade of the primary schools in the coastal
region of Slovenia. We established that there exist statistically
relevant differences between the control group and the experimental
one in the solving of tasks where the knowledge and understanding
of concepts and algorithms is required, and in the solving of tasks
which demand solving simple symmetry problems.
|
|
UČITELJEVO ZNANJE V OČEH ŠTUDENTA, BODOČEGA UČITELJA
| TEACHER KNOWLEDGE IN THE EYES OF THE STUDENT TEACHER
|
| Pregledni znanstveni članek
| Review
|
| UDK 377.8
| UDC 377.8
|
DESKRIPTORJI: znanje učiteljev, izobraževanje učiteljev, učiteljeve profesionalne vloge
| DESCRIPTORS: teacher knowledge, teacher education, teacher's professional roles
|
| POVZETEK - Avtor v svojem prispevku predstavlja ugotovitve
raziskave, opravljene med študenti, ki se na Pedagoški fakulteti Univerze
v Mariboru izobražujejo za poklic učitelja angleškega jezika. Glavni
namen raziskave je bil ugotoviti, kako študenti vidijo svoje prihodnje
profesionalne vloge kot učitelji angleškega jezika. Dodatni cilj raziskave
je bil ugotoviti, ali se narava študijskega programa in ustanove,
ki izvaja program, odraža na pojmovanjih študentov o svojih prihodnjih
profesionalnih vlogah. Kot je razvidno iz ugotovitev raziskave, so
pojmovanja študentov o njihovih prihodnjih profesionalnih vlogah v
precejšnji meri skladna s pojmovanji, ki jih na področju poučevanja
in izobraževanja učiteljev danes štejemo za splošno veljavna. Kljub
temu pa nekatere ugotovljene razlike potrjujejo avtorjeve domneve
o tem, da predstavlja obstoječi študijski program s svojo močno odvisnostjo
od tradicionalnih disciplin in neupoštevanjem pomena praktičnih izkušenj
za profesionalni razvoj študentov resno oviro za nadaljnji razvoj
izobraževanja učiteljev.
| ABSTRACT - In his paper, the author presents the
findings of a small-scale study among the students, future English
language teachers at the Faculty of Education, University of Maribor.
The main aim of the study was to investigate how students perceived
their future professional roles as English language teachers. Additionally,
the study aimed to find out whether the nature of the study programme
and the institution were reflected in the student teachers' conceptions
about their future professional roles. The findings of the study suggest
that these comply, to a large extent, with the conceptions now widely
recognised in the profession of teaching and teacher education. Some
of the identified differences, however, do support the author's assumptions
that the present study programme with its heavy dependence on traditional
disciplines and its lack of recognition of the importance of practical
experience for students' professional development present a serious
obstacle to further development of teacher education.
|
|
SOCIOLOGIJA NA MATURI - ESEJSKA VPRAŠANJA
| SOCIOLOGY AS A MATURA EXAM - ESSAY QUESTIONS
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.83:373.547
| UDC 372.83:373.547
|
DESKRIPTORJI: sociologija, zunanje preverjanje, esejska vprašanja, ocenjevanje, učni cilji, taksonomija, uspešnost kandidatov
| DESCRIPTORS: sociology, external examinations, essay questions, assessment criteria, learning goals, taxonomy, candidates' achievements
|
| POVZETEK - Prispevek analizira eksterno ocenjevanje
sociologije v srednji šoli. Ukvarja se z evalvacijo uspešnosti kandidatov
pri odgovarjanju na esejska vprašanja, pri čemer upošteva vsebinsko
zahtevnost samih vprašanj, njihovo formo glede jasnosti in natančnosti
definiranja problema ter število in strukturo kandidatov. Vključeni
sta racionalna evalvacija vsebine naslovov iz treh različnih let ter
primerjava nekaterih edukometričnih indeksov za štiri leta.
| ABSTRACT - The article analyses external examinations
in the subject of secondary school sociology. It deals with the evaluation
of candidates' achievements in answering essay questions, and includes
the aspect of the required content level, the formal point of view
of clarity and accuracy, and the number and structure of the candidates.
The author carried out rational evaluation of the essays from three
different years and compared some educometrical indexes for four years.
|
|
DIHOTOMNE IN HOLISTIČNE PARADIGME POUKA
| DICHOTOMOUS AND HOLISTIC LESSON PARADIGMS
|
| Pregledni znanstveni članek
| Review
|
| UDK 37.01
| UDC 37.01
|
DESKRIPTORJI: učenec, osebnost, učna snov, znanje, ustvarjalnost
| DESCRIPTORS: student, personality, teaching contents, knowledge, creativity
|
| POVZETEK - Avtor v svojem prispevku elaborira stališče
in delovanje učitelja glede na osebnost učenca in učno snov, ki jo
naj učenec usvoji preko svojega raziskovalnega dela. S pomočjo teoretičnega
in empiričnega raziskovanja je prišel do spoznanja, da dihotomni pristop
ni ustrezen, ker lahko preferira le eno dimenzijo. Treba je omogočiti
pogoje za holistični pristop in celovito obravnavati učenčevo osebnostno
strukturo, tako da se lahko vključi v procese ustvarjalnega raziskovanja,
ki prinaša tudi ustvarjalne rezultate.
| ABSTRACT - The author elaborates on the viewpoints
and activities of the teacher with regard to the student's personality
and teaching contents that the student should acquire through research
work. With the help of theoretical and empirical research, the author
established that the dichotomous approach is not the right one because
it prefers only one dimension. We need to create conditions for a
holistic approach and for a comprehensive treatment of the student's
personality structure to enable him/her to enter into the process
of creative research culminating in creative results.
|
|
MERJENJE MOTIVACIJE ZA DELO PRI OKOLJSKI VZGOJI
| MEASURING MOTIVATION FOR WORK IN ENVIRONMENTAL EDUCATION
|
| Pregledni znanstveni članek
| Review
|
| UDK 372.32
| UDC 372.32
|
DESKRIPTORJI: ekološka vzgoja, motivacija, proekološko vedenje, strategije vzgoje in izobraževanja
| DESCRIPTORS: ecological education, motivation, pro-ecological behaviour, educational strategies
|
| POVZETEK - Avtorici v članku proučujeta problematiko
onesnaževanja okolja in usmerjata razmišljanje na nujnost vzgoje mladih
za ustrezen odnos do okolja. V prvem delu natančno obdelata področje
edukacije za ekološko vedenje posameznikov, v empiričnem delu pa poskušata
določiti, katere vzgojno-izobraževalne strategije vplivajo na zmanjševanje
odpadkov v lokalni sredini, ki vključuje edukacijsko komponento ekološkega
vedenja, zbiranje odpadkov, recikliranje in deponiranje. Cilj raziskave
je usvajanje znanja in pridobivanje navad učencev osnovnih šol za
ravnanje z odpadki in uporaba pridobljenega znanja v vsakdanjem življenju.
Ugotavljata, da tak pristop pomembno zmanjšuje destruktivno vedenje posameznikov.
| ABSTRACT - ABSTRACT - The authors take a close look at the
issue of environmental pollution and reflect on the necessity of developing
in the young people a proper attitude towards their environment. The
first part of the article treats in detail the area of education for
ecological behaviour of individuals while the empirical part tries
to define the educational strategies which would contribute to the
decrease of waste in the local environment. This includes the
educational component of ecological behaviour, collecting waste, recycling
and depositing of waste. The aim of the research was to establish
how primary school students can gain the necessary knowledge and habits
for treating waste in the right way and how they can use the acquired
knowledge in everyday life. They believe that the right approach can
substantially reduce the destructive behaviour of some individuals.
|
|
KAKO UČITELJI POZNAJO PODROČJE NADARJENOSTI
| HOW TEACHERS RECOGNISE GIFTEDNESS
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.21:159.928
| UDC 371.21:159.928
|
DESKRIPTORJI: subjektivna mnenja učiteljev, razredna stopnja, predmetna stopnja, koncept dela z nadarjenimi, poznavanje
| DESCRIPTORS: subjective opinions of teachers, lower primary school level, higher primary school level, concept of work with the gifted, identification
|
| POVZETEK - Učitelji so pomemben dejavnik pri odkrivanju
in delu z nadarjenimi učenci in z raziskavo se je izkazalo, da so
na delo teoretično pripravljeni. Leta 1999 je bil sprejet osnutek
Koncepta za odkrivanje in delo z nadarjenimi, ki ga z obvezno uvedbo
devetletne osnovne šole v tem šolskem letu morajo upoštevati vse šole.
Večinska mnenja učiteljev se skladajo s predlaganimi oblikami dela
v konceptu, ugotovljeno je bilo tudi, da med učitelji razredne in
predmetne stopnje v prepoznavanju lastnosti nadarjenega ni razlik.
Ločijo med nadarjenimi in talentiranimi in se zavedajo, da je vsak
nadarjen ali talentiran otrok specifičen primer in bo potrebno za
vsakega posameznika izdelati individualni program, za čigar realizacijo
bo zadolžen tim, ki naj bi ga vodil šolski svetovalni delavec.
| ABSTRACT - Teachers are an important factor
in detecting and working with gifted students. Our research proved
that they are theoretically well-prepared for these tasks. In 1999,
the draft of the Concept for Identifying and Working with Gifted Students
was designed, which has to be observed by all primary schools from
this school year onwards because it is part of the compulsory nine-year
primary school programme. The majority of teachers' opinions is in
accordance with the approaches to working with the gifted laid out
in the Concept. It was also established that there are no differences
between the lower and higher primary school teachers in their detection
of the qualities of giftedness. They differentiate between the gifted
and the talented and are aware that each such child should be treated
as a specific case for whom an individual programme has to be designed.
The implementation of this programme will then be the responsibility
of a team led by the school counsellor.
|
|
NAČRTOVANJE ŠPORTNO-VZGOJNEGA PROCESA KOT KAZALEC KAKOVOSTI ŠPORTNE VZGOJE V PRVI TRIADI
| PLANNING PHYSICAL EDUCATION PROCESS AS AN INDICATOR OF QUALITY IN THE FIRST TRIAD
|
| Strokovni članek
| Professional paper
|
| UDK 373.3:372.879.6
| UDC 373.3:372.879.6
|
DESKRIPTORJI: kakovost športne vzgoje, načrtovanje procesa športne vzgoje, razredni učitelj
| DESCRIPTORS: quality of physical education, planning physical education, elementary school teacher
|
| POVZETEK - Kakovost športne vzgoje lahko preverjamo
z različnimi kazalci. Eden ključnih nosilcev kakovosti športne
vzgoje je učitelj, ki ta proces vodi. Kakovostna izvedba športne vzgoje
pa je v veliki meri odvisna od načrtovanja. Z raziskavo smo želeli
ugotoviti, kako razredni učitelji načrtujejo športno-vzgojni proces
ter ali med njimi obstajajo statistično značilne razlike.
V vzorec smo zajeli 134 razrednih učiteljic, ki so poučevale na šolah
prvega kroga devetletke. Za potrebe raziskave je bil izdelan vprašalnik,
ki ga bo moč uporabljati tudi za potrebe samoevalvacije. Rezultati
so pokazali, da je področje načrtovanja športne vzgoje pri razrednih
učiteljicah slabo. Med različnimi skupinami uči-teljic statistično
značilnih razlik (razen posameznih spremenljivk) nismo našli.
| ABSTRACT - There are different ways of assessing
the quality of physical education. One of the key supporters of quality
of physical education is undoubtedly the teacher. But the quality
of physical education also depends on preparation. Our research
tried to find out how teachers prepare the lessons of physical education
and whether there are any statistically important differences between
different groups of teachers.
There were 134 elementary school teachers in our sample. For
the research we prepared a questionnaire, appropriate also for self-
evaluation (in the area of physical education). The results show that
planning physical education in first three grades of primary school
is not done satisfactorily. We did not find any statistically relevant
differences between the groups of teachers.
|
|
MOTIVACIJA PRI POUKU ZGODOVINE
| MOTIVATION IN HISTORY LESSONS
|
| Strokovni članek
| Professional paper
|
| UDK 372.893
| UDC 372.893
|
DESKRIPTORJI: motivacija, zgodovina, osnovna šola, srednja šola
| DESCRIPTORS: motivation, history, primary school, secondary school
|
| POVZETEK - Motivacija je eden izmed pomembnih dejavnikov,
ki vplivajo na kakovost učenja ter na kakovost doseženih rezultatov.
Pojem učna motivacija zajema vse, kar spodbuja učenje, ga usmerja,
mu določa intenzivnost, trajanje in kakovost.
V didaktičnem smislu je motivacija uvajanje v novo učno snov. Učence
psihološko pripravljamo, da bodo spremljali in osvajali novo snov
z zanimanjem in doživeto. Načinov, da to dosežemo, je veliko. Pomembno
je le, da je novo učivo učinkovito motivirano.
| ABSTRACT - Motivation is one of the important factors
influencing the quality of teaching and the achieved results. The
concept of motivation for learning encompasses everything which encourages
learning, directs it, and defines its intensity, duration and quality.
From the aspect of teaching, motivation implies initiation into
new learning contents. We are psychologically preparing our students
to follow and acquire the new materials with lively interest. The
ways to do this are numerous. The only thing that matters is that
the new material is effectively motivated.
|
|
KONSTRUKTIVIZEM IN PROJEKTNO DELO PRI TEHNIKI IN TEHNOLOGIJI
| CONSTRUCTIVISM AND PROJECT WORK IN TECHNICAL EDUCATION AND TECHNOLOGY
|
| Strokovni članek
| Professional paper
|
| UDK 371.3:372.862:621.03
| UDC 371.3:372.862:621.03
|
DESKRIPTORJI: strategije učnega dela, projektna naloga,
planiranje, konstruiranje, izvajanje, kontrola, vrednotenje, reševanje problemov, izkušnje, sposobnosti
| DESCRIPTORS: strategy of education and training activities,
project task, planning, designing, execution, checking, evaluation, problem solving, experience, abilities
|
| POVZETEK - Konstruktivizem se izrazito zrcali v okviru
in obsegu projektnega učnega dela, kjer na osnovi projektne naloge
kot posebne strategije poteka učni proces od idejne zasnove prek izdelave
prototipa, tehniške in tehnološke dokumentacije, izvedbe serijske
proizvodnje do analize dela, vrednotenja dela in izdelka - produkta
ter izračuna vrednosti projekta. Projektna naloga s svojo konstruktivistično
naravnanostjo je tista strategija učnega dela, kjer se v procesu nastajanja
projekta razvija divergentno mišljenje in ustvarjalne sposobnosti.
Konstruktivizem in projektna naloga omogočata kakovostno in prijazno
usvajanje, poglabljanje, utrjevanjanje in uporabo znanja s področja
tehnike, tehnologije, organizacije dela, ekonomike, ergonomije, ekologije,
fizike, kemije, biologije, matematike, geografije, informatike in
računalništva, industrijskega oblikovanja itd.
| ABSTRACT - Constructivism is an important part of
project educational work, where in the frame of the project work,
the process, as a special educational strategy, starts with ideas,
design and production of the prototype, design and production of documentation,
and the realisation of mass production. It finishes with the analysis
and evaluation of the work done, the costs and products. Project work
is an educational work strategy which enhances the divergent way of
thinking and creative capacity. Constructivism and project work enable quality and user friendly
application, they contribute to the deepening and strengthening of
knowledge in the area of design and technology, organisation of work,
economy, ergonomics, ecology, physics, chemistry, biology, mathematics,
geography, information and computer technology, industrial design etc.
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LJUDSKA GLASBA V OSNOVNI ŠOLI
| FOLK MUSIC IN PRIMARY SCHOOL
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| Strokovni članek
| Professional paper
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| UDK 373.32/.34:784.4
| UDC 373.32/.34:784.4
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DESKRIPTORJI: ljudska glasba, osnovna šola, učni načrt
| DESCRIPTORS: folk music, primary school, curriculum
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| POVZETEK - Prispevek obravnava primerjalno študijo
nacionalnih učnih načrtov za glasbeno vzgojo po vlogi in položaju
ljudske glasbe v osnovni šoli v državah Slovenije, Avstrije in Hrvaške.
Vloga ljudske glasbe je pojasnjena s splošnimi cilji in nalogami
učnega načrta, položaj ljudske glasbe pa z glasbenimi aktivnostmi
združenimi v glasbena področja in glasbene dejavnosti. Ugotovljeno
je, da učni načrti na podoben način obravnavajo ljudsko glasbo, preko
katere razvijajo učenčeve glasbene sposobnosti in spretnosti, sposobnosti
doživljanja in dojemanja glasbe, poglabljajo koncentracijo, kritično
in ustvarjalno mišljenje ter vzgajajo za spoštovanje in ohranjanje
nacionalne ljudske glasbene dediščine ter strpnost do ljudskega glasbenega
izročila drugih kultur in narodov.
| ABSTRACT - The article presents a comparative
study of the primary school curricula for music education based on
the role and place of folk music in primary schools in Slovenia, Austria
and Croatia. The role of music education is explained through general
aims and purposes of the curriculum; the place of folk music is presented
through musical activities in different musical content areas. It
has been established that all of the above-mentioned curricula approach
the topic of folk music in a similar way, using it to help develop
the students' musical competencies and skills. In addition, music
education encourages students' capacities of experiencing and grasping
music, their concentration skills, critical and creative thinking.
What is more, music curricula raise the level of respect and desire
for the preservation of national heritage of folk music and increase
the level of tolerance with respect to the folk music heritage of
other cultures and nations.
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