|
USTVARJALNO PREŽIVLJANJE ČASA V ODDELKIH PODALJŠANEGA BIVANJA
| CREATIVELY SPENT TIME IN AFTER SCHOOL CARE
|
| Pregledni znanstveni članek
| Review
|
| UDK 373.3:37.036
| UDC 373.3:37.036
|
DESKRIPTORJI: učitelj, učenec, ustvarjalnost, pestrost, raznolikost, potrebe, želje, prizadevanje, celostno učenje, igra
| DESCRIPTORS: teacher, students, creativity, variety, needs, wishes, endeavour, comprehensive learning, play
|
| POVZETEK - Avtorja predstavljata ustvarjalno preživljanje
časa v oddelkih podaljšanega bivanja. Najprej opredelita podaljšano
bivanje in utemeljita razloge za začetke uvajanja podaljšanega bivanja
v osnovne šole, predstavita splošne cilje, naloge, organizacijske
oblike dejavnosti, materialne pogoje podaljšanega bivanja in vlogo
učitelja in učenca v podaljšanem bivanju. Čeprav je ustvarjalno preživljanje
časa le ena od dejavnosti podaljšanega bivanja, je tudi dejavnost,
ki učenca ob učiteljevi strokovni pripravljenosti, natančnem poznavanju
in prilagajanju učenčevim interesom in uspešni izvedbi lahko zaposluje
celovito. Empirični del obsega predstavitev in analizo rezultatov
raziskave, s katero ugotavljata, koliko učitelji podaljšanega bivanja
upoštevajo splošne cilje ustvarjalnega preživljanja časa, v kolikšni
meri so pri svojem delu raznoliki in inovativni ter v kakšnem obsegu
v svoje delo vključujejo interese in potrebe otrok.
| ABSTRACT - The authors present creatively spent
time in after school care. First they define after school care and
justify the reasons for implementing it in primary schools, then they
present the goals, tasks, organisational forms of the activity, the
necessary material conditions and the role of the teacher and the
student in this context. Although creative spending of time is just
one of the activities in after school classes, it is nevertheless
an activity, where the student is in the care of a professionally
prepared teacher who is acquainted with the student's interests and
adjusts his/her work to them. This, in turn, can lead to successful
implementation with the full involvement of the student. The
empirical part brings the presentation and the analysis of the research
results, on the basis of which the authors were able to establish
to what extent the teachers actually apply the general goals of the
creatively spent time, how varied and innovative their approach is
and how much the children's interests and needs are taken into account.
|
|
PRIPRAVA DIJAKOV NA OBRAVNAVO NOVE UČNE SNOVI IN VLOGA UČITELJA PRI TEM
| THE PREPARATION OF STUDENTS TO THE INTRODUCTION OF NEW LEARNING CONTENTS AND THE TEACHER'S ROLE
|
| Pregledni znanstveni članek
| Review
|
| UDK 373.5
| UDC 373.5
|
DESKRIPTORJI: artikulacija, učne stopnje, učna snov, priprava na obravnavo nove učne snovi, uvodna motivacija
| DESCRIPTORS: articulation, learning stages, preparation to the introduction of new learning contents, initial motivation
|
| POVZETEK - Namen prispevka je prikazati, kako učitelji
ustvarjajo pogoje za aktivno sodelovanje dijakov pri obravnavi nove
učne snovi in kakšna je priprava dijakov samih na obravnavo. V prvem
delu so opredeljeni osnovni pojmi in na kratko opisane učne stopnje.
V nadaljevanju je prikazan pomen uvodne učne stopnje. V drugem delu
so predstavljeni rezultati empirične raziskave, ki ponazarjajo ravnanja
učiteljev in dijakov v vzgojno-izobraževalni praksi.
| ABSTRACT - The purpose of the article is to show
how teachers create the conditions for active student participation
when presenting new learning contents, and how the students themselves
prepare for the lesson. The first part identifies the basic expressions
and describes briefly the learning stages. In the continuation, the
article elaborates on the importance of the introductory learning
stage. The second part brings the results of an empirical research
where the responses of teachers and students in educational practice are delved into.
|
|
PRISOTNOST IN VREDNOTENJE RAZLIČNOSTI V NEKATERIH UČNIH NAČRTIH IN UČBENIKIH SLOVENSKE DEVETLETNE OSNOVNE ŠOLE
| THE PRESENCE AND EVALUATION OF DIFFERENCES IN THE CURRICULA AND TEXTBOOKS OF THE SLOVENE NINE-YEAR PRIMARY SCHOOL
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.67:342.7
| UDC 371.67:342.7
|
DESKRIPTORJI: učni načrt, učbenik, vrednotenje različnosti, človekove pravice, diskriminacija
| DESCRIPTORS: curriculum, textbook, evaluation of differences, human rights, discrimination
|
| POVZETEK - S pomočjo analize učnih načrtov in učbenikov
nekaterih predmetov devetletne osnovne šole avtorja prikazujeta, koliko
so sestavljavci učnih načrtov in avtorji učbenikov upoštevali pri
nastajanju le teh vzgojno-izobraževalni koncept, ki sloni na človekovih
pravicah, pluralni demokraciji in strpnosti, ali je v njih prisotna
različnost: spolna, rasna, v barvi kože, jezika, v prepričanju, narodnostnem
izvoru, socialnem izvoru, pripadnost določeni manjšini v slovenskem
prostoru, kot tudi kulturna različnost. Analiza vključuje ugotovitve
ali so te razlike, ki so prisotne, negativno vrednotene in ali je
v njih prisotnost nekaterih ključnih pojmov, ki vzpostavljajo vednost
o negativnem vrednotenju različnosti. Avtorja ugotavljata, da obstajajo
nekatere dobre rešitve in usklajenost ciljev glede na naravnanost
na t.i. evropsko dimenzijo, tako v posameznih učnih načrtih kot tudi v novejših učbenikih.
| ABSTRACT - On hand of the analysis of curricula
and textbooks of some of the subjects in the nine-year primary school,
the authors present the extent of the educational concept included
in their design, a concept based on human rights, plural democracy
and tolerance. They wish to establish whether the designers of
the curricula and the authors of textbooks have taken into account
the differences concerning gender, race, colour of skin, language,
beliefs, nationality, social status, adherence to a minority within
Slovenia, as well as cultural diversity. The analysis tries to establish
whether these differences, when present, are negatively valued and
whether they include any key concepts that would reveal a negative
evaluation of these differences. The authors claim there exist
good solutions and a compliance of goals with regard to the orientation
towards the so-called European dimension in individual curricula as well as in modern textbooks.
|
|
ŠOLSKA KULTURA IN VREDNOTE
| SCHOOL CULTURE AND VALUES
|
| Pregledni znanstveni članek
| Review
|
| UDK 371:165
| UDC 371:165
|
DESKRIPTORJI: organizacijska kultura, šolska kultura, klima, vrednote, učenje, znanje, informacijska družba
| DESCRIPTORS: organizational culture, school culture, climate, values, learning, knowledge.
|
| POVZETEK - Šole so, tako kot druge organizacije, izpostavljene
spremembam, ki jih povzročajo notranji in zunanji dejavniki. S prilagajanjem
na spremembe se spreminjajo šole, njihova kultura in vrednote. Informacijska
družba, po-industrijska družba ali družba znanja prinaša nove vrednote.
Človeka cenimo po njegovih sposobnostih, ustvarjalnosti, izkušnjah
in znanju. Zaposleni so za šole potencial, ki ustvarja konkurenčne
prednosti, zato jih je potrebno nenehno izobraževati, usposabljati
in izpopolnjevati. V procesu spreminjanja se morajo učiti tudi šole,
ker ni dovolj, da se v njih učijo samo posamezniki. V uspešni šoli
mora vodstvo ustvariti sodelujočo in integrativno učno kulturo. Rezultat
sodelovanja bo posameznikov strokovni razvoj, istočasno pa se bo razvijala tudi šola.
| ABSTRACT - Schools, like other organizations, are
exposed to changes caused by internal and external factors. In this
process the schools, their culture, and values change as well. The
information society, the post-industrial society, or the society of
knowledge have brought about new values. The people of today are valued
for their capabilities, creativity, experience, and knowledge. For
schools, the staff represent a potential which can create competitive
advantages, and for this reason they have to be constantly educated,
trained, and improved. In the process of changing, it is not enough
for individuals in schools to learn - the schools have to learn
as well. In a successful school, the management has to create a co-operative
and integrative teaching culture, the result of which is the professional
development of an individual, and at the same time the development of the school.
|
|
MEDOSEBNI ODNOSI MED UČITELJI IN UČENCI
| INTERPERSONAL RELATIONSHIPS BETWEEN TEACHERS AND STUDENTS
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.2
| UDC 371.2
|
DESKRIPTORJI: učitelj, učenec, medosebni odnosi, psihodinamične teorije medosebnih odnosov
| DESCRIPTORS: teacher, student, interpersonal relationships, psychodynamic theories
|
| POVZETEK - Avtorici v članku razpravljata o teoriji
medosebnih odnosov in o medosebnih odnosih med učitelji in učenci.
Učitelji se morajo naučiti sprejemati učence z vsemi njihovimi napakami
in dobrimi lastnostmi. Samo tako bodo lahko zgradili kvalitetne medosebne
odnose z učenci.
| ABSTRACT - The article presents the theory
of interpersonal relationships and the interpersonal relationships
between teachers and students. Teachers must learn to accept their
students as they are. They have to accept their good as well as their
bad sides. Only by accepting this fact can teachers build up a good
relationship with their students.
|
|
VODENJE V IZOBRAŽEVANJU
| EDUCATIONAL LEADERSHIP
|
| Pregledni znanstveni članek
| Review
|
| UDK 371.2, 65.012.4
| UDC 371.2, 65.012.4
|
DESKRIPTORJI: vodenje v izobraževanju, učenec, učitelj, izobraževalni proces, delitev vodenja, aktivnost
| DESCRIPTORS: educational leadership, student, teacher, educational process, shared leadership, activity
|
| POVZETEK - Avtorica v prispevku poudarja pomen ustrezne
izbire načina in stila vodenja v izobraževanju, ki zagotavlja učitelju
kvalitetno izvedbo vzgojno-izobraževalnega procesa, učencem pa aktivno
sodelovanje pri pridobivanju novih znanj in izkušenj s področij, ki
jih šele spoznavajo. Opozarja na to, da vodenja ne smemo pripisati
samo učiteljem ampak tudi učencem, ki lahko z lastno aktivnostjo,
zanimanjem in željami pomembno vplivajo na potek vzgojno-izobraževalnega
procesa v razredu. Pri tem učenci niso le vir dodatnih informacij
za učitelje, ampak so aktivno vključeni v raziskovanje in posredovanje
pedagoških izkušenj z učitelji. Na ta način lahko učitelji in učenci
intelektualno dihajo v učnem odnosu kot uporabniki in kot proizvajalci znanja.
| ABSTRACT - The article stresses the importance of
the right choice of the way and style of educational leadership, which
means for the teacher an educational process of high quality on the
one hand, and on the other, active participation of the students in
the acquisition of new knowledge and experience in the areas they
have only just started to learn about. It claims that leadership is
not only to be exercised by the teacher but also by the students who
can impact the educational process in the classroom through their
activity, interests and wishes. They do not only represent a
source of additional information for the teachers but are actively
involved in research and in the transmission of teaching experiences
together with their teachers. This enables the teachers and the students
to breathe intellectually in the educational process as beneficiaries
as well as producers of knowledge.
|
|
INFORMACIJSKO-KOMUNIKACIJSKA TEHNOLOGIJA V OSNOVNIH IN SREDNJIH ŠOLAH SLOVENIJE
| INFORMATION-COMMUNICATION TECHNOLOGY IN SLOVENE PRIMARY AND SECONDARY SCHOOLS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 659.21:681.3:373.3/.5
| UDC 659.21:681.3:373.3/.5
|
DESKRIPTORJI: izobraževalni sistem, računalnik v izobraževanju, multimedija, informacijska in komunikacijska tehnologija (IKT), programska oprema, didaktična problematika, raziskava, računalniško-informacijsko opismenjevanje
| DESCRIPTORS: educational system, computer in education proces, multimedia, information and communication technology (IKT), software, didactic problems, research, information technology education
|
| POVZETEK - V referatu je predstavljen krajši
pregled rezultatov raziskave "Stanje in trendi uporabe računalnikov
v slovenskih osnovnih in srednjih šolah", ki jo avtor izvaja vsaki
dve leti za potrebe Ministrstva za šolstvo in šport ter nacionalnega
projekta Računalniško-informacijsko opismenjevanje (RO). Predstavljen
je predvsem povzetek rezultatov didaktične problematike pouka in širše
uporabe informacijsko-komunikacijske tehnologije v izobraževanju.
| ABSTRACT - The article gives a short overview
of results of the research "Current situation and trends in using
computers in Slovene primary and secondary schools". The author has
conducts the research for the needs of Ministry of Education, Science
and Sport and national project Information Technology Education (RO)
every two years. There is a special emphasis on didactic problems
of lessons and widespread use of information-communication technology in education.
|
|
SAVREMENA OBRAZOVNA TEHNOLOGIJA KAO PRETPOSTAVKA USPJEŠNOG ORGANIZOVANJA DIFERENCIRANE NASTAVE
| CONTEMPORARY EDUCATION TECHNOLOGY AS MEANS OF SUCCESSFUL LESSON DIFFERENTIATION
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.67/.68
| UDC 371.67/.68
|
DESKRIPTORJI: učenik, diferencirana nastava, nastavnik, obrazovna tehnologija, mediji, programski sadržaji
| DESCRIPTORS: student, differential teaching, teacher, educational technology, media, programme's contents
|
| POVZETEK - Autor analizira potrebe i mogućnosti organizovanja
diferencirane nastave uz primjenu savremene obrazovne tehnologije.
Uvođenje ovog modela u nastavnu praksu motivisano je naučno verifikovanim
saznanjem da su učenici istog razreda međusobno različiti po kognitivnim,
konativnim, afektivnim, socijalizacijskim i mnogim drugim osobinama.
Uvažavajući ove i sve druge posebnosti učenika, koje karakterišu
njegovu ličnost, nužno je svakom pojedincu obezbijediti u nastavi
optimalne uslove za učenje, napredovanje i razvoj, primjerene njegovim
dispozicijama i aspiracijama.
| ABSTRACT - In this work it is analysed possibilities
of differential teaching with using modern educational technology.
The need for using this model of teaching in educational practice
is motivated by scientific verificated knowledge that students of
the same class possess different cognitive, conative, affective, social
and many other characteristics. Taking in consideration personal and
other individual characteristics of every student, the most important
thing is creation of suitable condition for learning, development
and progress in relation with possibilities and ambitions of every student.
|
|
MEDIJI PRI SODOBNI LIKOVNI VZGOJI
| MEDIA IN MODERN FINE ARTS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 659.2:372.87
| UDC 659.2:372.87
|
DESKRIPTORJI: likovna vzgoja, multimedij, informacijska tehnologija
| DESCRIPTORS: fine arts, multimedia, information technology
|
| POVZETEK - V želji po boljšem in učinkovitejšem vzgojno-izobraževalnem
delu je informacijska tehnologija v sodobnem času nepogrešljiva tudi
pri likovni vzgoji. Novi kurikulum je področje likovnega vrednotenja
v osnovni šoli integriral v ostala likovna področja, kar pomeni, da
naj bi se učenci pri vsaki didaktični enoti srečali tudi s kvalitetnimi
umetniškimi likovnimi deli. Multimediji pri likovni vzgoji so lahko
posredniki vizualnih informacij in estetskih kvalitet likovnega umetniškega
dela, ki jih uporabljamo pri urah likovne vzgoje kot motivacijsko
sredstvo ali kot objekt likovnega vrednotenja. Informacijske, funkcionalne
in tehnično-prezentacijske možnosti sodobnih multimedijskih zgoščenk
in svetovnega spleta predstavljajo zakladnico likovne umetnosti, ki
je danes dostopna vsakemu učitelju in učencu.
| ABSTRACT - Information technology is nowadays indispensable
also in the teaching of fine arts as we strive for a better and more
efficient educational work. The new curriculum integrated the field
of fine arts appreciation in the primary school into other fields
of art, which leads to the phenomenon that the pupils encounter also
quality works of fine art in every didactic unit. Multimedia in the
teaching of fine arts functions as a mediator of visual information
and aesthetic qualities of a work of art. It is used in fine arts
lessons as a means of motivation or as an object of fine arts appreciation.
Information, functional and presentational features of contemporary
multimedia compact discs and of the Internet offer the wealth of fine
art works, which is nowadays accessible to every teacher and every learner.
|
|
VLOGA MEDIJEV PRI SODOBNEM POUKU IN PRESOJANJE NJIHOVE UČINKOVITOSTI
| THE ROLE OF MEDIA IN MODERN LESSONS AND THE JUDGMENT OF THEIR EFFICIENCY
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.68:371.32
| UDC 371.68:371.32
|
DESKRIPTORJI: pouk, vloga učitelja, učni mediji, izbor medijev pri pouku, kriteriji za presojanje učinkovitosti medijev, učni cilji
| DESCRIPTORS: lessons, role of a teacher, teaching media, media choice for lessons, criteria for judging media efficiency, teaching aims
|
| POVZETEK - Prispevek obravnava namen uporabe medijev
pri pouku v najširšem smislu, ko skušamo z njihovo uporabo racionalizirati
pouk, povečati učinkovitost, olajšati proces učenja in dosegati boljše
učne rezultate. Ob tem ne gre pozabljati na razvoj učenčeve samostojnosti,
samousmerjanja, kritičnosti v odnosu do medijev in oblikovanje ustrezne
socialne klime, interakcij med učenci ter med učiteljem in učenci.
V prispevku poimenujemo bistvene dejavnike, ki vplivajo na izbor učnega
medija - najpomembnejši med njimi so namen in cilji pouka. Predstavimo
pa tudi temeljne kriterije za presojanje uspešnosti uporabe medijev
pri pouku. Ob tem ostaja vloga učitelja nezamenljiva in zato je njegova
usposobljenost za presojanje, ustrezno izbiro in kritičnost pri uporabi
medijev bistvenega pomena.
| ABSTRACT - The article deals with the purpose
of media use in lessons in its most general sense when their use is
an attempt of rationalization of lessons, increase efficiency, make
teaching process easier and achieve better results. Apart from these
there are also other purposes: development of learneros independence,
self-orientation, critical approach to media and creation of adequate
social climate, interactions among learners as well as teachers and
learners. The article defines basic factors that affect the teaching
media choice - the most important among them being the purpose
and aim of lessons. Futhermore there is also a presentation of basic
criteria for judging how successfully media are used at lessons. When
doing so the teacher is irreplaceable and thus his/her qualification
for judging, adequate choice and critical appoach to the media use
is very important.
|
|
UČNI MEDIJI IN PROBLEM NAZORNOSTI
| TEACHING MEDIA AND PROBLEM OF CLEARNESS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.68
| UDC 371.68
|
DESKRIPTORJI: učni medij, miselna aktivnost, ponazarjanje, nazornost, kriterij
| DESCRIPTORS: teaching media, brain activity, illustrating, clearness, criterion
|
| POVZETEK - Pojav učnih medijev in problem nazornosti
povezujemo z didaktičnim načelom nazornosti, v nadaljevanju s ponazarjanjem
in s tistimi učnimi metodami, ki se s ponazarjanjem najbolj učinkovito
povezujejo. Izpostavljamo kriterije za izbor učnih medijev pri pouku,
ob tem pa mesto nazornosti med kriteriji za izbiro. Pogosto se medijem
pripisuje izjemno velika motivacijska vloga. Ugotavljamo, da vpliv
medijev na motivacijo in opremljenost šol z mediji odvračata pozornost
učiteljev od pomena nazornosti kot kriterija za izbor učnih medijev.
| ABSTRACT - We connect the appearance of teaching
media and the problem ot being clear with didactic principle of being
clear, in advance with illustration and those teaching methods that
most effectively relate to illustration. We emphasise the criteria
for choosing teaching media for lessons. The criterion of clearness
is one of them. Media are very often said to be very motivative. We
maintain that the influence of media on motivation and how well schools
are equipped with media draws attention of the teachers from the importance
of being clear as a criterion for the choice of teaching media.
|
|
SLABOSTI UVAJANJA INFORMACIJSKO-KOMUNIKACIJSKE TEHNOLOGIJE V ŠOLSKI PROSTOR
| DARK SIDES OF INFORMATION-COMMUNICATION TECHNOLOGY IMPLEMENTATION TO SCHOOLS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 659.21:371.3
| UDC 659.21:371.3
|
DESKRIPTORJI: informacijsko-komunikacijska tehnologija, računalniško opismenjevanje
| DESCRIPTORS: information-communication technology, computer education
|
| POVZETEK - Informacijsko-komunikacijska tehnologija
je v veliki meri prisotna tudi v slovenskem šolskem prostoru. To dejstvo
ima nedvomno mnogo pozitivnih učinkov, sploh na področju "računalniškega
opismenjevanja" populacije. Ob teh pa ne gre spregledati tudi nekaterih
slabosti ekspanzije IKT, ki se pokažejo, če problematiko analiziramo
s sociološke perspektive. V prispevku se sprašujemo, ali tehnološki
napredek na področju IKT prispeva k zmanjševanju socialne neenakosti
in ugodnejšem položaju depriviligiranih družbenih skupin, ali pa so
njegovi učinki na tem področju zanemarljivi, morda celo negativni.
| ABSTRACT - Information-communication tech-nology
is to a large extent present also in Slovene schools. This fact has
undoubtedly many positive effects, particularly in the field of "computer
education" of population. However we cannot overlook some "dark sides"
of IKT expansion that are displayed if we analyse problems for sociological
point of view. In the article we wonder if technological development
in the field of IKT contributes to reduction of social inequalities
and better status od unprivilleged social groups or can its effects
here be neglected, maybe even negative. I try to analyse some aspects
of using computer technology in schools.
|
|
DIDAKTIČNI MEDIJI V ŠOLSKEM UČNEM PROCESU
| DIDACTIC MEDIA IN SCHOOL TEACHING PROCESS
|
| Referat na znanstvenem posvetovanju
| Conference paper
|
| UDK 371.68:371.3
| UDC 371.68:371.3
|
DESKRIPTORJI: izobraževalna tehnologija, mediji, avdio-vizualna sredstva, učni pripomočki
| DESCRIPTORS: education technology, media, audio-visual means, teaching aids
|
| POVZETEK - Raziskava o uporabi izobraževalne tehnologije
v osnovnih šolah in v osnovnih šolah s prilagojenim programom iz leta
2003 je pokazala, da so slovenske osnovne šole slabo opremljene s
sodobno izobraževalno tehnologijo. Ugotovili smo, da so osnovne šole
s prilagojenim učnim programom nekoliko bolje opremljene z izobraževalno
tehnologijo kot osnovne šole, kjer poučujejo učence brez posebnih
vzgojno-izobraževalnih potreb. Ugotovili smo tudi, da učitelji osnovnih
šol s prilagojenim programom nekoliko bolj pogosto uporabljajo izobraževalno
tehnologijo v učnem procesu kot učitelji osnovnih šol.
| ABSTRACT - The research about the use of education
technology in primary schools and primary schools for mentally handicapped
children that was done in 2003 revealed that Slovene schools are poorly-equipped
with modern education technology. The research also showed that primary
schools for mentally handicapped children are a bit better equipped
compared to primary schools for children without special education
needs. Furthermore the research also showed that teachers at primary
schools for mentally handicapped children use education technology
more often in teaching processes that teachers at primary schools.
|
|
SPECIFIČNE UČNE TEŽAVE DIJAKOV
| SPECIFIC LEARNING DIFFICULTIES
|
| Strokovni članek
| Professional paper
|
| UDK 373.5:376
| UDC 373.5:376
|
DESKRIPTORJI: dijaki, integracija, specifične učne težave
| DESCRIPTORS: students, integration, specific learning difficulties
|
| POVZETEK - Z uvedbo Zakona o usmerjanju otrok s posebnimi
potrebami se je v našem šolstvo pojavila možnost integracije otrok
in mladostnikov, ki imajo različne primanjkljaje in motnje v razvoju.
Zakon omogoča prilagoditev programa ter dodatno strokovno pomoč (odvisno
od motnje oziroma primanjkljaja Avtorica v prispevku prikazuje pomembnejše
vidike problematike, ki je povezana z značilnostmi mladostnika in
dejavnike, ki lahko vplivajo na razvoj specifičnih učnih težav in
možnosti pomoči.
| ABSTRACT - The implementation of the Act on Special
Education created the possibility for integrating children and youth
with various impairments and developmental disorders into the mainstream
education. The Act enables adaptation of the programmes and additional
professional support (depending on the disorder or impairment). The
article presents some of the more relevant aspects of the issue which
are connected with the characteristics of the youth, the factors that
can impact the development of specific learning difficulties, and
the different kinds of support.
|
|
ZNAČILNOSTI POJAVLJANJA RAZLIČNIH MODELOV VZGOJE V DRUŽINAH
| CHARACTERISTICS OF THE OCCURRENCE OF VARIOUS FAMILY UPBRINGING MODELS
|
| Strokovni članek
| Professional paper
|
| UDK 373.2
| UDC 373.2
|
DESKRIPTORJI: vzgoja, socializacija, družina, modeli vzgoje: avtoritarni, permisivni, kaotični, demokratični
| DESCRIPTORS: upbringing, socialisation, families, upbringing models: authoritarian, permissive, chaotic, democratic
|
| POVZETEK - Avtor poroča o raziskavi, s katero je proučeval
pojavljanje modelov vzgoje v 711 družinah otrok, starih 11 in 12 let.
Zanimalo ga je, kako so modeli vzgoje povezani z življenjskimi razmerami
družin, njihovim načinom življenja in nekaterimi značilnostmi otrok.
Ugotovil je, da je pojavljanje značilnosti posameznih modelov vzgoje
odvisno od družbenih okoliščin in načina življenja družin anketiranih
otrok. Pogosto se pojavljajo značilnosti demokratične in kaotične
vzgoje, manj pogosto pa značilnosti avtoritarne in permisivne vzgoje.
Demokratično vzgajanje najbolj vzpodbuja nastajanje pozitivne samopodobe
otrok.
| ABSTRACT - We investigated the prevalence of
upbringing models in 711 families of 11- and 12-year old children.
We were interested in the relationship of the upbringing models to
the social conditions of the families, their way of life and characteristics
of their children. We found out that the prevalence of individual
upbringing models characteristics depends on the social environment
and the family way of life of the surveyed children. The characteristics
of the democratic and chaotic upbringing had high preva-lence while
the characteristics of the authoritarian and permissive upbringing
had lower preva-lence. It was established that the democratic
upbringing has positive effects on the development of a positive
self-image in children.
|