2005 - LETNIK 20
POVZETKI ŠTEVILKE 3-4

Dr. Tatjana Hodnik Čadež, mag. Tjaša Filipčič

MEDPREDMETNO POVEZOVANJE V PRVEM RAZREDU OSNOVNE ŠOLE

CROSSCURRICULAR TEACHING IN THE FIRST GRADE OF PRIMARY SCHOOL

Pregledni znanstveni članek Author review
UDK 373.32:372 UDC 373.32:372
DESKRIPTORJI: medpredmetno povezovanje, osnovna šola, pomen povezovanja v praksi, načrtovanje, športna vzgoja, matematika, didaktični pristop, praksa
DESCRIPTORS: cross-curricular teaching, primary school, importance of cross curricular approach in teaching practice, planning, sport education, mathematics
POVZETEK - Medpredmetno povezovanje predstavlja didaktični pristop, kjer učitelj poskuša določeno vsebino/problem podati in obravnavati čim bolj celostno, tako, da isti problem poskuša osvetliti z različnih vidikov. V slovenskem prostoru se pomembnosti medpredmetnega povezovanja zavedamo, saj je v literaturi najti kar nekaj prispevkov na to temo, ni pa najti raziskav, ki bi dale odgovore, kako se medpredmetno povezovanje dejansko izvaja v praksi. Zato smo izvedli raziskavo, s katero smo ugotavljali, kako učitelji prvih razredov ocenjujejo pomen medpredmetnega povezovanja in v kolikšni meri ga izvajajo v praksi. Na osnovi učiteljevih opisov medpredmetnega povezovanja pa preprosta analiza pokaže, da je razumevanje povezovanja vsaj vprašljivo, če ne skromno. Zato menimo, da je tej problematiki treba nameniti več pozornosti tako v izobraževanju sedanjih in bodočih učiteljev kot na področju raziskovanja problema. ABSTRACT - Cross curricular teaching is an approach to teaching where the teacher attempts to present a specific content/issue in a comprehensive way so that s/he tries to illustrate it from different aspects. In Slovenia we are aware of the importance of such an approach since there is sufficient literature available on this topic but there is no research about how this is actually done in practice. Therefore we carried out a study where we tried to establish how teachers of the first grade assess the importance of cross curricular teaching and to what extent they carry it out in practice. On the basis of their descriptions a simple analysis shows that the understanding of the concept is questionable if not very poor. Therefore we believe that the issue deserves more attention in the education of present and future teachers as well as in research.

Dr. Cveta Razdevšek Pučko, Dr. Mojca Juriševič, Dr. Alenka Polak

KONSTRUKTIVISTIČNI PRISTOP V PROFESIONALNEM RAZVOJU ŠTUDENTOV RAZREDNEGA POUKA

CONSTRUCTIVIST APPROACHES IN PROFESSIONAL DEVELOPMENT OF PRIMARY (STUDENT) TEACHERS

Referat na znanstvenem posvetovanju Conference paper
UDK 371.12/.16 UDC 371.13/.16
DESKRIPTORJI: portfolijo, refleksija, profesionalni razvoj, razredni učitelji
DESCRIPTORS: portfolio, reflection, professional development, primary teachers
POVZETEK - V izobraževanju učiteljev na Pedagoški fakulteti v Ljubljani pri psihologiji uporabljamo metode dela, ki pri bodočih učiteljih spodbujajo refleksijo in razvoj metakognicije ter tako prispevajo h konstrukciji njihovega profesionalnega znanja. V povezavi pedagoške psihologije z obvezno študijsko prakso na šoli imajo študenti možnost strokovna spoznanja navezovati na konkretne (lastne in tuje) izkušnje, jih preverjati v neposredni pedagoški praksi, konkretne izkušnje z delom v razredu pa teoretično osmišljati in raziskovati v okviru seminarja. Ob upoštevanju načel konstruktivističnega pristopa k učenju študente usmerjamo k aktivni konstrukciji strokovno utemeljenega osebnega pogleda na poučevanje. V procesu neposrednega primerjanja teoretičnih spoznanj s subjektivnimi teorijami in lastnimi šolskimi izkušnjami študent razrešuje neskladja in svoja spoznanja preverja v konkretnih okoliščinah pedagoškega ravnanja na obvezni pedagoški praksi, seminarske in eksperimentalne vaje iz pedagoške psihologije pa predstavljajo prostor za ekvilibracijo - postopno konstrukcijo profesionalnega znanja. ABSTRACT - In teacher education programs at the Faculty of Education in Ljubljana we try to implement methods and approaches which will enable students to construct their knowledge about teaching. We defined constructivist teacher education as working with students in a constructivist way, helping them to re-examine and reflect about the tacit ideas they bring to their education for teaching and to adopt and internalise such approaches for their future work in the classroom.Educational Psychology is one of the subjects within the Program for Primary Teachers during their second year of studies, which is also connected with teaching practice. Following the Finnish experiences we introduced the portfolio as a form (method and content), which can enable students to adopt a systematic approach not only for monitoring their work and collecting experiences but also for reflecting on them (reading literature, preparing seminar papers, writing a journal). The subject includes seminars, which have a great potential for such work due to their structure (lectures, seminar work, tutorials), then discussions, some psychological experiments, and teaching practice.

Dr. Marjan Blažič, Irena Milić

PROJEKTNO DELO IN SAMOSTOJNOST UČENCA

PROJECT WORK AND STUDENT INDEPENDENCE

Pregledni znanstveni članek Author review
UDK 371.3 UDC 371.3
DESKRIPTORJI: didaktični sistemi, projektna metoda, izkustveno učenje
DESCRIPTORS: teaching systems, project method, experiential learning
POVZETEK - Tradicionalni pouk se je najpogosteje zadovoljeval z usvajanjem učne snovi in njeno reprodukcijo, pozabljal pa je na operacionalizacijo učne snovi in razvijanje učenčevih sposobnosti. Kot reakcija na tako prakso tradicionalne šole se je po zamisli Kilpatricka razvilo projektno učno delo, ki temelji na izkustvenem učenju in spodbuja učence k aktivnemu učenju z vključevanjem kooperativnih odnosov med udeleženci učnega procesa. Avtorja v prvem delu prispevka podajata teoretične osnove projektnega učnega dela v historičnem kontekstu, v drugem empiričnem delu pa poročata o raziskavi, s katero sta poskušala dobiti odgovor na vprašanje, v koliki meri projektno delo prispeva k razvoju samostojnosti učencev pri reše-vanju problemov. ABSTRACT - Traditional instruction dealt with the acquisition of learning contents and their reproduction while disregarding the operationalisation of these contents as well as the development of student abilities. The reaction to such practice was project work develo-ped by Kilpatrick, who introduced experiential learning and who engaged students in active learning by introducing co-operative relationship between the partici-pants of the process. The first part of the article discusses the theoretical background of project work through history while the second, empiric part reports on the research done by the authors. In this research they tried to answer the question about how much project work can contribute to the development of student independence in problem solving.

Mag. Vladimir Grubelnik, dr. Samo Fošnarič, dr. Marko Marhl

RAZVIJANJE SISTEMSKEGA MIŠLJENJA

DEVELOPING SYSTEMIC THINKING

Pregledni znanstveni članek Author review
UDK 37.02:373.3 UDC 37.02:373.3
DESKRIPTORJI: didaktika, razredni pouk, sistem-sko mišljenje, modeliranje
DESCRIPTORS: didactics, classroom teaching, systemic thinking, modelling
POVZETEK - Danes razvijanju sistemskega mišljenja v okviru modeliranja, ki temelji na problemsko orientiranem pouku, dajemo vse večji pomen. Sistemsko mišljenje je zaradi vključevanja primerov iz vsakdanjega življenja v pouk še posebej aktualno pri obravnavi dinamičnih sistemov, kjer gre za preuče-vanje odnosov med časovno se spreminjajočimi količinami. Prispevek tako prikazuje koncepte sistemskega mišljenja in modeliranja na preprostem primeru prehranjevalnega spleta. S tem je nakazan prenos modeliranja v smislu sistemskega mišljenja tudi na razredno stopnjo izobraževanja. ABSTRACT - Systemic thinking as part of modelling which is based on problem oriented instruction is gaining in importance. Because examples from every-day life are included in classroom work, systemic thinking is especially important in the teaching of dynamic systems characterised by relations between quantities changing through time. The paper presents systemic thinking concepts and modelling on the example of the food chain. This is how modelling in the sense of systemic thinking is transferred to the primary educational level.

Dr. Karmen Kolenc Kolnik

UČENJE ZA ODGOVORNO PRIHODNOST: PRIMER UČENJA ZA KOMPETENTNO RAVNANJE S PROSTOROM

LEARNING FOR FUTURE RESPONSIBILITY - EXAMPLE OF LEARNING ABOUT COMPETENT USE OF SPACE

Pregledni znanstveni članek Author review
UDK 372.891 UDC 372.891
DESKRIPTORJI: učenec, izobraževanje, geografija, državljanstvo, okolje, prostor, medpredmetne povezave
DESCRIPTORS: student, education, geography, citizenship, environment, space
POVZETEK - Geografija pri svojem proučevanju interdisciplinarno sodeluje tako z naravoslovnimi kot družboslovnimi vedami. Skupna spoznanja so lahko dragoceno vodilo pri upravljanju in usmerjanju bodočega razvoja na lokalni, nacionalni ali globalni ravni ter pri prenosu spoznanj na izobraževalno področje. Učenje geografije prispeva k doseganju teh ciljev in sprejema izziv, ki ga prednjo postavljata sedanjost in prihodnost, s tem da raziskuje in išče odgovore za smotrno prostorsko ureditev z vidika njegove rabe, za ohranitev Zemlje in odgovoren razvoj ekologije, gospodarstva in družbe. Učenje za prihodnost naj temelji na spoznanjih in načinih dela, ki so pomembni za sedanjost (učenje o prostoru) in prihodnost (upravljanje s prostorom), tako se bomo lažje približali poenotenju vsakdanjega življenja, izobraževanja in znanosti. Oblikovali smo skupino kriterijev, ki bi zadostili načelom interdisciplinarne izobrazbe in vzgoje o prostoru, ki naj bi jo pridobili vsi učenci - državljani. Povezovanje učnih ciljev pouka geografije z vzgojo in izobraževanjem s področja okolja in državljanstva so lahko dobra osnova za prostorsko kompetentno izobrazbo in ravnanje. ABSTRACT - Geography research is closely connected with natural as well as social sciences. Common findings can be an important guideline in the management and orientation of future development at the local, national or global level, as well as in the transfer of knowledge to the educational field. Geography education contributes to the achievement of such goals by accepting present and future challenges for sustainable exploitation of space and appropriate use so as to preserve the Earth and to establish responsible development of ecology, economy and society. Learning for the future should be based on the know-ledge and approaches relevant for today (learning about space) and for the future (management of space) in order to bring together every day life, education and science. A set of criteria corresponding to the principles of cross curricular education and learning about space will be established, which should be transmitted to all the learners, i.e. citizens. Bringing together geography, environmental issues and civic education can become a solid foundation for competent knowledge and responsible use of space.

Mag. Mateja Škufca

DIDAKTIČNI VIDIKI DELA Z NADARJENIMI UČENCI V OSNOVNI ŠOLI

TEACHING ASPECTS OF THE WORK WITH GIFTED PUPILS IN PRIMARY SCHOOL

Izvirni znanstveni članek Original scientific paper
UDK 371.3:373.3 UDC 371.3:373.3
DESKRIPTORJI: nadarjeni učenci, potrebe nadarjenih, selektivno izobraževanje, integracija nadarjenih
DESCRIPTORS: gifted pupils, needs of the gifted, selective education, integration of the gifted.
POVZETEK - Šola naj bi poskrbela, da bi vsak posameznik optimalno razvil vse svoje zmožnosti. Zakonodaja uvršča nadarjene učence med učence s posebnimi potrebami in zahteva drugačne didaktične pristope na vseh ravneh. Sama zakonodaja pa ni dovolj. Od vsakega posameznega učitelja in vodstva šol je v veliki meri odvisno, ali bo posameznik razvil vse svoje danosti ali pa bo pri svojem razvoju oviran. V teoretičnem delu predstavljamo potrebe nadarjenih učencev in oblike pedagoškega dela z nadarjenimi. V empiričnem delu pa smo raziskovali, ali učitelji odkrivajo nadarjene učence, kako jih odkrijejo, kakšne didaktične postopke, metode in oblike uporabljajo pri delu z njimi in kako sprejmejo nadarjene učence. Zanimali so nas tudi stališča vprašanih do individualiziranega in diferenciranega dela z nadarjenimi učenci, selektivnega in integracijskega načina poučevanja in do osnovnih oblik dela z nadarjenimi učenci, akceleracije, obogatitvenih programov in ločenega izobraževanja. ABSTRACT - The school system has to provide for each individual in such a way that s/he can develop all his/her potentials. The school legislation includes the gifted among the pupils with special needs and requires different approaches for them at all levels. But the legislation itself is not enough. It depends on each teacher and the management of the school how the individual will or will not develop her or his talents. The theoretical part presents the needs of the gifted and the teaching approaches to the work with gifted pupils. In the empirical part the author carried out a research about whether teachers notice gifted pupils and how they do it, which procedures, methods and forms they use while working with them and how they accept them. The author was interested in teacherso attitudes about individualisation and differentiation, about the selective and integrated teaching approaches, acceleration, enrichment and separate education.

Martina Opaka

SOCIALNI POLOŽAJ UČNO IZREDNO USPEŠNIH UČENCEV

ACADEMIC SUPERIORITY - HIGH ACHIEVERS AND THEIR SOCIAL POSITION

Pregledni znanstveni članek Author review
UDK 316.66:371.212 UDC 316.66:371.212
DESKRIPTORJI: izredna učna uspešnost, socialni položaj, antiintelektualizem, vrednote, socialne izkušnje, popularnost
DESCRIPTORS: academic superiority, social status, anti-intellectualism, values, social experience, popularity
POVZETEK - Članek obravnava problem vrstniškega okolja v odnosu do učno izredno uspešnih učencev. Predstavljeni so izrazito dvoznačni rezultati različnih avtorjev o tem, kakšen socialni položaj imajo nadarjeni in učno izredno uspešni učenci in kako ga doživljajo. Članek ponuja tudi pregled možnih vzrokov za težave v vrstniških interakcijah učno izredno uspeš-nih učencev. V empiričnem delu s pomočjo podatkov, zbranih tako od učno izredno uspešnih učencev kot od njihovih vrstnikov, ugotavljamo socialni položaj učencev, ki učno izredno izstopajo iz svojega vrstniškega okolja. Ugotovljene so razlike v atribuiranju šolskega uspeha in nekaterih vrednotah ter njihova povezanost z izkušnjami socialnega zavračanja in zbadanja. Poleg tega se je izkazalo, da je samopodoba učno izredno uspešnih učencev bolj pozitivna od podobe, ki jo imajo o njih njihovi vrstniki. ABSTRACT - The article deals with the problem of peer environment in its relation towards academically superior students, and presents contradictory findings of researchers on the topic of the social status of high achievers as well as possible sources of their problems with the environment. In the empirical part, the social status of high achievers, who stand out from their peer environment, is closely examined on the basis of the data supplied by them as well as by their peers. There are differences between the two groups as to what contributes to their academic achievement and values, and how these are connected with their feelings of social rejection and teasing. The article also shows that the self-image of high achievers seems more positive compared to their counterparts.

Mira Vidmar Kuret

ODKRIVANJE ŠPORTNO TALENTIRANIH UČENCEV

IDENTIFYING STUDENTS TALENTED FOR SPORTS

Pregledni znanstveni članek Author review
UDK 372.879.6 UDC 372.879.6
DESKRIPTORJI: nadarjeni učenci, talent, športno talentirani učenci, učitelji, prepoznavanje, odkrivanje
DESCRIPTORS: gifted students, talent, students talented for sports, teachers, identification, detection
POVZETEK - Avtorica v prispevku izpostavlja vlogo, pomen in odgovornost učiteljev športne vzgoje in učiteljev razrednega pouka pri zgodnjem odkrivanju športno talentiranih učencev v osnovni šoli. Pravi, da je učitelje treba spodbuditi k poglobljenemu strokovnemu in timskemu delu in jih podpreti pri njihovih presojah. Da bodo mladi športni talenti lahko razvili svoje sposobnosti, potrebujejo ustrezne možnosti za razvoj talenta, motivacijo in spodbudo, predvsem pa ne smejo ostati neodkriti. Razvijanje vseh vrst in oblik redne telesne vadbe pomeni za življenje vsakega posameznika višjo kvaliteto življenja, ne glede na to, ali bo nekdo, ki ima talent na športnem področju, tega razvil do ukvarjanja z vrhunskim športom ali se bo s športom ukvarjal le rekreativno. ABSTRACT - The paper presents the role, importance and responsibility of sport teachers at primary school level in identifying students talented for sports. The author believes teachers have to be encouraged to take a professional and team approach and they have to receive support or confirmation of their judgement. In order to develop their potentials, young students need appropriate possibilities and opportunities for developing their talent, they need to be motivated and encouraged but above all they should remain undetected. Developing different kinds of regular physical exercise represents a higher quality of life for every individual regardless of whether somebody, who is talented in sports, will develop this talent and start to compete or whether he will be using sport for recreational purposes.

Dr. Zlatka Cugmas, Vesna Burjak

IGRA PRERIVANJA PRI OSNOVNOŠOLCIH

ROUGH-AND-TUMBLE

Pregledni znanstveni članek Author review
UDK 372.4:79 UDC 372.4:79
DESKRIPTORJI: igra prerivanja, osnovnošolci, navezanost, učitelj
DESCRIPTORS: rough-and-tumble, primary school students, attachment, teacher
POVZETEK - V teoretičnem delu prispevka smo predstavili igro prerivanja in vlogo otrokove navezanosti na učiteljico oziroma učitelja za otrokov socialnoemocionalni razvoj. V raziskavo igre prerivanja je bilo vključenih 129 učencev, ki so obiskovali četrti in sedmi razred devetletnih osnovnih šol. Na osnovi vprašalnika smo ugotavljali razširjenost igre prerivanja (najpogostejši kraj, čas, udeležence in pogostost prerivanja), čustvovanje med igro prerivanja in po njej, kako pogosto želijo učenci svojim vrstnikom ob prerivanju povzročiti bolečino ali/in škodo in kako pogosto učenci sami ob prerivanju doživljajo bolečino. Z zadnjim delom vprašalnika smo preučili odnose med učenci in njihovo učiteljico. Odgovore učencev smo analizirali glede na njihov spol in razred, ki ga obiskujejo. Rezultati so pokazali pomembne razlike med dečki in deklicami ter med četrtošolci in sedmošolci v igri prerivanja ter pomembno povezanost med prerivanjem učencev in njihovimi odnosi z učiteljico. ABSTRACT - The theoretical part of the paper presents rough-and-tumble and the importance of children's attachment to the teacher for their social development. Our research included 129 students from the fourth and seventh class of our 9-year-primary schools who were administered a questionnaire with which we wanted to establish the extent of rough-and-tumble (the most frequent place, time, participants and frequency of rough-and-tumble), type of emotions that children have during and after rough-and-tumble, how frequently they want to inflict pain on their playmates during rough-and-tumble, and also how often they experience pain during rough-and-tumble. With the last part of the questionnaire we wanted to research the relationship between the students and their teacher. We compared girls with boys, and fourth-grade children with the seventh-grade children. The results indicate that there are significant differences between girls and boys and also between the fourth- and seventh-grade students. They also point at the significant connection between rough-and-tumble and children's relationships to their teacher.

Mag. Lidija Kodrin

IZOBRAŽEVANJE KOT STORITEV

TEACHING PROCESS AS A SERVICE

Pregledni znanstveni članek Author review
UDK 339.1:37 UDC 339.1:37
DESKRIPTORJI: izobraževanje, storitve, trženje, kakovost, podoba izobraževalne organizacije
DESCRIPTORS: teaching process, services, marketing, quality, educational institution image
POVZETEK - Izobraževanje je proces, ki ga izvajamo v dobrobit uporabnika, pri tem pa izobraževalne organizacije kot izvajalke izobraževalnega procesa ponujajo cel spekter storitev, ki ga sestavljajo tako storitve, povezane z izvajanjem kurikuluma šole, kot najrazličnejše dopolnilne storitve. Za izobraževalne storitve velja, da so procesi, ki potekajo s sodelovanjem med izvajalci storitev, izobraževalnimi organizacijami in uporabniki storitev. Izobraževalne storitve so neotipljive, neob-stojne in, ker temeljijo na ljudeh, spremenljive, saj so rezultat medsebojnega vpliva med zaposlenimi in uporabniki izobraževalnih storitev. V procesu izvajanja izobraževalnih storitev se med ponudniki izobraževalnih storitev, še bolj pa med samimi izvajalci izobraževalnih storitev in udeleženci izobraževanja (primarnimi uporabniki) vzpostavi določen odnos, ki se kaže v interakciji med njimi. Vsaka izobraževalna organizacija za svoje storitve oblikuje model razširjene ponudbe, ki vsebuje osnovni paket storitve (osnovna in pomožne storitve), razširjeno ponudbo storitve in upravljanje podobe izobraževalne organizacije ter učinkovito komuniciranje organizacije z relevantnimi javnostmi. ABSTRACT - Teaching is a process carried out for the benefit of the customer, whereby the educational organisations serve as providers of the educational process and offer a wide range of services including services connected with the execution of the school curriculum as well as various additional services. The educational services are processes based on the participation of service providers, educational institutions and service users. Educational services are intangible and unstable, and because they involve people, also prone to changes. They are namely the result of mutual influence between the employees on the one hand and the beneficiaries of these services on the other. In the process of implementation of educational services, a certain relationship is established between service providers, those who actually teach, and between primary users This can all be observed in the interaction among them. Each educational institution prepares an extensive offer of its services: the basic service package (basic and support services), extended service offer and management of the image of the organisation as well as effective communication with the relevant public stakeholders.

Simona Fartek

POT K SPODBUDNEMU RAZREDNEMU OKOLJU PRVOŠOLČKOV

HOW TO ACHIEVE ENCOURAGING ENVIRONMENT FOR FIRST GRADERS

Strokovni članek Professional paper
UDK 373.3 UDC 373.3
DESKRIPTORJI: prvošolček, spodbudno razredno okolje, fizično okolje, oprema in dizajn šolskega prostora
DESCRIPTORS: first grader, encouraging classroom environment, physical environment, classroom design and equipment
POVZETEK - Avtorica v svojem prispevku razmišlja o vlogi in pomenu življenjskega okolja v šoli, ki predstavlja za prvošolčka novo izkušnjo, ki je sestavni del učnega procesa. V okviru razprave o fizičnem okolju je posebej izpostavila odprta vprašanja v zvezi z opremo, namenjeno učenju, igri, sprostitvi in počitku, in pomembnejše ergonomske dejavnike. ABSTRACT - The paper considers the role and importance of the living environment within a school, which is a novel experience for first graders and which constitutes an integral part of the learning process. The debate about the physical environment has opened the issue of appropriate equipment for learning and for play, for relaxation and rest, and further important ergonomic factors.

Dr. Tatjana Ferjan

NEKAJ MISLI O KONSTRUKTIVISTIČNO NARAVNANEM POUKU

THOUGHTS ON CONSTRUCTIVIST ORIENTED LESSONS

Strokovni članek Professional paper
UDK 37.013 UDC 37.013
DESKRIPTORJI: konstruktivizem, aktivnost, znanje
DESCRIPTORS: constructivism, activity, knowledge
POVZETEK - Avtorica v prispevku posreduje nekaj lastnih spoznanj in razumevanje o konstruktivistično naravnanem pouku. Posebej opozarja na vlogo aktivnosti, ustvarjalnosti in samostojni poti pridobivanja znanja. ABSTRACT - The paper presents author's ideas and understanding of lessons performed with a constructivist approach. It focuses on the importance of activities, creativity, and on the independent path of knowledge acquisition.

Karmen Berlič

SCENIRANJE POUKA TUJIH JEZIKOV

STAGING FOREIGN LANGUAGE LEARNING

Strokovni članek Professional paper
UDK 372.880:004.7 UDC 372.880:004.7
DESKRIPTORJI: učenje, informacijska tehnologija, kvizi, internet
DESCRIPTORS: learning, informational technology, quizzes, internet
POVZETEK - Didaktika sceniranja pri pouku tujih jezikov izhaja iz komunikativnih metod učenja. Vključuje uporabo informacijske tehnologije (IT), multimedijev in tuje govorečih učnih partnerjev. Učenje jezikov mora biti čim bolj podobno procesu naravnega pridobivanja jezika in mora izhajati iz potrebe učenca po komuniciranju. Znotraj široko zastavljenega učnega prostora virtualnih in tudi klasičnih učilnic je mogoče lažje najti tisto pravo metodo za vsakega učenca. Tako smo mu omogočili, da optimalno razvije svoje zmožnosti, in sicer v skladu s svojim interesom. Pomemben aspekt metode je sodelovanje učenec-učenec, pa ne samo v smislu pisanja in igranja vlog, temveč tudi v smislu učenja od sošolcev skozi popravljanje njegovih napak in skozi spoznavanje kulture ciljnega jezika. Prav tako je poudarek tudi na prenosu rezultatov dela učencev, kajti elektronsko shranjeni materiali predstavljajo dragocen vir, ki je na razpolago vsem tistim, ki si želijo iz njih kaj naučiti in v njih uživati. ABSTRACT - The method of staging in foreign language learning derives from communicative learning methods. It is based on informational technology (IT), multimedia and foreign language speaking learning partners. Language learning should use the same principles as natural language acquisition and should be the consequence of the learners' communicative needs. Within a broad learning environment of virtual and classical classrooms it is not difficult to find the right method for each learner, which enables the optimal development of learner's potential with regard to his/her interests. An essential aspect of this concept is learner to learner co-operation, not only in the sense of writing and acting out dialogues but in the sense of learning from the co-learner, correcting mistakes and learning through exploring the target language culture. With time, electronic or other materials created by students can become an interesting and precious source of materials for all of us to learn from and enjoy.