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VRTEC IN OBLIKOVANJE OTROKOVE SAMOPODOBE
| KINDERGARTEN AND THE FORMATION OF CHILD'S SELF-IMAGE
|
| Pregledni znanstveni članek
| Author review
|
| UDK 373.2:159.9
| UDC 373.2:159.9
|
DESKRIPTORJI: samopodoba, predšolski otrok, vrtec in samopodoba, spodbujanje razvoja samopodobe
| DESCRIPTORS: self-image, pre-school child, kindergarten, encouraging the development of self-image
|
| POVZETEK - V raziskavi nas je zanimalo, ali se šestletni
otroci, ki različno dolgo obiskujejo vrtec - od jasličnega oddelka
do oddelka priprave na šolo oziroma le enoletna priprava na šolo -,
med seboj razlikujejo v svoji samopodobi. Predpostavili smo, da vrtec
kot specifičen socialni sistem pomembno in pozitivno prispeva k oblikovanju
samopodobe v naj-zgodnejšem obdobju življenja. Samopodobo otrok smo
za namen raziskave ocenjevali s pomočjo lestvice PSPC (Harter in Pike,
1980, 1983), ki meri otrokovo zaznavo lastne kompetentnosti na telesnem,
socialnem in spoznavnem področju. Ugotovili smo, da imajo otroci,
ki vrtec obiskujejo dlje časa, višjo samopodobo v telesni sestavini
samopodobe in na področju sprejetosti od matere. Od vrstnikov, ki
so v vrtčevsko okolje vključeni le v programu enoletne priprave na
šolo, pa se ne razlikujejo na področju sprejetosti od vrstnikov in
v samozaznavi spoznavne kompetentnosti.
| ABSTRACT - The research tried to find out whether
six-year olds who attend kindergarten for different periods of time
- from the infant period up to school time, or for only a year
before school - differ with regard to their self-image. The hypothesis
was that the kindergarten represents a specific social system and
as such contributes relevantly and positively to the formation of
the self-image already during the earliest period of a child's life.
For the purpose of the research, the self-image was measured with
the PSPC scale (Harter in Pike, 1980, 1983), which assesses the child's
perception of own competence in the physical, social and cognitive
areas. We established that the children attending kindergarten
for a long period of time develop a higher self-image in the physical
part of the concept and in the area of being accepted by the mother.
They do not, however, differ from the children who spend only one
year in the kindergarten with respect to the acceptance by their peers
and in the self-perception of cognitive competence.
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POMEN INTERKULTURNEGA SVETOVANJA IN INTERKULTURNIH KOMPETENC ŠOLSKEGA SVETOVALNEGA DELAVCA
| THE ROLE OF INTERCULTURAL COUNSELLING AND INTERCULTURAL COMPETENCIES OF THE SCHOOL COUNSELLOR
|
| Pregledni znanstveni članek
| Author review
|
| UDK 37.01
| UDC 37.01
|
DESKRIPTORJI: interikulturnost, interkulturno svetovanje, šolski svetovalni delavec, interkulturne svetovalne kompetence
| DESCRIPTORS: intercultural setting, intercultural counselling, school counsellor, intercultural counselling competencies
|
| POVZETEK - V prvem delu prispevka avtorica ugotavlja,
da je danes vprašanje sodelovanja med pripadniki večine in pripadniki
kulturnih, verskih, socialnih in drugih manjšin eno bistvenih civilizacijskih
vprašanj. V okviru tega je pomembna interkulturna pedagogika in interkulturna
vzgoja. Tudi šolsko svetovalno delo ima zaradi multikulturnih pogojev
določene posebnosti. V nadaljevanju prispevka avtorica definira in
predstavi značilnosti interkulturnega svetovanja, ki je namenjeno
tako učencem kulturnih manjšin, priseljencem kakor tudi drugim, ki
s temi učenci živijo in delajo. V zadnjem delu prispevka avtorica
predstavi interkulturne kompetence šolskega svetovalnega delavca.
Svetovalni delavec naj bi namreč bil sposoben zaznati kulturne aspekte
v odnosu s svetovancem, prepoznati njihov pomen za nastanek in rešitev
svetovančevega problema ter jih vnesti v svetovalni odnos in proces.
| ABSTRACT - The first part of the paper presents
the issue of cooperation between the members of the majority and members
of cultural, religious, social and other minorities, which is one
of the essential civilisation issues. Within its framework, intercultural
teaching approaches and education play an important role. In a multicultural
situation, the school counselling service has to deal with very specific
issues. The article then defines and presents the characteristics
of the intercultural counselling of students belonging to cultural
minority groups, immigrants and those who live and work with them.
The last part of the article presents the intercultural competencies
a school counsellor should possess in order to be able to observe
and become aware of the cultural aspects in his relationship with
the counselee, recognise their importance for the problem itself
as well as for the solution, and should then include them in the counselling
situation and in the process.
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PROBLEMSKO NARAVNANO UČENJE TUJEGA STROKOVNEGA JEZIKA
| PROBLEM-BASED LEARNING OF A FOREIGN LANGUAGE FOR SPECIFIC PURPOSES
|
| Pregledni znanstveni članek
| Author review
|
| UDK 372.880
| UDC 372.880
|
DESKRIPTORJI: problemsko naravnano učenje, kurikulum, model učenja tujega strokovnega jezika za posebne namene
| DESCRIPTORS: problem-based learning, curricu-lum, the model of learning a foreign language for specific purposes
|
| POVZETEK - Problemsko naravnano učenje (ang. Problem-
Based Learning) temelji na reševanju realnih problemov v majhnih skupinah.
Predstavlja tako organizacijo pouka, ki omogoča srečevanje s primeri
iz prakse, interdisciplinarni pristop k snovi, ki je pomembna za uspešno
opravljanje poklica in razvoj raznih zmožnosti za samostojno delo
in izobraževanje. Opišemo model problemsko naravnanega učenja na visokošolski
stopnji pri učenju tujega strokovnega jezika, ki ga uspešno izvajajo
učitelji tujega strokovnega jezika na nekaterih slovenskih fakultetah
in visokih šolah. Model je izoblikovan tako, da povezuje učenje tujega
strokovnega jezika z enim ali več strokovnimi področji. [tudenti rešujejo
strokovne probleme v tujem jeziku in se učijo jezika in stroke. Problemi
sprožijo učenje določene učne snovi. Kvaliteta oziroma uspeh izvedbe
problemsko naravnanega učenja tujega strokovnega jezika je zato poleg
učiteljev in študentov močno odvisen tudi od prave sestave problemov.
Pomembno vlogo za uspešno izvedbo modela pa ima tudi spremenjeno ocenjevanje.
| ABSTRACT - Problem-Based Learning (PBL) is
based on solving real-life problems by small groups of students. It
is a way of constructing courses which give students an opportunity
to confront problems they will encounter later on in their working
life. It also provides an interdisciplinary approach to learning a
subject, which is necessary for successful performance in future work.
Moreover, PBL helps students to develop various skills needed for
independent study and work. The article describes the Problem-Based
Learning model of learning a foreign language for specific purposes
at a higher-education level. This model has been successfully implemented
by LSP (language for specific purposes) teachers at several Slovenian
higher education institutions. It integrates learning a foreign language
for specific purposes with the contents of one or more professional
knowledge-areas. For this purpose, students use a foreign language
to solve problems in a specific professional field and thus learn
both, the foreign language and the content of that area. In PBL, problems
act as a starting point for learning the contents of a specific subject.
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INTERAKTIVNA DIGITALNA TABLA IN KREPITEV SPOMINA
| INTERACTIVE DIGITAL BOARD AND MEMORY STRENGTHENING
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.333
| UDC 371.333
|
DESKRIPTORJI: učenje tujega jezika, nove tehnologije, spominski kanali, motivacija, pozornost, jezik v razredu, komunikacija, komunikacija med poukom tujega jezika
| DESCRIPTORS: foreign language learning, new technologies, memory channels, motivation, attention, classroom language, communication in the foreign language classroom
|
| POVZETEK - Članek opisuje metodološko osnovo in učno
učinkovitost računalniške programske opreme Action Manager. Novo učno
orodje je namenjeno interakciji med poukom angleščine. Glavne sestavine
programa so krepitev spomina, visoka motivacija in pozornost. V poskusu,
ki je bil izpeljan na ravni osnovne šole, so učenci pokazali optimalen
priklic v okviru dveh spominskih testov tako na ravni delovnega kot
tudi dolgoročnega spomina.
| ABSTRACT - This article describes the methodological
bases and learning efficacy of the computer application software Action
Manager. This pioneer teaching tool has been specifically designed for
students' interaction in the English foreign language class. Memory
strengthening, high motivation and attention are main elements in
the program. In an experiment carried out in a primary education level
context, students showed an optimal memory recall of the learning
concepts in two memory tests for both working and long term memory.
|
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KAKO UČITELJI PRVE TRIADE POUČUJEJO GLASBENO VZGOJO
| MUSIC EDUCATION IN THE FIRST THREE YEARS OF PRIMARY SCHOOL
|
| Pregledni znanstveni članek
| Author review
|
| UDK 373.3:372.878
| UDC 373.3:372.878
|
DESKRIPTORJI: razredni učitelji, glasbena vzgoja, zgodnje učenje glasbe, nadarjeni
| DESCRIPTORS: class teachers, music education, early music education, gifted children
|
| POVZETEK - V teoretičnem delu članka predstavljamo,
zakaj je tako zelo pomembno zgodnje učenje glasbene vzgoje in vlogo
razrednih učiteljev pri glasbeni vzgoji. Izpostavljamo tudi problem
odkrivanja glasbeno nadarjenih učencev s stališča glasbene izobraženosti
učiteljev razrednega pouka. V empiričnem delu pa predstavljamo rezultate
ankete, ki smo jo izvedli med učiteljicami razrednega pouka, pretežno
v štajerski regiji. Raziskovali smo njihovo glasbeno predznanje -
obisk pevskega zbora, glasbene šole - v času osnovnega, srednjega
šolanja in v času študija. Tako smo dobili pregledno sliko o njihovi
glasbeni izobrazbi. Nato smo raziskovali način obravnave nove pesmi
- ali pojejo, ob tem zaigrajo na instrumente, ali učencem samo
predvajajo pesem na CD-ju. Rezultati, ki smo jih dobili, so odraz
problematike poučevanja glasbene vzgoje na razredni stopnji v naših šolah.
| ABSTRACT - The theoretical part of the article presents
the reasons why early music education is important and tries to define
the role class teachers play in it. It also deals with the problem
of identifying children who are gifted in the music field. This is
namely performed by class teachers who need to be qualified for such
a task. The empirical part then presents the results of a survey administered
to the class teachers in the [tajerska region. I examined the music
education - singing in a choir, attending music school - they
acquired during the time of their own schooling (primary and secondary
education, university studies). Then I looked at how they present
a new song to the class - do they sing it, do they accompany their
singing on an instrument, or do they simply play them the song from
a CD. The results reveal the problems connected with music education
in lower classes of primary school.
|
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NEKATERE POVEZAVE MED EMOCIONALNO KOMPETENTNOSTJO, EMOCIONALNO REGULACIJO TER ODZIVANJEM V STRESNIH SITUACIJAH PRI MLADOSTNIKU
| LINKS BETWEEN EMOTIONAL COMPETENCE, EMOTIONAL REGULATION AND RESPONSE IN STRESS SITUATIONS DURING ADOLESCENCE
|
| Pregledni znanstveni članek
| Author review
|
| UDK 159.9
| UDC 159.9
|
DESKRIPTORJI: emocije, emocionalna kompetentnost, stres, mladostništvo, emocionalna inteligentnost
| DESCRIPTORS: emotions, emotional competence, stress, adolescence, emotional intelligence
|
| POVZETEK - V članku se ukvarjamo z značilnostmi
emocionalnega razvoja v obdobju mladostništva s poudarkom na emocionalni
kompetentnosti, regulaciji in kontroli. Ta spoznanja povezujemo s
preučevanjem stresa oziroma natančneje, odzivanjem v stresnih situacijah
pri mladostnikih. Korelacijski koeficient kaže, da osebe z višjo emocionalno
kompetentnostjo bolje reagirajo v stresnih situacijah. Prav tako se
nakazujejo zanimivi izsledki razlik glede emocionalne kompetentnosti
ter emocionalne regulacije in kontrole med dekleti in fanti ter med
srednješolci in študenti. Razen tega obstajajo tudi razlike v reagiranju
na stresne situacije med omenjenimi skupinami. Takšna integrirana
spoznanja s področja emocij nakazujejo, da imajo emocije prilagoditveno
funkcijo v stresnem procesu, hkrati pa se kaže povezanost med emocionalno
kompetentnostjo ter konstruktivnim odzivanjem v stresnih situacijah,
kar potrjujejo tudi sodobne raziskave konstrukta emocionalne inteligentnosti.
| ABSTRACT - The article deals with the characteristics
of emotional development in adolescence, more specifically with emotional
competence, emotional regulation and control, and how these relate
to the stress coping strategies and reactions in stress situations
during adole-scence. The correlation coefficient reveals that persons
with higher emotional competence cope better with stress situations.
There are interesting results regarding differences in emotional competence
and emotional regulation and control between boys and girls and between
pupils and students. There are also differences in the reactions to
stress situations between the mentioned groups. Such integrated knowledge
of the field of emotions indicates that emotions have an adapting
function in the stress process, and that there exist links between
emotional competence and positive stress coping strate-gies, which
have been confirmed by contemporary research on emotional intelligence.
|
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KAKO LAHKO ŠOLSKA POLITIKA IN PRAKSA SPODBUJATA NEPRIMERNO VEDENJE?
| HOW SCHOOL POLICIES AND PRACTICES ENCOURAGE INAPPROPRIATE BEHAVIOUR
|
| Pregledni znanstveni članek
| Author review
|
| UDK 37.014
| UDC 37.014
|
DESKRIPTORJI: šola, neprimerno vedenje, disciplina, učna storilnost
| DESCRIPTORS: school, inappropriate behaviour, discipline, learning efficiency
|
| POVZETEK - Neprimerno vedenje učencev je danes v šolah
precej pogosto. Učitelji so prepričani, da so za takšno stanje v šolah
odgovorni učenci oziroma dijaki in njihove družine, redkeje pa uvidijo
in priznavajo, da lahko neprimerno vedenje (so)ustvarjajo okoliščine,
povezane s šolo. V prispevku prikazujemo, kako lahko šola oziroma
učitelji (so)ustvarjajo neprimerno vedenje učencev oziroma dijakov.
Prispevek zaključujemo v prepričanju, da je nujno, da se učitelji
zavedajo možnega lastnega vpliva na vedenje učencev oziroma dijakov,
saj bodo le tako lahko naredili korak z zmanjševanju neprimernega
vedenja v šoli.
| ABSTRACT - Inappropriate behaviour on the part of
the students is a frequent phenomenon in modern schools. The
teachers are convinced that it is the students and their parents who
are responsible for this. Only rarely do they admit that inappropriate
behaviour can be the result of circumstances connected with school.
The article shows how the school and teachers can contribute to
the inappropriate behaviour of their students. It ends with the conviction
that the teachers should become aware of the impact they have on their
students since this is the only way that such behaviour can be stopped
or at least lessened.
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ZNANJE ZAPOSLENIH - PRILOŽNOST ZA RAZVOJ ŠOLE
| KNOWLEDGE OF EMPLOYEES - OPPORTUNITY FOR SCHOOL DEVELOPMENT
|
| Pregledni znanstveni članek
| Author review
|
| UDK 331.5:159.953
| UDC 331.5:159.953
|
DESKRIPTORJI: šola, učenje, intelektualni kapital
| DESCRIPTORS: school, learning, intellectual capital
|
| POVZETEK - [ole 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. V članku
bom predstavila različne poglede na učenje, poučevanje in znanje.
Z učenjem se povečuje intelektualni kapital organizacije, ki je ključni
proizvodni dejavnik. V dobri organizaciji omogočajo zaposlenim nenehno
učenje in pridobivanje novega znanja, ki zagotavlja človeku preživetje
in kakovost življenja. Intelektualni kapital kot kombinacija znanja,
izkušenj in izobrazbe je danes najpomembnejše proizvodno sredstvo.
Uspešna šola zagotavlja zaposlenim ustrezne pogoje za nenehno učenje
in skrbno načrtuje njihov razvoj.
| ABSTRACT - Like other organisations, schools
are subject to changes caused by internal as well as external factors.
Adapting to these changes implies the change of the school, its culture
and values. The article presents different views on learning, teaching
and knowledge. The intellectual capital which is the key production
factor of an organisation increases with learning, and a successful
organisation enables its employees to keep on learning and acquiring
new knowledge, which in turn offers better chances of survival and
improves the quality of life. Intellectual capital which can be conceived
as a combination of knowledge, experience and education is today the
most important means of production. A successful school, on the other
hand, ensures employees appropriate conditions for such learning and
plans carefully their development.
|
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VSEŽIVLJENJSKO UČENJE
| LIFE-LONG LEARNING
|
| Pregledni znanstveni članek
| Author review
|
| UDK 374
| UDC 374
|
DESKRIPTORJI: vseživljenjsko učenje, večrazsežnostno učenje, vrednote, zaposljivost, socialna kohezija
| DESCRIPTORS: life-long learning, multi-dimensio-nal learning, values, employability, social cohesion
|
| POVZETEK - Vseživljenjsko učenje je v današnjem času
neizogibno, saj znanje, ki ga pridobimo v začetnem izobraževanju,
ni dovolj za vse spremembe, ki se dogajajo kasneje. Hkrati je potrebno
predrugačiti naš koncept učenja. Učenja ne smemo razumeti zgolj kot
opremljanje človeka z znanjem in sposobnostmi za njegov poklic. Potrebne
so tudi vrednote. Človek mora znati dajati znanju vrednost in ga uporabljati
v dobrobit sebe in drugih. Na to nas opozarjajo naše negativne
izkušnje v preteklem in v sedanjem življenju (vojne, terorizem, onesnaženost
okolja, sposobnost samouničenja). Bistveno je, da izobraževanje vključuje
poleg učiti se, da bi vedeli, in učiti se, da bi znali delati, tudi
učiti se, da bi znali živeti drug z drugim, učiti se biti in učiti
se učiti in imeti pozitiven odnos do učenja. Le tako lahko dosegamo
cilje, kot so aktivno državljanstvo, zaposljivost in socialna povezanost,
ki skupno omogočajo pravičnejše in dostojanstveno življenje za vse,
hkrati pa dinamično gospodarsko rast.
| ABSTRACT - In modern times, life-long learning is
unavoidable because the knowledge we acquire during our initial education
does not suffice for all the changes occurring later on in life. With
life-long learning we have to redefine our learning concepts. Learning
should not be understood only as equipping a person with knowledge
and skills for performing a job. One should also take into account
the issue of values so that we can appreciate knowledge and use it
for the benefit of oneself and for others. Our negative experiences
in the past and in the present tell us that we have not been very
successful (wars, terrorism, environmental pollution, ability of self-destruction),
therefore it is essential that beside learning in order to know and
to be able to work, education should enable us to be able to live
with one another, to be, to learn how to learn, and to develop a positive
attitude towards learning. Only in this way can the goals such as
active citizenship, employability and social cohesion be achieved.
With these goals we can ensure a just and dignified life for all as
well as dynamic economic growth.
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POJAVNOST SPOLNIH STEREOTIPOV MED ODRASLIMI
| THE PHENOMENON OF SEXUAL STEREOTYPES AMONG ADULTS
|
| Pregledni znanstveni članek
| Author review
|
| UDK 176
| UDC 176
|
DESKRIPTORJI: stereotipi, predsodki, socializacija, učni proces
| DESCRIPTORS: stereotypes, prejudices, socialisation, learning process
|
| POVZETEK - V teoretičnem delu prispevka podajam nekaj
temeljnih spoznanj iz strokovne literature: opredelitev stereotipov
na splošno in vzroki za nastanek zanje, spolni stereotipi in njihova
povezava s socializacijo otrok ter spolni stereotipi med odraslimi
v javnem življenju, družini in na delovnem mestu. V empiričnem delu
predstavljam rezultate izseka raziskave, v kateri sem anketirala osnovnošolske
učitelje. Zanimalo me je njihovo mnenje o pojavu spolne stereotipnosti
v vzgojno-izobraževalnem procesu in vzgoji, ki so jo otroci deležni
s strani staršev, o pojavu spolne stereotipnosti v šolskih učbenikih
in knjigah ter o najpogostejših vzrokih za spolno tipizirano socializacijo
otrok. Prav tako me je zanimala osebna stopnja nagnjenosti učiteljev
k spolnemu tipiziranju. Pridobljena empirična spoznanja razkrivajo,
da se spolna stereotipnost pojavlja tako v vzgojno-izobraževalnem
procesu kot tudi v starševski vzgoji, malo manj pa v šolskih učbenikih
in knjigah. Rezultati dopuščajo domnevo, da je spolne stereotipnosti
v šolah in širši družbi danes nekoliko manj kot nekoč, vendar se ta
še vedno pojavlja v večji meri, kot bi to bilo primerno in dopustno.
| ABSTRACT - The theoretical part presents some
basic findings from professional literature: the general definition
of stereotypes and why they have been created, the sexual stereotypes
and their connection with children's socialization, as well as sexual
stereotypes among adults in public life, family and at the workplace.
The empirical part presents the results of my interviews with primary
school teachers. I was primarily interested in their opinion about
the presence of sexual stereotypes phenomenon in the educational process
and upbringing, in school books and books in general, as well as in
the most frequent reasons for sexually stereotyping children's socialization.
I also tried to establish to what degree teachers are inclined to
sexual stereotyping. The empirical results show that sexual stereotypes
appear in the educational process as well as in the parental upbringing,
and to a lesser degree also in school books and other books. The results
lead us to assume that there are now fewer sexual stereotypes in schools
and in the wider society than they used to be in the past. However,
they can still be detected to the extent that is inappropriate and
should not be allowed.
|