| UDK 37.011.3
| UDC 37.011.3
DESKRIPTORJI: učitelj, mentorstvo, kompetence mentorja
| DESCRIPTORS: teacher, mentorship, competences of mentor
|
| POVZETEK - Avtorice v prvem delu izpostavijo pomembnost
mentorjeve vloge v času dodiplomskega izobraževanja. S svojo vlogo
mentor najbolj neposredno vpliva na razvoj bodočega učitelja, saj
je ob njem na vseh stopnjah njegovega učenja. Mentor - razmišljajoči
praktik - je odgovoren za ustvarjanje učnih možnosti, v katerih
študent (bodoči učitelj) kritično išče ter ustvarjalno razvija svoj
profesionalni nastop ter na podlagi lastnih pedagoških izkušenj razširja
in poglablja svoje teoretično znanje. V drugem delu avtorice predstavijo
rezultate empirične raziskave, ki dajejo vpogled v razmišljanje mentorjev
na eni in univerzitetnih učiteljev na drugi strani o tem, kakšno znanje,
zmožnosti oziroma kompetence potrebuje učitelj mentor.
| ABSTRACT - In the first part of the article,
the authors expose the significance of the mentor's role in undergraduate
education. Being present in all educational phases, the mentor has
the most direct influence on the development of the future teacher.
The mentor, a thoughtful practitioner, is responsible for creating
new learning opportunities, which enable the students (future teachers)
to critically search for and creatively develop their professional
efficacy, while broadening and deepening their theoretical knowledge
through personal teaching experiences. The second part presents the
results of an empirical research, which elucidates the opinions of
mentors and university teachers about the nature of knowledge, capabilities
and competences required of a teacher - mentor.
|
|
VRSTE PROBLEMOV PRI PROBLEMSKO ZASNOVANEM ŠTUDIJU
| TYPES OF PROBLEMS IN PROBLEM-BASED LEARNING
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.3
| UDC 371.3
DESKRIPTORJI: problemsko zasnovan študij, reševanje problemov, tipi problemov, učenje statistike
| DESCRIPTORS: problem-based learning, problem solving, types of problems, statistics learning
|
| POVZETEK - Problemsko zasnovan študij (ang. Problem-Based
Learning) temelji na reševanju realnih problemov, ki sprožijo učenje
določene učne snovi. 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. Avtorica prikaže reševanje problemov
pri problemsko zasnovanem študiju, ki je primeren za učenje osnov
statistike za inženirje, ki je na tretji stopnji izobraževanja lahko
del matematike ali pa samostojen predmet. Osredotočimo se na
vrste interdisciplinarnih problemov, v katere lahko razvrstimo probleme
v statistiki in tudi probleme mnogih drugih področij. Opišemo značilnosti
posamezne vrste problemov, kdaj jih zastavimo študentom in kaj je
pomembno pri njihovem ocenjevanju. Pri vsaki vrsti podamo zgled s
področja inženirske statistike in korake reševanja danega problema,
ki so lahko v pomoč pri oblikovanju problemov na drugih področjih.
| ABSTRACT - Problem-based learning is based
on solving interdisciplinary real-life problems which trigger the
learning of a particular learning content. It is a way of constructing
the courses which enable students to work in small groups and confront
students with problems from the practice. Problem-based learning also
provides an interdisciplinary approach to the subject which is necessary
for a successful performance in students' future jobs. Moreover, PBL
helps students develop many skills needed for independent study and
work. PBL is very suitable for a basic engineering statistics course
which forms a part of a mathematics course or a course of its own
in tertiary education. Our attention in this article is focused on
types of interdisciplinary problems into which we can classify statistics
problems and problems from other fields. We describe characteristics
of each type of problems, when to introduce it and student's assessment
of students' learning process through these types of problems and
their outcomes. Each type of problem is presented with an example
from the field of engineering statistics and steps for solving the
given problem. These steps can be useful in problem formation in other
fields as well.
|
|
POMEN LABORATORIJSKEGA DELA PRI POUKU BIOLOGIJE
| MEANING OF LABORATORY WORK IN BIOLOGY CLASSES
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.621.5:57
| UDC 371.621.5:57
DESKRIPTORJI: laboratorijsko delo, kompetence, kakovost, eksperimentalno delo, naravoslovje, biologija
| DESCRIPTORS: laboratory work, competences, quality, experimental work, natural science and biology
|
| POVZETEK - V ospredju razmišjanj o izobraževanju naj
ne bi bile več vsebine in količine znanj, ki naj bi jih posameznik
posedoval, temveč predvsem njihova kakovost. Pojem, ki se ga vse pogosteje
povezuje s kakovostjo izobraževanja, so kompetence, kot tisti preplet
vedenj, spretnosti, veščin in stališč, ki naj bi vsakemu posamezniku
omogočale kakovostno in polno življenje. V izobraževanju vodijo h
kompetencam predvsem metode osredinjene na učenca. Metoda, s katero
je mogoče kar v največji meri spodbujati takšen način dela, pa je
laboratorijsko in eksperimentalno delo. V članku povzemamo cilje,
ki jih je mogoče udejaniti z laboratorijskim in eksperimentalnim delom.
Za polno uvajanje laboratorijskega dela v šoli pa se je treba na državni
ravni odlepiti od vsebinsko preobloženih učnih načrtov, na šolski
ravni omogočiti večjo fleksibilnost pri organizaciji pouka, na učiteljevi
ravni pa se odlepiti od miselnosti, da mora učitelj opraviti večino
dela, učenci pa ga naj pri tem predvsem opazujejo.
| ABSTRACT - The content and quantity of knowledge
which an individual is supposed to communicate should not be the centre
of discussions about education. Attention should be focused on the
quality. A notion which is frequently associated with the quality
of education is 'competence' as the combination of knowledge, skills
and point of views which ensure every individual a quality life. Methods
in education that lead to competences are mostly methods of focusing
on the pupil. And this kind of work can be to a great extend stimulated
by laboratory and experimental work. In this article, we have summarised
the goals which can be achieved through laboratory and experimental
work. Full introduction of experimental work in schools will require
distancing at the national level from the prescribed curricula, more
flexibility in organizing lessons at the school level and distancing
from the idea that the teacher has to do most of the work while pupils
watch at the teacher's level.
|
|
DIDAKTIČNA ANALIZA UČENJA NA PROSTEM NA PRIMERU VODNE UČNE POTI V POREČJU SOTLE
| DIDACTIC ANALYIS OF OUTDOOR LEARNING BASED ON THE EXAMPLE OF THE EDUCATIONAL WATER TRAIL IN THE SOTLA RIVER BASIN
|
| Pregledni znanstveni članek
| Author review
|
| UDK 372.891
| UDC 372.891
DESKRIPTORJI: voda, porečje, Sotla, geografija, učna pot, didaktična analiza
| DESCRIPTORS: water, river shed, the Sotla river, geography, didactic analysis
|
| POVZETEK - Slovenijo uvrščamo med pokrajine,
ki so bogate z vodo. Njen geografski položaj, ki ga določa stik štirih
evropskih naravnogeografskih makroregij, pogojuje izjemno različnost
oblik voda in sočasno velik obremenitveni pritisk nanje. Vsa tri
dejstva kažejo na pomembnost proučevanja vodnih virov v Sloveniji
kakor tudi načrtno spodbujanje izobraževanja za razumevanje in kompetentno
upravljanje z vodnimi viri. Kot doprinos k uresničitvi tega cilja
smo izbrali porečje Sotle, ki se po velikosti uvršča med večja porečja
v Sloveniji.
Geografska vodna učna pot v porečju Sotle je aktualna z vidika celostnega
pristopa proučevanja porečja ter z vidika izobraževanja za kompetentno
soodločanje pri ravnanju s prostorom. V didaktično analizo sestavin
izobraževalno-vzgojnega dela na prostem smo vključili učne cilje,
učne vsebine, didaktična načela, didaktična sredstva, učne metode
in učno okolje. Primer izdelane geografske vodne učne poti v porečju
Sotle lahko prenesemo na druga porečja in druge vodotoke v Sloveniji
in Evropi, prav tako pa je učna pot oblikovana z namenom spodbuditi
različne javnosti za smotrno ravnanje z vodnimi viri.
| ABSTRACT - Slovenia belongs to the regions
with an abundance of water. Its geographical position on the juncture
of four European natural geographic macro regions yields an exceptional
variety of water forms and, at the same time, exercises a significant
environmental impact on them. The above mentioned facts emphasize
the importance of water resources research in Slovenia and of targeted
encouragement of education for understanding and competent management
of water resources. To achieve this, we chose the Sotla river basin,
which is among the largest river basins in Slovenia.
The geographical educational water trail in the Sotla river basin
is an up-to-date project from the aspect of an integral approach to
river basin research and from the aspect of education for competent
joint decision-making in spatial planning. A didactic analysis
of educational components in field work includes learning goals, contents,
didactic principles, educational methods and the learning environment.
The example of the geographical educational water trail in the Sotla
river basin could be transferred to other basins and rivers of Slovenia
and Europe. The educational trail is designed to encourage the public
to consider proper treatment of water resources.
|
|
UPORABA UČNIH MEDIJEV PRI POUČEVANJU PROSTORSKEGA OBLIKOVANJA PRI LIKOVNI VZGOJI
| TEACHING MEDIA IN SPATIAL DESIGN AS PART OF ART EDUCATION
|
| Pregledni znanstveni članek
| Author review
|
| UDK 372.87:371.64/.69
| UDC 372.87:371.64/.69
DESKRIPTORJI: likovna vzgoja, učni mediji, prostorsko oblikovanje, predstave
| DESCRIPTORS: art education, teaching media, spatial design, representation
|
| POVZETEK - Pri prostorskem oblikovanju se učenci
ob oblikovanju in preoblikovanju prostora seznanjajo s pojmi, kot
so prostor, oblika in velikost prostorov ipd., razvijajo zmožnost
opazovanja različnih prostorov, smisel za oblikovanje in razporejanje
prostorov, razvijajo zmožnost orientacije, spoznavajo prostorske odnose.
Pri tem ima pomembno vlogo opazovanje različnih prostorov in predvsem
gibanje. Zato učitelj izbira take metode dela, ki učencu omogočijo,
da dobi čimveč informacij o nekem prostoru. Kadar gibanje v določenem
prostoru ni mogoče, lahko učitelj uporabi različne učne medije, s
katerimi učencem približa nek pojem prostorskega oblikovanja. V raziskavi
nas je zanimalo, kako pogosto in katere učne medije uporabljajo pri
urah prostorskega oblikovanja pri likovni vzgoji učitelji razrednega
pouka. Ugotovili smo, da učitelji najpogosteje prikazujejo fotografije
iz knjig in učbenikov, zelo pogosto uporabljajo tudi grafoskop in
računalnik. @al teh ugotovitev ne moremo podkrepiti z izkušnjami iz
prakse, ki kažejo na to, da so učni mediji pri prostorskem oblikovanju
redko prisotni. Učitelje bi morali skozi proces permanentnega izobraževanja
ustrezno motivirati za uporabo sodobnih učnih medijev. Z uporabo multimedijev
bi prostorsko oblikovanje kot področje pridobilo vidnejše mesto pri
pouku likovne vzgoje in bi lahko pomembno vplivalo na razvijanje prostorskih
predstav oziroma na prostorsko inteligenco pri učencih.
| ABSTRACT - Through their work in spatial design,
pupils learn expressions such as space, shape and size of space etc.
They develop their ability to observe various types of space, and
their skills in shaping and arranging different spaces, improve their
orientation and learn to comprehend relations in space. Observation
of various spaces and movement in space play an important role in
this. Hence, the teacher should use methods which enable the
pupil to obtain as much information on a particular space as possible.
When movement in a certain space is not possible, the teacher can
use specific media to introduce to the pupil a certain spatial design
concept. The aim of our research was to determine which teaching media
are being used by teachers of art classes and how frequently. The
target group in our research were the teachers of first five grades
of elementary school. The results showed that teachers most commonly
use photographs from books and schoolbooks or overhead projector and
computer. Unfortunately, our conclusions cannot be substantiated by
our experiences in practice. These namely show that the teaching
media are in fact rarely present in spatial design. Teachers should
be motivated to use up-to-date teaching media throughout permanent
education. By using multimedia, spatial design would also gain in
importance and could significantly contribute to the development of
spatial notions and spatial intelligence of pupils.
|
|
BIBLIOSVETOVANJE (BIBLIOTERAPIJA) V ŠOLI
| BIBLIOCOUNSELING (BIBLIOTHERAPY) IN SCHOOL
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.3:028.8:615.85
| UDC 371.3:028.8:615.85
DESKRIPTORJI: biblioterapija, bibliosvetovanje, šolski svetovalni delavci, šolski knjižničarji, primarna preventiva
| DESCRIPTORS: bibliotherapy, bibliocounseling, school counsellors, school librarians and primary prevention
|
| POVZETEK - Biblioterapija je tehnika dela, ki se je
do sedaj največ pojavljala v kliničnem okolju, zato je kot taka za
šolsko okolje neprimerna. Ker pa ima svoje temelje v bibliotekarski
stroki in svetovanju, sta v šolskem kontekstu šolska knjižnica in
šolska svetovalna služba tista šolska podsistema, ki ju povežemo z
biblioterapijo. Pri opredeljevanju njenega mesta v šoli se pojavijo
potrebe po novi opredelitvi terminologije, vsebine pojma in problematiki
vloge obeh šolskih podsistemov. Bibliosvetovanje v šolskem svetovalnem
delu predstavlja nedirektivno metodo primarne preventive. Pri opredeljevanju
vloge šolskega knjižničarja in šolskega svetovalnega delavca tako
izhajamo iz njunega formalnega, natančneje dodiplomskega izobra-ževanja
ter značilnosti bibliosvetovanja kot procesa. Njune strokovne
kompetence so izhodišče za prevzemanje odgovornosti v posameznih fazah
priprave in izvajanja programa svetovanja.
| ABSTRACT - Bibliotherapy is a working technique
which has been common in the clinical environment and is as such inappropriate
for the school environment. But since it has its roots in librarianship
and counselling, the school library and the school guidance service
are the two school subsystems which we connect with bibliotherapy.
Determining an appropriate place for bibliotherapy in the school environment
has caused the need for a new definition of terminology, the
content of the concept and the problem of the roles of both school
subsystems. Bibliocounseling in school educational and vocational
guidance represents a non-directive therapy in the primary prevention.
The definition of the role of the school librarian and school counsellor
is based on their formal or more precisely their undergraduate education
and characteristics of bibliocounseling as a process. Their professional
competence is the basis for assuming responsibility at individual
stages of preparation and implementation of the counselling program.
|
|
SAMOPODOBA NADARJENIH UČENCEV
| SELF-IMAGE OF GIFTED AND TALENTED PUPILS
|
| Pregledni znanstveni članek
| Author review
|
| UDK 37.011.3-056.45-057.87:159.923.2
| UDC 37.011.3-056.45-057.87:159.923.2
DESKRIPTORJI: nadarjenost, samoocene, osnovnošolci
| DESCRIPTORS: talentedness and giftedness, self-evaluation and pupils (aged 6 to 14)
|
| POVZETEK - V raziskavi smo želeli ugotoviti razlike
v samopodobi med nadarjenimi učenci in njihovimi vrstniki. Sodelovalo
je 56 učencev četrtih in petih razredov iz treh devetletnih osnovnih
šol. Od tega je bilo 28 učencev identificiranih kot nadarjeni učenci.
Rezultati so pokazali, da obstajajo pomembne razlike med nadarjenimi
učenci in njihovimi vrstniki v samoocenah na področju akademske kompetentnosti
ter sprejetosti s strani učitelja. Na področju akademske kompetentnosti
se nadarjeni učenci višje ocenjujejo kot vrstniki, na področju sprejetosti
s strani učitelja se ocenjujejo nižje. Na preostalih merjenih področjih,
in sicer umetniško estetske kompetentnosti in interesa za umetniško
dejavnost, anksioznosti, negativnega obnašanja ter motorične kompetentnosti
pa razlike v samoocenah niso pomembne.
| ABSTRACT - The aim of the research was to find out
differences in the self-image between gifted and talented pupils and
their peers. There were 56 fourth- and fifth-class pupils from 3 different
9-year elementary schools who participated in the research. 28 of
them were classified as gifted and talented pupils. The results have
shown that there are significant differences between gifted and talented
pupils and their peers in the field of academic competence and acceptance
by the teacher. Self-evaluation of gifted and talented pupils in the
field of academic competence is higher than that of their peers, but
in the field of acceptance by the teacher, self-evaluation of gifted
and talented pupils is lower than that of their peers. Differences
in other fields such as artistic aesthetic competence, interest in
artistic activity, anxiety, negative behaviour and motor competence
are not significant.
|
|
STALIŠČA UČITELJEV O GLASBENI TALENTIRANOSTI
| MUSICAL TALENT AND VIEWS OF THE CLASS TEACHERS
|
| Pregledni znanstveni članek
| Author review
|
| UDK 37.011.3-056.45-057.87:159.923.2
| UDC 37.011.3-056.45-057.87:159.923.2
DESKRIPTORJI: glasbena talentiranost, nadarjenost, glasbene sposobnosti, glasbena ustvarjalnost, glasbena improvizacija, delo z glasbeno talentiranimi učenci, faktorska analiza
| DESCRIPTORS: musical talent, talent, gift, musical abilities, musical creativity, musical improvisation, work with musically talented students, factorial analysis
|
| POVZETEK - Članek obravnava terminologijo, temeljne
dokumente, definicije in teoretska spoznanja številnih domačih in
tujih avtorjev s področja glasbene talentiranosti. Posebna pozornost
je namenjena glasbenim sposobnostim, glasbeni ustvarjalnosti in improvizaciji.
Dobro poznavanje teh področij je nujno za uspešno delo z glasbeno
talentiranimi učenci in raziskovanje področja glasbene talentiranosti.
Glavni problem raziskave je bil proučiti stališča učiteljev razrednega
pouka s področja glasbene talentiranosti in morebitne statistično
značilne razlike v stališčih učiteljev, razdeljenih glede na dobo
poučevanja predmeta glasbena vzgoja (manj izkušeni in izkušeni
učitelji). Med obema skupinama učiteljev večinoma ne prihaja do statistično
značilnih razlik v stališčih. V faktorski analizi je bilo estrahiranih
pet faktorjev, ki smo jih poimenovali: (1) motivacija glasbeno talentiranih
učencev, (2) skrb šole za glasbeno talentirane učence, (3) pogoji,
ki jih ima glasbeno talentiran učenec v primarnem socialnem okolju,
(4) prilagajanje metod in oblik dela in (5) prepoznavanje talenta
glasbeno talentiranih učencev. Poleg učitelja in njegovih aktivnosti
predstavljajo ti faktorji pomembna področja pri delu z glasbeno talentiranimi
učenci. Članek prinaša nova spoznanja ter predloge za izboljšanje
glasbenopedagoškega dela v Sloveniji.
| ABSTRACT - The article focuses on terminology,
main documents, definitions and theoretical conclusions of many Slovenian
and foreign authors from the field of musical talent. Special attention
is dedicated to musical abilities, musical creativity and improvisation.
Good knowledge of these areas is crucial for a successful work with
musically talented students and research of the field of musical talent.
The main problem of the research was to study the views of the class
teachers on musical talents and statistically characteristic differences
in the views of teachers who were divided into groups on the basis
of the length of teaching Musical Education (/less experienced. and
/experienced. teachers). Generally, there are no statistically characteristic
differences in the views of both groups of teachers. On the basis
of the factorial analysis the following five factors have been extracted:
(1) motivation of musically talented students, (2) school care for
musically talented students, (3) conditions of the musically talented
student in his/her primary social environment, (4) adjustment of methods
and forms of teaching and (5) the recognition of musically talented
students. Apart from the teacher and his/her activities, these factors
represent important areas of work with musically talented students.
The article introduces new cognitions and suggestions about improving
the musical-pedagogical work in Slovenia.
|
|
VLOGA IN POMEN UČITELJEV PRI ODKRIVANJU NADARJENIH UČENCEV
| ROLE AND MEANING OF TEACHERS IN IDENTIFYING GIFTED AND TALENTED PUPILS
|
| Pregledni znanstveni članek
| Author review
|
| UDK 371.2:373.3:002
| UDC 371.2:373.3:002
DESKRIPTORJI: nadarjeni učenci, razvoj nadarjenih, koncept odkrivanja in dela z nadarjenimi, učiteljeva vloga
| DESCRIPTORS: gifted and talented pupils, progress of gifted and talented, concept of identifying and working with gifted and talented, role of the teacher
|
| POVZETEK - V zadnjem času vse večji poudarek namenjamo
tudi nadarjenim učencem. Vsem nam je jasno, da je delo z nadarjenimi
učenci pomembno za njihov nadaljnji razvoj, zato je izrednega pomena,
da so pravočasno odkriti. V raziskavi nas je predvsem zanimalo, kakšno
je stališče učiteljev glede pomembnosti njihove vloge pri odkrivanju
nadarjenih učencev, kako pomembno se jim zdi izobraževanje na tem
področju, kako dobro poznajo Koncept odkrivanja in dela z nadarjenimi,
kje vidijo probleme pri odkrivanju nadarjenih učencev ter kako pomembni
se jim zdijo nekateri kriteriji za odkrivanje nadarjenih učencev.
| ABSTRACT - Recently, a greater emphasis has been
given to gifted and talented pupils. We all know that working
with them is important for their further progress. Therefore it is
of crucial importance to identify gifted and talented pupils as soon
as possible. The aim of our research was to find out the point
of view of the teachers regarding the importance of their role in
identifying gifted and talented pupils, how important is education
in this field in their opinion, how well they are familiar with the
Concept of Identifying and Working with Gifted and Talented Pupils,
where they see the problems and how important they find some of the
criteria to identify gifted and talented pupils.
|
|
RAZLOGI ZA IZBIRO POKLICA VZGOJITELJICA PREDŠOLSKIH OTROK
| REASONS FOR CHOOSING THE PROFESSION OF A PRESCHOOL TEACHER
|
| Pregledni znanstveni članek
| Author review
|
| UDK 331.548;37.048.4;371.12:373.2
| UDC 331.548;37.048.4;371.12:373.2
DESKRIPTORJI: motivi za izbiro študija, prepriča-nost v izbiro poklica, pričakovanja glede pridobljenih znanj in spretnosti v času študija.
| DESCRIPTORS: motives for the choice of studies, confidence in the choice of profession, expectations regarding acquired skills and knowledge during studies
|
| POVZETEK - Namen prispevka je prikazati razloge
za izbiro poklica bodočih vzgojiteljic/vzgojiteljev, njihovo
prepričanost v ustrezno izbiro študija in njihova pričakovanja o pridobitvi
znanj in spretnosti, potrebnih za opravljanje izbranega poklica. Podatke
smo zbrali z anketnim vprašalnikom, s katerim so študentke/študenti
visokošolskega strokovnega programa Vzgojitelj predšolskih otrok
ocenjevali motive za odločanje za poklic, mnenja o prepričanosti v
ustreznost izbire bodočega poklica in njihova pričakovanja glede pridobitve
znanj in spretnosti med študijem, potrebnih za bodoče delo. Pri
zasnovi študije smo izhajali iz že opravljenih raziskav o motivacijskih
dejavnikih izbire študija vzgojiteljica/vzgojitelj predšolskih otrok
in učiteljica/učitelj. Pričakovali smo, da bodo med motivi za izbiro
poklica bodočih vzgojiteljic/vzgojiteljev prevladovali notranji motivacijski
dejavniki (altruistični in samouresničitveni). Glede prepričanosti
v ustreznost poklica ugotavljamo, da je večina vprašanih prepričana
v ustrezno izbiro bodočega poklica. Rezultati analize razlik med študentkami
posameznih letnikov kažejo, da so študentke prvega letnika v večji
meri kot študentke drugega in tretjega letnika prepričane, da bodo
pedagoško-psihološka in didaktično-metodična znanja pridobile v celoti
že v času študija.
| ABSTRACT - The following article presents pre-
school teachers' reasons for choosing their profession, their confidence
in the correct choice of studies and their expectations concerning
the acquisition of knowledge and skills necessary for pursuing their
chosen profession. The data has been collected by survey questionnaires
filled in by the students of the pre-school teacher higher education
programme. The participants have evaluated their motives for
the choice of profession, their beliefs regarding the correct choice
of their future profession and their expectations concerning the acquisition
of knowledge and skills necessary for pursuing their chosen profession.
We expected that internal motivational factors (altruistic and self-realization)
shall predominate among motives for the choice of profession. In reference
to confidence in the suitability of their profession, we established
that most of the participants believe that they have made the right
decision. The results of the analysis of differences among students
have shown that the first-year students are more convinced that they
will acquire pedagogical-psychological and didactical-methodical skills
entirely during their study period as compared to second- and third-year students.
|
|
VPLIV ETNIČNE/RASNE PRIPADNOSTI NA TELESNO SAMOPODOBO, PREDSTAVO O IDEALNEM TELESU TER TELESNO TEŽO
| INFLUENCE OF ETHNICAL AND RACIAL BELONGING ON BODY IMAGE
|
| Pregledni znanstveni članek
| Author review
|
| UDK 159.923.2:316.347
| UDC 159.923.2:316.347
DESKRIPTORJI: etnična/rasna pripadnost, telesna samopodoba, telesna teža, predstava o idealnem telesu, nezadovoljstvo s telesom, akulturacija, socialno-ekonomski status
| DESCRIPTORS: ethnicity/race, body image, body mass index, body ideals, body dissatisfaction, acculturation, socio-economical status
|
| POVZETEK - Članek predstavlja kratek pregled
raziskav, ki so nastale na področju ugotavljanja vpliva etnične/rasne
pripadnosti na telesno samopodobo, predstave o idealnem telesu in
telesno težo, predvsem na območju ZDA. Predstavljeni sta dve glavni
skupini raziskav, od katerih prva dokazuje obstoj korelacije med etnično/rasno
pripadnostjo, telesno samopodobo in indeksom telesne mase, drugi sklop
raziskav pa poskuša dokazati, da je vpliv drugih demografskih dejavnikov
(starost, telesna teža, stopnja akulturacije, socialno-ekonomski status,
spol) pomembnejši pri oblikovanju posameznikove predstave o lastnem
telesu in telesnih idealih. V raziskavi so predstavljene tako prednosti
kot slabosti enega in drugega sklopa raziskav.
| ABSTRACT - The article presents the overview of
different science research on ethnical/racial influence on body image,
ideal body image and body mass index in the USA. There are two main
theoretical groups of research: the first group tries to prove the
existence of correlation between ethnical and racial minority groups
and the specific body image, ideal body and BMI, while the second
group of researches tries to show that there are other demographic
variables (age, body mass index, level of acculturation, socio-economical
status, gender) which have a stronger influence on specific body perceptions
than ethnical and racial affiliation. The article presents the good
and the bad sides of both theories.
|
|
UČENJE TUJEGA JEZIKA V PRVI TRIADI
| FOREIGN LANGUAGE LEARNING IN THE FIRST THREE YEARS OF PRIMARY SCHOOLING
|
| Strokovni članek
| Professional paper
|
| UDK 373.3:81'243=111
| UDC 373.3:81'243=111
DESKRIPTORJI: učenje in poučevanje angleščine kot drugega tujega jezika, predšolsko obdobje, prva triada osnovnošolskega izobraževanja, konvergentna pedagogika
| DESCRIPTORS: learning and teaching English as a second foreign language, preschool period, first three years of primary schooling, convergent thinking and pedagogical strategies
|
| POVZETEK - Vemo, da je bilo veliko napisanega in rečenega
o pomenu tujega jezika že v predšolskem obdobju. Otroci so v tem življenjskem
obdobju kot gobe, ki srkajo vsakršno znanje, ki prihaja iz okolice.
Kaj se zgodi v prvi triadi? Ali so še vedno pripravljeni na takšno
dojemanje? Ali učenja ne bodo sprejemali kot nekaj, kar jim postaja
šolska obveza? Šole, ki tako prakso že uveljavljajo, na uvajanje tujega
jezika v tem obdobju gledajo s pozitivne strani in so nad rezultati
navdušeni.
| ABSTRACT - Many words have been spoken and written
regarding the importance of learning a foreign language in the preschool
period. Children in this period are like a sponge and embrace and
absorb all new knowledge in their near environment. What happens in
the first three years of schooling? Are pupils still ready for such
perception? Will they not accept the learning of a foreign language
as a school obligation? The schools that are involved in such a practice
and have already introduced a foreign language in the preschool period
have a positive view and are very satisfied with the results.
|
|
NOVI MEDIJI IN RAZVOJ ŠTUDIJA NA DALJAVO
| NEW MEDIA AND THE DEVELOPMENT OF DISTANCE LEARNING
|
| Strokovni članek
| Professional paper
|
| UDK 37:004.738.5
| UDC 37:004.738.5
DESKRIPTORJI: študij na daljavo, izobraževanje, učenje, znanje, novi mediji
| DESCRIPTORS: distance learning, education, learning, knowledge, new media
|
| POVZETEK - Avtorica poudarja vlogo in pomen znanja,
ki ga pridobi posameznik kot rezultat učnega procesa in izkušenj.
Ugotavlja, da oblika izobraže-vanja, kot je študij na daljavo, zagotovo
prispeva k večji kakovosti učenja in vodi k razvoju inovativne, dinamične
in na znanju temelječe družbe. Z znanjem posameznik obvladuje spremembe,
rešuje probleme in tudi ustvarja novo znanje. Tradicionalne učne prakse
se soočajo z novimi okoliščinami, pojavljajo se nove, moderne tehnologije,
ki omogočajo hitro in kvalitetno implementacijo znanja. Središče učnega
procesa pri študiju na daljavo je učenec, ne pa učitelj ali izobraževalna
ustanova. Glavni cilj študija na daljavo je povečati kvaliteto življenja
ljudi, njihovo konkurenčnost na trgu delovne sile in zagotoviti večjo
gospodarsko rast. Intelektualni kapital je tisti, ki predstavlja največji
kapital vsake družbe, in znanje je tisti ključni dejavnik uspeha vseh,
ki se tega zavedajo. Fleksibilnost, odprtost in pripravljenost ljudi
slediti novim informacijskim rešitvam oblikujejo primerno okolje za
razvijanje in odločitev posameznika za študij na daljavo.
| ABSTRACT - The author of this article wants
to emphasize the role and importance of knowledge acquired by the
individual as a result of a learning process and experiences. She
establishes that a form of education such as distance learning contributes
to a higher quality of learning and leads to the growth of a more
innovate, dynamic society based on knowledge. The individual uses
knowledge to cope with changes, solve problems and create new knowledge.
Traditional learning practices are confronted with new circumstances
and new and mo-dern technologies which enable fast and quality implementation
of knowledge are being developed. The centre of a learning process
in distance learning is the student, not the teacher or the educational
institution. The main goal of distance learning is to increase the
quality of peoples' lives, their competitive position in the labour
market and to ensure a higher economic growth. Intellectual capital
is the highest capital of each society and knowledge is the key factor
of success of everybody who is aware of this. Flexibility, openness
and willingness of people to follow new informational solutions form
a favourable environment in which the individual can develop and chose
in favour of distance learning.
|
|
O POSLUŠANJU
| ABOUT LISTENING
|
| Strokovni članek
| Professional paper
|
| UDK 373.2:612.85
| UDC 373.2:612.85
DESKRIPTORJI: govorna komunikacija, poslušanje, razumevanje, urjenje
| DESCRIPTORS: verbal communication, listening, understanding and training
|
| POVZETEK - Avtorica poroča o pomenu poslušanja v predšolskih
ustanovah in v osnovni šoli. Ob tem opredeljuje govorno-poslušalsko
komunikacijo ter izpostavi pomen poslušanja z razumevanjem in razvoj
sposobnosti poslušanja. Na koncu poda tudi nekaj praktičnih vaj.
| ABSTRACT - The author of this article writes about
the meaning of listening in pre-school institutions and in elementary
school. At the same time, the author defines verbal-listening communication
and emphasizes the meaning of listening with understanding and the
development of listening ability. At the end of the article, there
are some practical exercises.
|
|
ALPSKO SMUČANJE OTROK S CEREBRALNO PARALIZO
| ALPINE SKIING FOR CHILDREN WITH CEREBRAL PALSY
|
| Strokovni članek
| Professional paper
|
| UDK 796.926:616.831-009.11-053.2;376:796.926
| UDC 796.926:616.831-009.11-053.2;376:796.926
DESKRIPTORJI: cerebralna paraliza, alpsko smu-čanje, timsko delo
| DESCRIPTORS: cerebral palsy, alpine skiing, team work
|
| POVZETEK - Slovenci smo v smučanju velik narod. To
ne dokazujejo le uspehi naših tekmovalcev v svetovnem merilu. Uspehi
posamezne športne panoge se kažejo v njeni razširjenosti med ljudmi.
Gorenjsko društvo za cerebralno paralizo že od leta 1978 organizira
šole smučanja otrok in mladostnikov s cerebralno paralizo. Pri
njihovem učenju smučanja izhajamo iz slovenske šole smučanja, ki je
namensko prilagojena delu z gibalno oviranimi. Vloga timskega dela
v procesu učenja smučanja je za napredek otrok v tovrstni športni
panogi nepogrešljiva. Izpostavljeni so pozitivni vplivi športne aktivnosti
na osebe s cerebralno paralizo in prednosti, ki jih s seboj prinaša
ukvarjanje s tovrstno športno panogo. Pozitivni vplivi redne vadbe
so pomembni tako za telesni, psihološki kot tudi socialni razvoj otroka.
Nenazadnje pa je bolj kot sam napredek otrok v tej športni panogi
pomembno druženje, zabava in sproščenost na snegu, preživljanje prostega
časa v naravi, proč od enoličnega vsakdana in na svežem zraku. Končni
cilj učenja smučanja je naučiti otroka s cerebralno paralizo smučati
do take mere, da bo lahko nekoč smučal varno in samostojno, v družbi
svojih vrstnikov, družinskih članov ali prijateljev.
| ABSTRACT - The Slovenians are a great ski nation.
This has been proved many times by several successful Slovenian world
cup competitors as well as by the popularity of this sport among the
people. The Cerebral Palsy Association of the Gorenjska Region has
organised ski schools for children and youth with cerebral palsy since
1978. Ski training of children with cerebral palsy is based on the
Slovenian ski school which is specially adapted to work with persons
with motor disorders. The role of teamwork in the ski learning process
is inevitable for the progress of children in this branch of sport.
In this article, positive influences of a sport activity on persons
with cerebral palsy as well as the advantages gained through participation
in ski activities are emphasized. Positive influences of regular exercise
are important for child's physical, psychological as well as sociological
development. But the real importance is not the progress itself; it
is socialising, fun and relaxation in the snow, spending free time
in the nature, in the fresh air and away from the monotonous everyday
life. The final goal of ski learning is to teach a child with cerebral
palsy to be able to ski safely and independently in the company of
his/her peers, friends or family members.
|
|
VPLIV POKLICA IN DRUŽBENIH DEJAVNIKOV NA SOCIALNI STATUS BREZPOSELNEGA V DRUŽBI
| INFLUENCE OF PROFESSIONAL AND SOCIAL ELEMENTS ON THE SOCIAL STATUS OF UNEMPLOYED
|
| Strokovni članek
| Professional paper
|
| UDK 331.54
| UDC 331.54
DESKRIPTORJI: brezposelnost, družbeni status, stratifikacijski sistem, spol, starost
| DESCRIPTORS: unemployment, social status, stratifi-cation system, gender, age
|
| POVZETEK - Večina teoretikov dolgotrajno brezposelne
uvršča na dno stratifikacijskega sistema, vendar pa o brezposelnih
v Območni službi Velenje kot o pripadnikih razrednega dna ne
moremo govoriti, vsaj ne glede na njihove lastne ocene, saj v večini
primerov trdijo, da pripadajo srednjemu razredu in da imajo povprečen
življenjski standard. Zastavlja se sicer vprašanje idealiziranja lastnega
stanja, pa vendar tudi drugi kazalci in druge raziskave v Sloveniji
kažejo na to, da dolgotrajno brezposelnega pri nas ne moremo avtomatično
uvrstiti na dno družbene lestvice. Pričakovali bi, da je družbeni
položaj brezposelnih, posebej tistih, ki so brezposelni daljši čas,
precej nizek oziroma na robu margine ali v njej, a v večini primerov
temu ni tako. Posameznikov status je namreč poleg zaposlitve odvisen
tudi od drugih dejavnikov, ki se pri brezposelnih še posebej izpostavijo.
Govorimo o starosti, spolu, etničnih skupinah in stratifikacijskem
sistemu. Vsak dejavnik vpliva na položaj posameznika, pri čemer so
najbolj izpostavljeni mladi, ženske, pripadniki etnične manjšine in
tisti, ki jih uvrščamo v razredno dno.
| ABSTRACT - Most theoreticians classify the
unemployed at the bottom of the stratification system. However, we
cannot speak about the unemployed in the Regional Service Velenje
as belonging to the social bottom, at least not according to their
own evaluation, as they in most cases maintain that they belong to
the middle class and that they have an average living standard. One
can wonder about such an idealization of someone's condition, however,
there are other indexes and research in Slovenia which points out
that the unemployed of long duration cannot be automatically classified
at the bottom of the social scale. It would be expected that
the social situation of the unemployed, especially those unemployed
for a longer time, is at the edge of the marginalia or even in it,
but it is not so in the majority of cases. The status of an individual
depends on the employment and on several other elements which play
an even greater role in case of the unemployed. These are age, gender,
ethnical groups and the stratification system. Each of the above influences
the position of the individual, whereby the most affected members
of society are young people, women, members of ethnical minorities,
and those classified at the social bottom.
|
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