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MAPA UČENČEVIH IZDELKOV KOT OBLIKA SPREMLJANJA PRI OPISNEM OCENJEVANJU
|
PORTFOLIO AS A FORM COLLECTING AND RECORDING OF PUPILS' ACHIEVEMENT
WITHIN DESCRIPTIVE FORM OF ASSESSMENT
|
| Izvirni znanstveni članek
|
Original scientific paper
|
| UDK 371.26
|
UDC 371.26
|
DESKRIPTORJI: mapa učenčevih izdelkov, avtentično ocenjevanje,
proces učenja, samorefleksija, samovrednotenje, metakognicija
|
DESCRIPTORS: portfolio, authentic assessment, recording
achievement, learning process, self-reflection, self-evaluation,
metacognitioin
|
POVZETEK - Potreba po odmiku od klasične, psihometrične
paradigme na področju preverjanja in ocenjevanja znanja in nekaj bistvenih
značilnosti nove paradigme predstavlja okvir za predstavitev enega
od tipičnih primerov za avtentične (pristne) oblike preverjanja in
ocenjevanja znanja: portfolio ali mapa učenčevih izdelkov.
Opisane so temeljne značilnosti in napotki za vodenje mape učenčevih
izdelkov, možne pomanjkljivosti ter bistvene prednosti, med katerimi
je poleg avtentičnosti še povezava z učenjem, poučevanjem in ocenjevanjem,
možnosti učenca in učitelja za vpogled v proces učenja, možnosti za
boljše spoznavanje učenca in njegovih kognitivnih procesov ter dobra
podlaga za komunikacijo učitelja in učenca s starši. Vključenost
učencev v nastajanje mape poveča občutek (so)odgovornosti za rezultate
učenja, spodbuja tudi razvoj refleksije in s tem razvoj metakognitivnih
strategij.
|
ABSTRACT - The assessment paradigm shift, from psychometrics
to a model of educational and responsive assessment is discussed
as a framework for broader range of different, authentictic forms
of assessment.
The portfolio is presented as one of the assessment alternatives,
which has a realistic context (is authentic), provides continuous
and ongoing information on how students are doing in order to
integrate assessment with instruction and learning and to encourage
student engagement in learning and his/her responsibility
for and control of learning. Including self-reflection, portfolio
encourages and develops students' metacognitive skills.
The portfolio can also play the role of an instructional tool, is
an "insight into the student's mind" and the most effective aid for
communication between teachers, pupils and parents. Some portfolio
characteristics, possible problems and design considerations are also
discussed within the article.
|
|
DIDAKTIČNI POJEM MEDIJA
|
DIDACTIC CONCEPT OF MEDIA
|
| Izvirni znanstveni članek
|
Original scientific paper
|
| UDK 371.68:371.3
|
UDC 371.68:371.3
|
DESKRIPTORJI: medij, učni medij, prenos didaktičnih funkcij,
učne metode, socialne oblike, didaktično polje
|
DESCRIPTORS: medium, teaching media, transfer of didactic
functions, methods and social teaching forms, didactic field
|
| POVZETEK - Pojem medij se pogosto uporablja v družbenem,
strokovno-poklicnem in zasebnem življenju. Pri interpretaciji pojma
zasledimo v literaturi zelo različne pomene. V okviru našega preučevanja
smo navedli in komentirali nekatere pogoste in v literaturi nam dostopne
definicije. Na osnovni analize nastajanja in oblikovanja pojmov
medij in učni medij smo oblikovali naše razumevanje pojma učni medij,
ki smo ga povezali s področjem komunikacije in ustrezno didaktično
funkcijo, vse skupaj pa s procesom prenosa didaktičnih funkcij od
personalnih na nepersonalne medije.
|
ABSTRACT - The term "medium" is often used in a social,
professional and private context. Professional literature gives quite
disparate definitions of the term. For the purposes of our research,
we quoted and commented on some of the most common and well-known
definitions. Analyzing the genesis of the terms "medium" and "teaching
medium", we formulated our understanding of "teaching media", which
we applied to the area of communication and appropriate didactic function.
All of it was then applied to the transfer of didactic functions from
the personal to the nonpersonal media.
|
|
RAVNATELJ IN UČITELJEVO INOVIRANJE UČNE PRAKSE
|
HEADMASTER AND TEACHER'S INNOVATIVE TEACHING PRACTICE
|
| Strokovni članek
|
Professional paper
|
| UDK 371.11
|
UDC 371.11
|
DESKRIPTORJI: ravnatelj, inoviranje, stil vodenja, učiteljeva
inovativnost
|
DESCRIPTORS: headmaster, innovation, style of management,
teacher's innovativity
|
| POVZETEK - Ravnatelj ima v procesu učiteljevega inoviranja
pomembno vlogo. Gre za izredno zahtevno in manj raziskano področje,
ki se je postopoma spreminjalo od ravnateljeve funkcije organizatorja
k spodbujevalcu in sooblikovalcu inovacijam naklonjene zbornične klime.
Avtorica v članku poroča o rezultatih raziskave ravnateljevega vpliva
na učiteljevo inoviranje.
|
ABSTRACT - In the process of teacher's innovative activity,
the headmaster plays an important part. This is an extremely challenging
yet poorly researched area, which has gradually changed. Formerly,
the headmaster's function was that of an organizer, now he is the
person who encourages innovativity and helps to create an innovation
friendly atmosphere among his staff. The article reports about research
results regarding the headmaster's influence on teacher's innovative
activity.
|
|
ZGODOVINSKI ODNOS DO EKOLOGIJE IN EKOLOŠKEGA IZOBRAŽEVANJA
|
HISTORICAL RELATIONSHIP TO ECOLOGY AND ECOLOGICAL EDUCATION
|
| Referat na znanstvenem posvetovanju
|
Conference paper
|
| UDK 504(091)
|
UDC 504(091)
|
DESKRIPTORJI: ekologija, zgodovinski pristop, učni
predmeti
|
DESCRIPTORS: ecology, historical approach, school subjects
|
| POVZETEK - Čeprav se o ekoloških vprašanjih veliko govori
in piše, je ekološko-zgodovinski pristop pri tem še zmeraj zapostavljen.
Pri pouku zgodovine je zanemarjen ekološki vidik zgodovinskih dogodkov,
vendar to velja tudi za odnos zgodovinske znanosti do njenega predmeta.
Avtor ugotavlja, da samo z naravoslovnim pristopom ekoloških problemov
ni mogoče rešiti. V resne ekološke raziskave je treba vgraditi ekološko-zgodovinski
pristop. Zato mora pouk zgodovine med drugim vključevati tudi
ekološko-zgodovinski vidik.
|
ABSTRACT - Although ecological problems are widely discussed
and written about, the ecological and historical approach to them
has so far been neglected. In history lessons, the ecological aspects
of historical events have been ignored, which is also true of the
relationship of history as a science towards history as a school subject.
The author believes ecological problems to be unsolvable applying
the naturalistic approach only. Serious ecological research has to
incorporate amongst other also the ecological and historical approach.
|
|
ŠTUDIJA PRIMERA PRI GEOGRAFIJI
|
CASE STUDY OF A GEOGRAPHY LESSON
|
| Strokovni članek
|
Professional paper
|
| UDK 372.891
|
UDC 372.891
|
DESKRIPTORJI: študija primera, izbor metode, izbor
vsebine, samostojno učenje, lastni zaključki
|
DESCRIPTORS: case study, choosing the method, choosing
the content, independent learning, own conclusions
|
| POVZETEK - V sestavku so prikazane študije primera ob
računalniškem gradivu, ob strokovni literaturi in raziskovalna naloga.
O primeru zbere učenec potrebne podatke, jih analizira in napiše poročilo.
Ob tem ga navajamo na raziskovanje, samostojnost, aktivnost in načrtnost.
Geografske snovi so za študije primera primerne, pri čemer gre za
spoznavanje problematike tako po vsebini kot tudi po metodi dela.
|
ABSTRACT - The article presents case studies using computer
material, professional literature and research work. The learner assembles
facts about the case, analyses them and writes a report. In this way
he learns to do research work, becomes independent, is active and
learns to plan. Geographical topics are suitable for case studies,
where one becomes familiar with the content of the problem as well
as the working method.
|
|
POUK GEOGRAFIJE NA RAZREDNI STOPNJI V ZDA IN NA MADŽARSKEM
|
GEOGRAPHY LESSON AT PRIMARY LEVEL IN THE USA AND HUNGARY
|
| Strokovni članek
|
Professional paper
|
| UDK 372.891
|
UDC 372.891
|
DESKRIPTORJI: spoznavanje družbe, geografske učne
vsebine
|
DESCRIPTORS: social studies, geographical topics
|
POVZETEK - Šolski predmet spoznavanje družbe je v zadnjih
petdesetih letih doživljal številne spremembe. Obenem pa smo v preteklosti
poizkušali spreminjati tudi didaktični pristop pri izboru učnih ciljev
in vsebin ter pri njihovih metodičnih izpeljavah.
V svetu ta predmet koncipirajo na različne načine. Bodisi kot del
interdisciplinarnega predmeta (ZDA) ali pa ga korelirajo z enopredmetnimi
povezavami (Madžarska). Obe za predstavitev izbrani državi se med
seboj razlikujeta po učnem pristopu in tudi po izboru učnih tem.
|
ABSTRACT - Social studies as a school subject have in
the past 50 years gone through numerous changes. In the past we have
also tried to change the didactic approach in deciding about its aims
and content as well as its application.
Around the world the subject has been conceived differently.
Either as a cross-curriculum subject (USA), or correlated with
one subject (Hungary). The two countries chosen for comparison differ
in the approach as well as in the selected topics.
|
|
PROBLEMSKO IZVAJANJE POUKA TEHNIČNE VZGOJE V OSNOVNI ŠOLI
|
PROBLEM SOLVING IN TECHNICAL EDUCATION AT PRIMARY LEVEL
|
| Strokovni članek
|
Professional paper
|
| UDK 372.862.371.3
|
UDC 372.862.371.3
|
DESKRIPTORJI: problemski pouk, tehnična vzgoja
v osnovni šoli, didaktično-metodični napotki
|
DESCRIPTORS: problem lesson, tehnical education in primary
school, didactic methodical instructions for the classroom work
|
| POVZETEK - Pogosto je pouk tehnične vzgoje v osnovni šoli
šablonski in zato dokaj neustvarjalno usmerjen. Da bi poskušali to
"stereotipnost" razbliniti in popolnoma izkoristiti potenciale učencev,
moramo korenito spremeniti pristop in samo izvedbo vzgojno-izobraževalnega
dela pri omenjenem predmetu. Pretežno enosmerni učni proces je treba
spremeniti v dvosmernega, pri tem pa upoštevati številne dejavnike,
ki vodijo v nastanek problemske situacije kot ene izmed najvišjih
oblik aktivnega ter uspešnega pouka.
|
ABSTRACT - Technical education is in primary school
too often carried out as a routine which means that it does not stimulate
student's creativity. To overcome such a stereotype situation and
to make the best of student's potentials we must fundamentally change
the approach towards technical education and the realisation of the
educational process within the subject concerned. The one-way teaching
process should be transformed into a mutual interaction between the
teacher and his students. However a number of factors must be considered
that lead to the formation of a problem situation, as one of the highest
forms of an active and successful lesson.
|
|
POHIŠTVENA OPREMA ZA ZGODNJE UČENJE TEHNIKE
|
FURNITURE EQUIPMENT FOR EARLY TECHNICAL EDUCATION
|
| Strokovni članek
|
Professional paper
|
| UDK 372.364
|
UDC 372.364
|
DESKRIPTORJI: predšolska ustanova, delovni proces, pohištvena
oprema
|
DESCRIPTORS: pre-school establishment, working process,
furniture equipment
|
| POVZETEK - Avtor v svojem prispevku poroča o projektu
Ustvarjalni delovni proces v vzgojno-varstvenih organizacijah, ki
poteka na Pedagoški fakulteti v Mariboru. V sklopu projekta je nastala
tudi prototipna pohištvena oprema, ki so jo v eksperimentalnem kabinetu
dlje časa tudi preizkušali. V aktivnosti so bili vključeni tudi otroci
iz vzgojno-varstvene organizacije in njihove vzgojiteljice.
|
ABSTRACT - The author reports an Creative Working Process
in Training and Nursery Organizations project, which is being held
at the Faculty of Education in Maribor. As part of project prototype
furniture equipment has been developed, which is being tested in the
experimental cabinet over a period of time. Children from the nursery
organization and their early years teachers took part in the activities.
|
|
DIDAKTIČNI VZOREC MOŽNE OBRAVNAVE DRUŽBOSLOVNIH VSEBIN "SESTAVINE
IN DRUŽBENE NALOGE RELIGIJE"
|
DIDACTIC PARADIGM OF A SOCIAL STUDIES TOPIC "ELEMENTS
AND SOCIAL TASK OF RELIGION"
|
| Strokovni članek
|
Professional paper
|
| UDK 37.017.92
|
UDC 37.017.92
|
DESKRIPTORJI: religija, verska dogma, versko prepričanje,
kult, sekularizacija, profano
|
DESCRIPTORS: religion, religious dogma, religious belief,
cult, secularization, profane
|
| POVZETEK - Pričujoči tekst je namenjen obravnavi religioznih
družboslovnih vsebin. Le-te so zajete v didaktičnem vzorcu, opredeljenem
z naslovom "Sestavine religij - družbene naloge religije" pri predmetnem
področju sociologija. Avtorica v tekstu izpostavlja, da lahko učenec
(še) obogati svoja znanja o religijah, njihovih sestavinah in družbenih
nalogah. V didaktičnem vzorcu zajete vsebine lahko tudi navajajo učenca
na tolerantno komunikacijsko kulturo.
|
ABSTRACT - The article is about religious social science
contents. These are compiled in a didactic structure, defined with
the heading "Contents of religions - the social task of religion"
at the subject field of sociology. In the article the author emphasizes
that the learner may (even) enrich his knowledge about religion, its
contents and social task. In the author's didactic structure of compiled
contents it is also possible to make the learner familiar with a tolerant
communication culture.
|
|
CIRKUŠKA PEDAGOGIKA KOT DOŽIVLJANJE PUSTOLOVŠČINE
|
ON THE ROPE OVER AN ABYSS
|
| Strokovni članek
|
Professional paper
|
| UDK 37.02
|
UDC 37.02
|
DESKRIPTORJI: cirkuška pedagogika, doživljajska pedagogika,
notranje ravnotežje, strah
|
DESCRIPTORS: circus pedagogics, experiential pedagogics,
inner balance, fear
|
| POVZETEK - Cirkuška umetnost ima tudi pedagoški pomen.
V šoli imamo številne možnosti, da posredujemo odraščajočim otrokom
in mladostnikom pustolovska doživetja in gibalne izkušnje. Za to področje
vzgoje uporabljamo izraz doživljajska pedagogika. Članek prinaša kratek
oris cirkuških dejavnosti, ki jih lahko uporabimo v svojem delu z
mladino. Avtor opisuje tri dejavnosti - akrobatiko, žongliranje in
lovljenje ravnotežja, ki so zelo koristne za filobate in oknofile.
Pri tem tudi pokaže, kako lahko na elementarnem nivoju pedagoško uspešno
delujemo proti osiromašenim odnosom in gibalnemu ter doživljajskemu
siromaštvu kakor tudi proti strahu pred prihodnostjo.
|
ABSTRACT - There is educational value in circus art.
There are many possibilities of offering growing children and adolescents
adventurous experience and experience of movement. The term used for
this is experiential pedagogics. The text offers a short description
of circus activities. Acrobatics, juggling and balancing have a curative
effect on philobaths and ocnophiles. The text also shows how at a
very elementary level one can successfully counteract the empoverished
relationships of today's society and work against motor and experiential
poverty as well as against the fear of the future.
|
|
MEDSEBOJNA KOMUNIKACIJA Z UVELJAVLJANJEM RAZLIČNIH STANJ JAZA
|
RECIPROCAL COMMUNICATION AND THE ASSERTION OF DIFFERENT EGO STATES
|
| Strokovni članek
|
Professional paper
|
| UDK 371.12
|
UDC 371.12
|
DESKRIPTORJI: učitelj, učiteljevo vodenje, transakcijska
analiza, Harrisovi življenjski položaji
|
DESCRIPTORS: teacher, teacher's guidance, transactional
analyses, Harris' life states
|
| POVZETEK - Po človeški komponenti vodenja, ki je v pedagoškem
procesu izjemno pomembno, so za učiteljevo delo in strokovno napredovanje
potrebni samorefleksija, dejavni odnosi in varno ozračje. S poskusom
transakcijske analize, kjer gre za sistem razumevanja "jaz", postavljamo
hipotetično mišljenje, da lahko v različnih medsebojnih dejanjih uveljavimo
različna stanja jaza, kar vpliva na kakovost odnosa in komunikacijska
razmerja ljudi v komunikacijskem procesu.
|
ABSTRACT - According to the human component of guidance
which is extremely important in the teaching process, teacher's work
and his professional improvement require self- reflection, active
relations and a safe atmosphere. Transactional analysis, which
deals with a system of "ego" understanding, sets a hypothesis that
in various reciprocal acts different ego states are asserted which
influence the quality of the relationship and the communication relationships
among people involved in the communication process.
|
|
ANTROPOLOŠKA OSNOVA VZGOJE Z VIDIKA FRANKLOVE LOGOTERAPIJE
|
ANTHROPOLOGICAL EDUCATIONAL BASIS FROM THE VIEWPOINT OF FRANKL'S LOGOTHERAPY
|
| Pregledni članek
|
Review
|
| UDK 371.4
|
UDC 371.4
|
DESKRIPTORJI: svoboda posameznika, vzgoja za odgovornost,
usmerjenost v idealno
|
DESCRIPTORS: freedom for an invidual, education for
responsibility, orientation towards perfection
|
| POVZETEK - Sodobno naravnani pedagogi se ogrevajo za večjo
demokratičnost in ohlapnost šolskih sistemov. V veliko primerih pa
je svobodo posameznika zamenjala predrzna svoboda, ki ne vodi samo
v anarhijo, temveč v še posebno vidne patološke pojave današnjega
časa: agresijo, depresijo in različne oblike odvisnosti. Frankl je
še pred desetletjem napovedal takšen razvoj vedenja otrok in mladostnikov
in resnično danes po vrtcih in šolah odkrivamo vse več brutalnega
vedenja, samomorov in odvisnosti.
|
ABSTRACT - The modern pedagogues give preference to
greater democracy and laxity of the school systems. But the freedom
of an individual has in many cases been replaced by an impudent freedom
which does not only lead into anarchy, but also into the pathological
occurrences of the present time which are especially evident:
aggression, depression and various kinds of dependencies. Frankl predicted
such a development in behaviour of children and adolescents already
ten years ago. In kindergartens and schools we can nowsdays actually
establish an increased number of brutal behaviour, suicides and dependencies.
|
|
MOBILNA SPECIALNO PEDAGOŠKA SLUŽBA
|
MOBILE SPECIAL EDUCATION SERVICE
|
| Poročilo
|
Report
|
| UDK 376
|
UDC 376
|
DESKRIPTORJI: mobilna specialno pedagoška slu-žba,
učne težave, učenci, učiteljice, defektolog, individualna obravnava
|
DESCRIPTORS: mobile special education job, learning
disabilities, pupils, teachers, teacher with special education qualification,
individual treatment
|
| POVZETEK - Učenci z učnimi težavami, ki so tudi posledica
razvojnih primanjkljajev, ostajajo na osnovnih šolah. V občini
Slov. Bistrica smo od leta 1992 v proces vzgoje in izobraževanja na
rednih osnovnih šolah postopoma uvajali mobilno specialno pedagoško
službo, ki nudi učno pomoč učencem od 1. do 4. razreda.
|
ABSTRACT - Pupils with learning disabilities which are
the consequence of developmental deficiencies stay in elementary schools.
In Slovenska Bistrica, we have gradually, since 1992, been implementing
a mobile special education service which offers remedial teaching
help to pupils from 1st to 4th grade.
|
|
PROMETNOVARNOSTNI UČINKI VZGOJNO-IZOBRAŽEVALNEGA DELA VOZNIKOV
INŠTRUKTORJEV
|
THE RESULTS OF DRIVING INSTRUCTORS' EDUCATIONAL WORK FOR BETTER
TRAFFIC SAFETY
|
| Strokovni članek
|
Professional paper
|
| UDK 37:372.835.181
|
UDC 37:372.835.181
|
DESKRIPTORJI: avto šole, vozniško usposabljanje, prometno
vedenje, prometna kultura, kandidati, vozniki inštruktorji, ocenjevalci,
prometna varnost, vozniške spretnosti
|
DESCRIPTORS: driving schools, driver training,
traffic behaviour, traffic culture, candidates, instructors, examiners,
traffic safety, driving skills
|
| POVZETEK - V članku so predstavljeni rezultati empiričnega
raziskovalnega dela, ki se nanašajo na vlogo avto šol in pomen prizadevnega
edukacijskega dela voznikov INŠTRUKTORJEV pri privzgajanju oblik varnejšega
prometnega ravnanja kandidatov za voznike motornih vozil. Opazovanje
več kot 1.200 naključnih voznikov vozil z oznako avto šole je na treh
izbranih lokacijah v Sloveniji pokazalo, da je od prometnovarnostne
osve-ščenosti in pedagoško-andragoške usposobljenosti INŠTRUKTORJEV
v največji meri odvisno, v koliki meri bodo slednji uspešni pri transferu
vzorcev varnejšega prometnega vedenja na mlado generacijo motoriziranih
prometnih udeležencev. K oblikovanju prometno zrelih osebnosti bodočih
voznikov pa lahko posredno prispevajo svoj delež tudi člani izpitnih
komisij. Očitno pa je, da v procesu vozniškega usposabljanja še niso
povsem izrabljene vse možnosti učinkovitega preventivnega dela z mlado
generacijo, ki ga omogoča kvalitetno zastavljen vzgojno- izobraževalni
proces.
|
ABSTRACT - The article presents the results of an empirical
study dealing with the role of driving schools and importance of ambitious
educational work of driving instructors in the process of imparting
patterns of safer traffic behaviour to candidates for motor vehicle
drivers in the Republic of Slovenia. The observation more than 1.200
coincidental drivers of L - vehicles on the Ljubljana's, Celje's and
Murska Sobota's areas showed that such educational results depend
mainly upon instructors' traffic awareness and their professional
qualification. However, members of examining bodies could also have
an important influence in creating a mature traffic personality of
novice drivers - above all by examining their driving skills and evaluating
their holistic traffic behaviour. It is obvious that many of the possibilities
for better traffic education and efficient preventive work with young
generations have in the process of driver training not been exploited yet.
|