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INDIVIDUALIZIRANO IZOBRAŽEVANJE NADARJENIH UČENCEV V ZDA
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INDIVIDUALIZING EDUCATION FOR GIFTED STUDENTS IN THE USA
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| Referat na znanstvenem posvetovanju
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Conference paper
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| UDK 374.3
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UDC 374.3
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DESKRIPTORJI: nadarjeni učenci, učni cilji, vsebina, individualizirano
poučevanje, evalvacija
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DESCRIPTORS: gifted students, co-operative teaching
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POVZETEK - Deskriptivna raziskava predstavlja podroben
proces individualiziranega izobraževanja nadarjenih učencev v ZDA.
Individualizirano izobraževanje vsebuje prilagoditev vsebine, procesa,
produkta in učnega okolja po skrbni ocenitvi posameznikovih karakteristik,
vrlin in slabosti. Individualizirano poučevanje je preučeno v obeh
pogledih, za diagnostično in programsko poučevanje. Pri tem je poudarek
na kooperativnem poučevanju, na razvijanju individualnega programa
v sodelovanju med nadarjenim učencem, razrednim učiteljem, starši,
mentorjem in svetovalcem za nadarjene učence.
Avtor razpravlja o ciljih in nalogah, zasnovanih na potrebah in karakteristikah
individualnih nadarjenih učencev. Načrtovanje individualiziranega
izobraževanja je zaobseženo s stopenjskim procesom ocenjevanja, zbiranjem
podatkov, oblikovanjem ciljev in nalog, razvijanjem načrta programa
in evalvacijo.
Zaključek predstavlja končni produkt individualiziranega izobraževalnega
načrtovanja kot zavezujoči načrt akcije.
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ABSTRACT - The descriptive research presents a detailed
process of individualizing education for gifted students in the USA.
Individualized education involves adaptation of the content, the process,
the product and the learning environment, after careful assessment
of the individual strengths and weaknesses. Individualized education
is considered to be both diagnostic and prescriptive teaching. Co-operative
teaching between the gifted student, the parent, the regular classroom
teacher and the teacher of the gifted in developing the individual
program was stressed.
Discussed are goals and objectives, based on the individual gifted
student's needs and characteristics. Designing and individualized
education for gifted students was covered in a step-by-step process
involving assessment, compiling the data, forming goals and objectives,
developing a program plan and evaluation.
The end product of the individualized education for gifted students
is a prescribed plan of action.
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ZAZNAVANJE TEMELJNIH DEJAVNIKOV POUKA V ŠTUDENTOVIH POJMOVANJIH POUKA
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AWARENESS OF THE TEACHING AREAS IN THE STUDENTS' POINT OF VIEW
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| Izvirni znanstveni članek
|
Original scientific paper
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| UDK 371.12
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UDC 371.12
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DESKRIPTORJI: pojmovanje pouka, lastnosti učitelja,
razredna klima, motivacija, didaktično-metodični proces poučevanja,
učenci, vsebinski cilji pouka, učiteljeva priprava, poklicni odnosi,
poklicna rast
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DESCRIPTORS: characteristics of the teacher, class
atmosphere, motivation, didactic-methodological pro-cess of teaching,
pupils, the teaching point, teacher's planning, professional relationships,
professional growth
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POVZETEK - Pojmovanja pouka, znanja in učenja, ki se povezujejo
z učiteljevim razumevanjem lastne vloge in vloge učencev pri pouku,
so po ugotovitvah raziskav študentovih pojmovanj ter modelov učiteljevega
poklicnega razvoja bistveni del učiteljeve profesionalne opreme. Pričujoči
članek predstavlja ugotovitve raziskave o pojmovanjih pouka pri študentih
razrednega pouka na začetku študija.
Raziskava je pokazala, da študenti vidijo dober pouk predvsem skozi
učiteljeve osebne in poklicne lastnosti ter razredno klimo in motivacijo,
kar smo poimenovali tudi odnosni vidik. Preostale kategorije dobrega
pouka - učni cilji, organizacijski vidik, metodični vidik, učenci
kot dejavnik pouka ter učiteljeva priprava in poklicna rast, imajo
skupaj komaj 37%.
|
ABSTRACT - Characteristics of the teacher, class atmosphere,
motivation, didactic-methodological process of teaching, pupils, the
teaching point, teacher's planning, professional relationships, professional
growth are basic parts of the teacher's professional attitude. The
following paper presents the ideas of teaching from the students'
of grade teaching point of view at the beginning of their study.
The research showed that according to students effective teaching
is viewed upon through the teacher's personal and professional characteristics,
class atmosphere and motivation what we called the attitude aspect.
Other factors of effective teaching - aims of the lesson, teaching
procedures, using the methods, learners, teacher's planning, professional
growth - represent not more than 37%.
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O POVEZANOSTI SPLOŠNE IN POSEBNE DIDAKTIKE
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THE CONNECTION OF GENERAL AND SPECIAL DIDACTICS
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| Izvirni znanstveni članek
|
Original scientific paper
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| UDK 37.02
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UDC 37.02
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DESKRIPTORJI: splošna didaktika, posebna didaktika,
metodika, interdisciplinarnost, transdisciplinarnost
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DESCRIPTORS: general didactics, special didactics, methodology,
interdiscipline, transdiscipline
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| POVZETEK - Avtor v članku opredeljuje in razmejuje splošno
in posebno didaktiko ter poskuša določiti medsebojno razmerje. Ugotavlja,
da sta obe disciplini v tesni medsebojni zvezi, in da je posebna didaktika
glede na proučevalno področje izrazito pedagoška disciplina, glede
na način proučevanja pa interdisciplinarno znanstveno področje. Prav
interdisciplinarna dimenzija kaže na odprtost posebne didaktike, ki
sintetizira in integrira rezultate svoje matične substratne discipline
s pedagoško-psihološkimi in drugimi disciplinami.
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ABSTRACT - The author defines and distinguishes between
general and special didactics and tries to determine their relationship.
He ascertains that both disciplines are closely interrelated and that
special didactics is namely pedagogic discipline according to its
research area, while according to its methods it is interdisciplinary
scientific area which shows its openness and in this way synthesises
and integrates the results of its basic discipline with pedagogo-psychologic
and other disciplines.
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ZAKLJUČNI/MATURANTSKI IZLET (EKSKURZIJA)
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FINAL EXCURSION
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| Pregledni članek
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Review
|
| UDK 379.822
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UDC 379.822
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DESKRIPTORJI: izlet, ekskurzija, faza priprave, faza izvedbe,
faza evalvacije, dogovori, pravila, odgovornosti
|
DESCRIPTORS: outing, excursion, phase of planning, phase
of implementation, phase of evaluation, agreements, rules, responsibilities
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| POVZETEK - Osnovno izhodišče razmišljanja izhaja iz terminov
izlet ali ekskurzija. Skozi faze priprave izvedbe in evalvacije smo
skušali konkretizirati pomemben zaključni del vzgojno-izobraževalnega
procesa. V raziskavo smo vključili vzorec učencev, staršev in
ravnateljev. Vir podatkov so bili anketni vprašalniki. Zastavljene
hipoteze smo preverjali z veljavnostjo za vzorce raziskave. Dovolili
smo si odločitev in uporabili besedo izlet, ker je največkrat v uporabi
in ker je takšna lahko tudi jezikovna opredelitev. Na naslovno
razmišljanje smo odgovorili: zaključni in maturantski izlet je ljub
dogodek, če je temeljito pripravljen, plodno izveden, vsebinsko bogat
in zabaven, predvsem pa dogovorjen v vseh podrobnostih.
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ABSTRACT - Expressions "outing" and "excursion" were
taken into consideration. The important part of educational process
is shown through the phases of planning, performance and evaluation.
Learners, parents and principals were included into the research
by completing questionnaires. Hypotheses were validated according
to sample research. We found out that final excursion may be a
pleasant event if it is properly planned, performed, content-rich,
entertaining and, most important, discussed about in details.
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OPAZOVANJE UČINKOV DRUŽBOSLOVNEGA KURIKULUMA
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OBSERVATION OF THE EFFECTS OF CURRICULUM FOR SOCIAL SCIENCE
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| Pregledni članek
|
Review
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| UDK 371.13
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UDC 371.13
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DESKRIPTORJI: družboslovni kurikulum, kurikularna kvaliteta,
didaktična kultura, opazovanje, komunikacijsko dejanje
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DESCRIPTORS: social science, quality of a curriculum,
didactic culture,observation, communicative action
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| POVZETEK - V prispevku avtorica opozarja na nujno stalno
spremljanje doseženih učinkov družboslovnega kurikuluma. Le-ta je
za učitelja družboslovja v njegovi izpeljavi vselej izziv. Opazovalna
kultura mora postati pomembna sestavina njegove didaktične kulture
sploh.
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ABSTRACT - The authoress points out the need for continuous
assesment of the effects of the curriculum for social science which
represents a challenge for its teacher. The culture of observation
has to become an important part of their didactic culture.
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ZBIRKA KNJIG NARAVNA IN KULTURNA DEDIŠČINA V UČNI PRAKSI
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THE SERIES OF BOOKS THE NATURAL AND CULTURAL HERITAGE
IN THE CLASSROOM PROFESSIONAL PAPER
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| Strokovni članek
|
Professional paper
|
| UDK 371.48
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UDC 371.48
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DESKRIPTORJI: naravne znamenitosti, kulturne znamenitosti,
narodni park, različni odnosi do dediščine
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DESCRIPTORS: natural heritage, cultural heritage, national
park, different atttitudes towards the conservation of heritage
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| POVZETEK - Sestavek govori o študiju in predstavitvi
naravne in kulturne dediščine pri pouku. Ob različnih pristopih k
obravnavi znamenitosti učenci oblikujejo različne odnose do ohranitve
dediščine.
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ABSTRACT - The paper reports about the study and
the presentation of natural and cultural heritage in the classroom.
Through various approaches to heritage students can form different
relationship to its conservation.
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|
KURIKULARNA PRENOVA DOMSKE VZGOJE
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THE CURRICULAR RENEWAL IN THE FIELD OF DORMITORY
|
| Referat na znanstvenem posvetovanju
|
Conference paper
|
| UDK 37.018.3
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UDC 37.018.3
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DESKRIPTORJI: kurikulum, načrtovanje kurikula, dijaški
domovi, domska vzgoja, cilji vzgoje, vsebine programa, organizacija
dela, zakon o dijaških domovih
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DESCRIPTORS: curriculum, planning of the curricu-lum,
dormitory (hostels, college) dormitory education, educational goals
(aims), contents, school management, legislation of dormitoy education
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POVZETEK - Članek govori o kurikularni prenovi na področju
dijaških domov (1996-1999) z vidika članice kurikularne skupine za
prenovo programa domske vzgoje. Predstavljeni so razlogi, zakaj je
delo kurikularne komisije na tem področju, ki ima specifično zgodovino,
strokovni razvoj ter specifičen položaj v šolskem sistemu in evropski
tradiciji, posebno zahtevno.
Osrednji del članka tvori objava delovnega gradiva iz dela kurikularne
komisije, ki opisuje predloge, kako do ciljev, vsebin in organizacije
delovanja domov. Ker brez opredelitve v zakonu komisija ne more opraviti
dela, ki presega njene pristojnosti, se članek zaključi s predlogom
za izdajo zakona o dijaških domovih, ki naj opredeli cilje, organizacijo
in vsebino dela. Na podlagi zakonske definicije je odprta pot za načr-tovanje
kurikuluma dijaških domov, to pomeni za načrt delovanja javnih dijaških
domov in za načrtovanje programa domske vzgoje.
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ABSTRACT - The paper deals with the curricular renewal
in the field of dormitory (student hostels, college) (1996-1999).
It is given from the standpoint of a member of the curricular group
for the renewal of the program of dormitory education. It presents
the reasons why the work of the curricular committee in this field
is required. Dormitory has specific tradition, professional development
and specific position in the educational system and European tradition.
The central part of the paper is the publication of the working material
from the work of the curricular committee which describes the proposals
how to achieve the goals, contents and organisation of the functioning
of dormitory. Since the committee cannot perform the work which is
beyond its competence without the adequate legal basis, the paper
finishes with the proposal to issue a law on dormitory which should
define the goals, organisation and contents of work. Based on a legal
definition the path to planning the curriculum in dormitory is open,
i.e. the plan of activities in public dormitory and planning the program
of dormitory education.
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VPLIV VZGOJITELJA NA NEKATERE VIDIKE RAZVOJA...
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THE INFLUENCE OF THE PRE-SCHOOL TEACHER ON SOME ASPECTS
OF THE CHILD'S SPEECH
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| Izvirni znanstveni članek
|
Original scientific paper
|
| UDK 372.46
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UDC 372.46
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DESKRIPTORJI: predšolska vzgoja, govorni razvoj otrok,
vloga vzgojitelja in vrtca, jezik
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DESCRIPTORS: pre-school education, development of the
child's speaking skills, the role of the pre-school teacher and the
kindergarten, language
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| POVZETEK - Ena izmed zelo pomembnih vzgojnoizobraževalnih
zahtev današnjega časa je tudi čim boljša usposobljenost otrok za
uspešno sporazumevanje, zlasti besedno. Ker so kritične faze razvoja
govora prav v predšolskem obdobju, je potrebno govoru v tem času posvetiti
posebno pozornost. Za otrokov govorni razvoj je pomembno, koliko je
okolje, v katerem otrok raste, usmerjeno v jezikovno simbolično razlaganje
sveta in kakšno vlogo ima jezik v otrokovem spoznavanju sveta. Okolje
mora otroka spodbujati, da bo izražal svoje misli, da bo govoril.
Z vsakim korakom v jezikovnem razvoju se otrok bolj približa samostojnosti,
postaja manj odvisen od odraslih, hkrati pa jezikovni razvoj spodbuja
tudi miselni razvoj. Vrtec ima za spodbujanje razvoja otrokovega govora
pravzaprav boljše možnosti, kakor jih ima kasneje šola, predvsem zaradi
tega, ker otrokov govor v tem obdobju še ni zaključen, v tej starosti
je otrok še izredno sugestibilen in elastičen. Da vrtec del teh svojih
možnosti tudi izkoristi, so dokazali rezultati našega preizkusa na
govorni lestvici, saj so otroci, ki so obiskovali vrtec, dosegali
boljše rezultate.
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ABSTRACT - One of the main tasks set before us today
is to enable children to communicate, especialy to communicate in
words. Critical periods in the child's development being in pre-school
time,special attention should be paid to the development of the speech.
The importance the child's enviroment pays to the symbolic interpretation
of the world around them by means of language is extremely big, as
well as how children express their thoughts in words. The more a child
speaks, the more their mental development is stimulated. In the kindergarten
the opportunities to learning to speak is at that age not yet completed,
children are liable to suggestion and flexible. The results of our
research with the speech-scale have proved that pre-school teachers
respect and make use of these advantages. The children going to kindergarten
achieved better results.
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KNJIŽEVNOST V PREDBRALNEM OBDOBJU OTROKOVEGA RAZVOJA
|
LITERATURE IN PRE-READING STAGE OF A CHILD'S DEVELOPMENT
|
| Pregledni članek
|
Review
|
| UDK 372.41
|
UDC 372.41
|
DESKRIPTORJI: književnost, predbralno obdobje, bralni razvoj
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DESCRIPTORS: literature, pre-reading stage, development
of reading
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POVZETEK - Avtorica ugotavlja, da otroci v večini primerov
niso sposobni samostojnega branja do osmega leta starosti. Z vključitvijo
posrednika med otrokom in knjigo je otrok postavljen v podrejeni položaj.
Poseben problem predstavlja posredovanje književnih del predšolskim
otrokom.
V predbralnem obdobju otrok ni samostojen pri izbiri knjig, ki bi
jih želel poslušati, in je odvisen od profesionalnih in neprofesionalnih
posrednikov.
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ABSTRACT - According to the author, children do not
possess the reading skill until they are eight.With the inclusion
of an intermediary between the child and the book, the child is put
into a subordinate position. Mediation of literary works to pre-school
children presents a special problem.
During the pre-school period the child is not auto-nomous in choosing
the books and is dependent on professional and unprofessional mediators.
|
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AVTORITETA UČITELJA DANES
|
AUTHORITY OF THE TEACHER NOWADAYS
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| Strokovni članek
|
Professional paper
|
| UDK 371.13/.16
|
UDC 371.13/.16
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DESKRIPTORJI: avtoriteta, družbeni odnosi, poslušnost,
odgovornost, ustvarjalnost, strah, vrednote, motnje v komunikaciji
|
DESCRIPTORS: authority, social relationships, obedience,
responsibility, creativity, fear, values, communication
|
| POVZETEK - Skoraj vsi učitelji podpirajo demokratično
šolo, v kateri bi učitelj imel zdravo avtoriteto, vzgajal pa ne bi
pasivno poslušne, ampak odgovorne učence. Iz empiričnih podatkov (ankete)
je razvidno, da v praksi manjka predvsem medsebojna komunikacija in
da se mnogi učitelji v strahu pred tveganjem še vedno oprijemajo starih
represivnih metod po načelu "zmagam <214> zgubiš". Avtorica išče odgovor
na vprašanje, kako pomagati mlademu, neizkušenemu učitelju, da se
bo v razredu sprostil, znal postaviti prave meje in s pristno interpersonalno
komunikacijo dosegel avtoriteto.
|
ABSTRACT - Almost all teachers support demo-cratic school
where the teacher has authority and educates not obedient, but responsible
students. The empirical data (a questionnaire) show that interpersonal
communication lacks in practice and that a lot of teachers from fear
of risk-taking still use old repressive "I win <214> you lose" methods.
The author gives the answer to the question how to help a young, inexperienced
teacher to relax in the classroom, to be able to put the right barriers
and to achieve authority with interpersonal communication.
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|
RECIMO NASILJU NE
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LET'S SAY NO TO VIOLENCE
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| Strokovni članek
|
Professional paper
|
| UDK 37.04:343.915
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UDC 37.04:343.915
|
DESKRIPTORJI: nasilje, vrste nasilja, strah, ogroženost
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DESCRIPTORS: violence, types of violence, fear, risk
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| POVZETEK - Avtor v svojem prispevku najprej opredeli pojem
nasilja, ga razvrsti na tri kategorije (psihološko, telesno, spolno),
nato pa išče vzroke in motive za nasilno vedenje otrok ter ustrezne
rešitve.
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ABSTRACT - The author defines the term harassment, puts
it into three categories (psychological, physical, sexual), searches
causes and motives for violent behaviour of children and suggests
solutions.
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