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POUK O ČLOVEKOVIH PRAVICAH V OSNOVNI ŠOLI
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HUMAN RIGHTS LESSONS IN PRIMARY SCHOOL
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| Strokovni članek
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Professional paper
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| UDK 372:342.7
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UDC 372:342.7
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DESKRIPTORJI: mednarodne organizacije, človekove pravice,
pouk in vzgoja za človekove pravice, osnovna šola, etika in družba,
novi učni načrti
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DESCRIPTORS: international organizations, human
rights, school lessons and education in human rights, primary school,
ethics and society, new curricula
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| POVZETEK - V prispevku je kratko orisano prizadevanje
mednarodnih organizacij, zlasti UNESCA in Sveta Evrope za vzgojo in
pouk za človekove pravice, možnosti vključevanja te problematike v
nižje in višje razrede OSNOVNE ŠOLE. Podrobno pa je nakazano, kako
bi vsa poglavja "etike in družbe" obogatili, poglobili in osmislili
s pojmi o človekovih pravicah. Na koncu je dodano priporočilo za izboljšanje
vzgoje in pouka za človekove pravice v naših slovenskih šolah.
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ABSTRACT - The article describes the endeavours of international
organizations, above all of UNESCO and the Council of Europe, in the
field of education in human rights, and the possibilities of introducing
the subject into the lower and higher grades of primary education.
It deals in detail with the possibilites of enriching all topics of
"ethics and society" by going into more depth and by implementing
the concepts of human rights into the subject. The article ends with
the suggestions for improving the lessons and education in human rights
in Slovene schools.
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EVALVACIJA UČNIH PROGRAMOV ZA NADARJENE UČENCE
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EVALUATION OF TEACHING PROGRAMMES FOR GIFTED CHILDREN
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| Izvirni znanstveni članek
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Original scientific paper
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| UDK 37.042.2:371.241
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UDC 37.042.2:371.241
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DESKRIPTORJI: nadarjeni učenci, izobraževalni programi
za nadarjene učence, evalvacija učnih programov za nadarjene učence
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DESCRIPTORS: gifted children, educational programmes
for gifted children, evaluation of teaching programmes for the gifted
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| POVZETEK - Učni programi za nadarjene učence bodo v družbi
morali upravičiti svoje rezultate. Vrednotenje učnih programov je
bilo doslej v naši praksi, še bolj pa v teoriji, zanemarjeno. V Sloveniji
imamo malo učnih programov za nadarjene učence. Poleg pomanjkanja
interesa za to problematiko primanjkuje učinkovitih metod pridobivanja
zanesljivih informacij o učinkovitosti učnih programov. Gre za strokovno
nedodelanost, ki kliče po teoretski razjasnitvi. Vrednotenje učnih
programov za nadarjene se srečuje s specifičnimi težavami, ki jih
ne srečamo drugod. Z evalvacijo določamo stopnjo, do katere so doseženi
cilji pouka. Glede na to, da so cilji pouka za nadarjene nekoliko
drugačni, je taka tudi evalvacija učnih programov.
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ABSTRACT - The existence of teaching programmes for
the gifted has to be justified by the results achieved. The evaluation
of teaching programmes has until now been neglected in practice and
even more so in theory. In Slovenia, we can find only a small number
of teaching programmes for gifted children. Besides the lack of interest
for this area, there is also a lack of effective methods for gaining
reliable information on the efficiency of teaching programmes. We
can talk about a professionally "unfinished state" that calls for
theoretical clarification. The evaluation of teaching programmes for
gifted children is faced with specific difficulties that we cannot
find elsewhere. The evaluation defines the degree to which teaching
aims have been achieved. If we consider the fact that the aims of
teaching the gifted are different to some extent, the same can be
said for the evaluation of the programmes.
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RAZVOJ TALENTOV KOT MOŽNOST VZGOJE NADARJENIH OTROK
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TALENT DEVELOPMENT AS AN ALTERNATIVE TO GIFTED EDUCATION
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| Pregledni članek
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Review
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| UDK 37.04.2:37.03
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UDC 37.04.2:37.03
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DESKRIPTORJI: nadarjenost, talentiranost, področja
talentiranosti, identifikacija talentov, programi za nadarjene
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DESCRIPTORS: giftedness, talent, areas of talent, identification
of talent, gifted education
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POVZETEK - V prispevku so predstavljeni koncepti
talentiranosti več avtorjev in nekateri možni programi za pospeševanje
razvoja talentiranosti. Na osnovi proučevanja različnih konceptov
bi bilo smiselno, zlasti v srednjih šolah, razvijati štiri osnovna
področja talentiranosti: akademsko-intelektualno, umetniško, strokovno-tehnično
in medosebno-socialno.
Postopki identifikacije nadarjenih za večino teh področij
že obstajajo. Nerešen pa ostaja problem vzgojnih prijemov, s katerimi
bi uspešno razvijali posebne talente.
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ABSTRACT - The article presents the conceptions of talent
of several authors and the possibilities of the acceleration of gifted
education development. On the basis of research of various conceptions,
it would seem sensible, especially in secondary education, to develop
the following four basic talent areas: the academic - intellectual,
the artistic, the vocational - technical, and the interpersonal one.
In the majority of areas talent can well be defined. The problem of
educational measures for successful development of special talents,
however, remains as yet unsolved.
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MOŽNOSTI RAZVOJA NADARJENIH UČENCEV
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POSSIBILITIES OF GIFTED CHILDREN DEVELOPMENT
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| Strokovni članek
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Professional paper
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| UDK 37.04.2:371.39
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UDC 37.04.2:371.39
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DESKRIPTORJI: nadarjeni učenci, programi, koncepti, učni
cilji, ukrepi pospeševanja razvoja
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DESCRIPTORS: gifted children, programmes, concepts,
learning aims, measures of accelerating development
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| POVZETEK - Praksa pospeševanja razvoja nadarjenih učencev
ima že dolgo zgodovino ter svoje vrhunce, ki so bili povezani z različnimi
pedagoškimi koncepti in izobraževalnimi cilji. Da je treba za 2% najbolj
nadarjenih in nadaljnjih 10% zelo nadarjenih otrok ustvariti "razširjene
oblike izobraževanja", je vedel že nemški razvojni psiholog W. Stern.
Zadnja leta so se razvile mnogoštevilne nove možnosti v obliki konceptov,
programov in posameznih ukrepov pospeševanja razvoja nadarjenih učencev,
kot so: združevanje nadarjenih v homogene skupine ("ability grouping"),
časovno pospešeno usvajanjem učne snovi ("acceleration") in obogatitev
z novimi učnimi vsebinami ("enrichment"). Osrednje vprašanje, na katerega
ni mogoče enoznačno odgovoriti, je, ali je nadarjene sploh mogoče
definirati kot homogene skupine, za katere so potrebne kvalitativno
drugačne oblike poučevanja in učenja.
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ABSTRACT - The practice of accelerating the gifted
children development has a long-standing history marked by culminations
connected with certain teaching concepts and educational aims. W.
Stern, a German developmental psychologist, was already aware that
for the 2% of the most gifted and for the next 10% of very gifted
children "broader educational forms" had to be implemented. Recently,
numerous new possibilities in form of concepts, programmmes and
individual measures for accelerating gifted children development have
been introduced. They are: ability grouping, acceleration and enrichment.
An important question, however, remains, as to whether the gifted
can ever be defined as homogeneous groups for which qualitatively
different teaching and learning forms and approaches have to be implemented.
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ANALIZA TEKALNIH SPOSOBNOSTI MLAJŠIH OTROK
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ANALYSIS OF RUNNING POTENTIAL OF YOUNGER CHILDREN
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| Izvirni znanstveni članek
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Original scientific paper
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| UDK 372.36
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UDC 372.36
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DESKRIPTORJI: otrokove tekalne sposobnosti, merjenje
utripa, napake pri merjenju
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DESCRIPTORS: child's running potential, heartbeat measurement,
measurement errors
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| POVZETEK - V fazi proučevanja funkcionalnih sposobnosti
mlajših otrok smo testirali manjšo skupino šestinpolletnih otrok obeh
spolov. Poleg rezultatov v tekih do 1000 metrov smo določili še kinetiko
frekvence srca s pomočjo pulzometra ter približno vrednost napak ročnega
merjenja utripa po obremenitvi.
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ABSTRACT - In the research of functional abilities of
younger children, a small group of six and a half year old children
of both sexes have been tested. Alongside running scores up to 1 000
metres, the heart frequency kinetics was determined with the help
of the pulse measuring instrument, and an approximate error value
of manual heartbeat measurement after load was recorded.
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VKLJUČEVANJE ELEMENTOV PEDAGOGIKE MARIE MONTESSORI V NARAVOSLOVJE
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IMPLEMENTING MARIA MONTESSORI EDUCATIONAL ELEMENTS IN EARLY SCIENCE
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| Strokovni članek
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Professional paper
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| UDK 371.481
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UDC 371.481
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DESKRIPTORJI: šestletniki, otroci s posebnimi vzgojno-izobraževalnimi
potrebami, naravoslovje, elementi pedagogike Marie Montessori
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DESCRIPTORS: six-year old children, children with special
educational needs, early science, educational elements of Maria Montessori
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| POVZETEK - Ob uresničevanju nove šolske zakonodaje bodo
v OSNOVNE ŠOLE vstopali šestletniki in integrirani otroci s posebnimi
vzgojno-izobraževalnimi potrebami. Obe skupini otrok bosta uspešnejši
v nadaljnjem procesu izobraževanja, če bosta imeli na začetku šolanja
dovolj priložnosti, časa in ustreznih materialov, da bosta s pomočjo
učinkovitih pedagoških postopkov razvili osnovne spretnosti in za
nadaljnje izobraževanje potrebna znanja. Z vnašanjem elementov pedagogike
Marie Montessori lahko popestrimo proces poučevanja naravoslovja in
tudi drugih predmetov ter otrokom omogočimo bolj kakovosten razvoj
sposobnosti točnega sprejema informacij, pozornega sledenja navodilom,
organizacijskih sposobnosti, spretnosti rok in prstov za izvajanje
šolskih veščin itd.
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ABSTRACT - With the new school legislation, children
will be entering school at six, and children with special educational
needs will be mainstreamed. Both groups of children can be more successful
in the educational process later on if at the beginning of schooling
they are offered enough opportunities, time and appropriate materials
to develop, with the help of efficient educational measures, the basic
skills and knowledge needed for the future. By implementing the teaching
elements of Maria Montessori in the process of early science instruction,
this goal can be achieved. It will enable the children a qualitatively
higher development of the ability of exact information intake, attentive
following of instructions, the development of organizational abilities,
and motor skills necessary to master school tasks, etc.
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POTI USTVARJALNEGA UČITELJA KEMIJE PRI PREVERJANJU ZNANJA Z OCENJEVANJEM
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WAYS OF CREATIVE CHEMISTRY TEACHER IN KNOWLEDGE ASSESSMENT AND MARKING
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| Strokovni članek
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Professional paper
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| UDK 371.26:372.863
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UDC 372.26:372.863
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DESKRIPTORJI: kemijsko ravnotežje, preverjanje znanja
z ocenjevanjem, mapa preverjalnega znanja, didaktična predloga, miselne
osvežitve
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DESCRIPTORS: Chemical balance, assessment and marking,
assessment folder, teaching preparation, cognitive refreshment
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| POVZETEK - Prispevek predstavlja primer didaktične inovacije
- "miselne osvežitve", uporabljen pri načrtovanju in izdelavi učiteljeve
priprave na makrodidaktično komponento preverjanje znanja z ocenjevanjem.
Izhajajoč iz Mape preverjalnega znanja didaktičnega sklopa "Kemijsko
ravnotežje" avtorici razvijeta didaktično predlogo "miselnih
osvežitev". Osrednji poudarek namenjata izdelanemu didaktičnemu
gradivu, uporabnemu v posameznih sprostitvenih oziroma preverjalnih
korakih.
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ABSTRACT - The article is an example of a teaching innovation
or "cognitive refreshment", used as part of the teacher's planning
for the macrodidactic component of knowledge assessment and marking.
The assessment for the cluster of "Chemical balance", the two authors
developed the didactic model of "cognitive refreshment". The
focus of the article is on teaching material that has been developed
for the purpose of individual relaxation and assessment needs.
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STRATEGIJE UČNEGA DELA ZA TEHNIKO IN TEHNOLOGIJO V PRVI TRIADI
OSNOVNE ŠOLE
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TEACHING STRATEGIES FOR TECHNICAL AND TECHNOLOGICAL EDUCATION IN THE
FIRST THREE YEARS OF PRIMARY SCHOOL
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| Strokovni članek
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Professional paper
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| UDK 372.862
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UDC 372.862
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DESKRIPTORJI: tehnika, tehnologija, organizacija dela,
ekonomika, strategije, delovna naloga, konstrukcijska naloga, konstruiranje
s sestavljankami, projektna naloga, operativni cilji
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DESCRIPTORS: technical and technological education,
organization of work, economics, strategies, work task, construction
exercise, project work, attainment objectives
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POVZETEK - Prispevek obravnava strategije učnega
dela, ki veljajo za področje tehnične vzgoje oziroma za področje tehnika
in tehnologija. To je ime, ki bo veljalo v novi devetletni osnovni
šoli, in to v celotni vertikali, pričenši s prvim razredom, kjer bodo
vsebine tega področja v okviru spoznavanja okolja.
Strategije so podprte s konkretnimi primeri za nižjo stopnjo.
V drugem delu prispevka je prikazana podrobna učna priprava kot primer
- zgled, ne pa kot obvezna "šablona".
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ABSTRACT - The paper deals with the strategies of education
in the technical area, especially in the area of technical and technological
education. Technology will be introduced in the first year of primary
education, where it will be integrated into the subject of early science.
In secondary schools, the subject will have an independent position.
The author suggests some strategies with concrete examples for primary
school use.
The second part of the paper offers a detailed teaching preparation
to serve as an example.
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DIDAKTIČNI PRISTOPI K VIDEU
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DIDACTIC APPROACHES TO VIDEO USE
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| Strokovni članek
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Professional paper
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| UDK 371.86
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UDC 371.86
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DESKRIPTORJI: video, indirektno opazovanje, pomnjenje,
razumevanje uspešnost pouka
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DESCRIPTORS: video, indirect observation, memory, understanding
lesson effectiveness
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| POVZETEK - Članek obravnava video kot medij za prenos
učnih sporočil oz. kot metodo za spodbujanje skupinskega dela in kot
pripomoček za spodbujanje sprememb v posamezniku. Prikazanih je tudi
nekaj primerov različnih sodobnih didaktičnih pristopov k videu, ki
omogočajo razumevanje snovi in aktivnosti učencev.
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ABSTRACT - The article treats video as a teaching medium,
i.e., as a method for fostering group work and as an aid to encourage
changes in an individual. A few examples of various modern didactic
approaches to the use of video are presented which enable a better
understanding of subject matter and greater activity on the part of
the pupils.
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KAKŠEN MANAGEMENT V VRTCE IN ŠOLE?
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WHAT KIND OF MANAGEMENT IS APPROPRIATE FOR KINDERGARTENS AND SCHOOLS?
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| Strokovni članek
|
Professional paper
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| UDK 373.2:65.012.4
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UDC 373.2:65.012.4
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DESKRIPTORJI: management, izobraževanje, vzgoja
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DESCRIPTORS: management, education, upbringing
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| POVZETEK - Članek poskuša odgovoriti na nekatera temeljna
vprašanja kot so: kaj sploh je management v izobraževanju in vzgoji,
ali v naših šolah in vrtcih sploh potrebujemo management, v čem so
razlike med vodenjem vrtcev in šol ter gospodarskimi podjetji, kakšno
vlogo imajo pri vzgoji ravnatelji. Avtor med drugim opozarja tudi
na nekatera etična načela managementa v izobraževanju in vzgoji.
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ABSTRACT - The article tries to answer some basic questions
such as: What is management in education? Do Slovene schools and kindergartens
need management at all? How does management in schools and kindergartens
differ from management in economic enterprises? What is the role of
head teachers? The author also points to the ethical principle of
management in the educational field.
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