|
VRSTE IN OBLIKE PROBLEMOV
|
KINDS AND FORMS OF PROBLEMS
|
| UDK 37.02
|
UDC 37.02
|
DESKRIPTORJI: vrste problemov, problemsko učenje, reševanje
problemov
|
DESCRIPTORS: kinds of problems, problem learning, solving
problems
|
| POVZETEK - Avtor razvršča probleme glede na ontološki
izvor, sestavljenost in težavnost, spoznavno izhodišče, glede na življenjskost,
vsebino in namen, glede na metodološke pristope reševanja in na reševalno
samostojnost. Ugotavlja, da lahko probleme razvrstimo po več kriterijih,
ki se med seboj prepletajo, zato vrste problemov niso ekskluzivne.
|
ABSTRACT - The author classifies problems according
to their ontological origin, complexity and degree of difficulty,
then according to the cognitive starting points, their relevance,
content and purpose, and according to the methodological approaches
of solving and independence in the process. He has established that
problems can be classified according to several criteria, which frequently
intertwine and overlap. Thus kinds of problems are non exclusive.
|
|
METODE IN OBLIKE OPISNEGA VREDNOTENJA IN OCENJEVANJA
|
METHODS AND FORMS OF DESCRIPTIVE ASSESSMENT AND EVALUATION
|
| UDK 371.26
|
UDC 371.26
|
DESKRIPTORJI: dinamično vrednotenje, sprotno (formativno)
vrednotenje, končno (sumativno) vrednotenje, individualni cilji, celostna
(holistična) metoda, razčlenjevalna (analitična) metoda, ocenjevanje
po vtisu, ocenjevalne lestvice, kontrolne (ček) liste.
|
DESCRIPTORS: dynamic assessment, formative assessment,
summative assessment, individual aims, holistic method, analytic method,
assessment through impression, assessment scales, check-off lists.
|
| POVZETEK: Dinamično vrednotenje zajema tako vrednotenje
procesa kot tudi dosežka (izdelka). Vrednotenje je lahko sprotno (formativno)
- sprotne povratne informacije učitelja glede na individualno postavljene
cilje in končno (sumativno) vrednotenje ali ocenjevanje glede na skupne
cilje. Sprotno vrednotenje vključuje sprotne povratne informacije
učitelja na dosežek učenca, ki obsegajo pohvalo ali pohvale, spodbude,
diagnozo in individualno postavljene cilje, ki naj bodo konkretni,
dosegljivi in z vidnimi rezultati. Metodi ocenjevanja sta celostna
(holistična) in razčlenjevalna (analitična) metoda. Zaradi slabosti
celostne metode ocenjevanja prehajamo na opisno razčlenjevalno (analitično)
ocenjevanje. Navedene so prednosti in slabosti obeh metod ocenjevanja
in primeri.
|
ABSTRACT - Dynamic assessment encompasses the assessment
of the process as well as the product. The assessment can either be
formative - feedback information of the teacher in regard to individually
set aims, or final - summative assessment or evaluation with regard
to common aims. Formative assessment includes feedback information
of the teacher about child's achievement, which can either be praise
or encouragement, diagnosis and individually set aims, which should
be concrete, reachable and having visible results. Evaluation methods
are holistic and analytic. Due to the drawback of the holistic evaluation
method we have switched over to the analytic method of evaluation.
The advantages and disadvantages of both evaluation methods, including
examples, are being presented.
|
|
RITEM V PSIHOMOTORIČNIH SPOSOBNOSTIH OTROK
|
RHYTHM IN CHILD PSYCHOMOTOR ABILITIES
|
| UDK 37.037.1
|
UDC 37.037.1
|
DESKRIPTORJI: ritem, gibalno-plesna vzgoja, motorično učenje
|
DESCRIPTORS: rhythm, movement and dance education, motor learning
|
| POVZETEK - V študiji obravnavamo strukturo, pomen in vlogo
ritma v procesih gibalno-plesne vzgoje otrok in razvijanja motoričnih
sposobnosti. Analiziramo ritem kot povezovalni element med fenomeni
človekovega izražanja v področju gibanja, govora in glasbe, njegovo
vlogo v estetskem izražanju, kompleksnost in funkcije ritma ter karakteristike,
ki izhajajo iz različnih vrst ritma.
|
ABSTRACT - The study deals with the structure, meaning
and role of rhythm in movement and dance educational processes, and
with the development of motor abilities. Rhythm is analysed as the connecting
element between the phenomena of human expression in the area of movement,
speech and music; its role within aesthetic expression is being discussed,
as well as the complexity and functions of rhythm and the characteristics
originating from different kinds of rhythm.
|
|
ARTIKULACIJA, OPERATIVNI CILJI IN METODE IZKUSTVENEGA UČENJA
PRI POUČEVANJU STROKOVNO-TEORETIČNIH PREDMETOV
|
ARTICULATION, OPERATIVE AIMS AND METHODS OF EXPERIENCE-BASED
LEARNING IN TECHNICAL AND/OR THEORETICAL SUBJECTS
|
| UDK 372.862
|
UDC 372.862
|
DESKRIPTORJI: artikulacija učne ure, etape makroartikulacije,
učni koraki, taksonomija, kognitivno, konativno in psihomotorično
področje, metode izkustvenega učenja, faze izkustvenega učenja, vir
izkušnje, simulacije, igre vlog, študij primera, nevihta idej
|
DESCRIPTORS: articulation of a lesson, stages of macroarticulation,
learning steps, taxonomy, cognitive, affective and psychomotor field
of work, methods of experience-based learning, phases of experience-based
learning, source of experience, simulations, role-play, case study,
brainstorming
|
POVZETEK - Prispevek obravnava temeljne osnove o artikulaciji
učne ure, prikazuje taksonomske kategorije ciljev za kognitivno, konativno
(afektivno) in psihomotorično področje s primeri ciljev iz mehanike,
ki je tudi maturitetni predmet.
V zaključnem delu prispevka je prikaz metod, ki temeljijo na izkustvenem
učenju. Prikazane so tudi faze izkustvenega učenja kot podlaga učiteljem
strokovno-teoretičnih predmetov za uporabo pri osvajanju, utrjevanju,
poglabljanju, dopolnjevanju in urjenju vzgojno-izobraževalnih vsebin.
|
ABSTRACT - The article deals with basics on articulation
of a lesson, presents taxonomic categories of aims for cognitive,
affective and psychomotor field with examples of aims from mechanics,
being one of the subjects of general examination before leaving secondary
school.
The final part of this article is a presentation of experience-based
teaching methods - showing individual phases of experience-based learning
which form a good basis for teachers of technical and/or theoretical
subjects. These methods can be used when assimilating, deepening,
reinforcing, supplementing and practising the educational and training
contents.
|
|
NARAVA IN STRUKTURA OTROKOVEGA NEFORMALNEGA ZNANJA MATEMATIKE
IN VLOGA V PRVIH LETIH UČENJA
|
THE NATURE AND STRUCTURE OF CHILDREN'S INFORMAL KNOWLEDGE
OF MATHEMATICS AND ITS ROLE IN EARLY YEARS TEACHING
|
| UDK 372.47
|
UDC 372.47
|
DESKRIPTORJI: neformalno matematično znanje, števila,
količinski pojmi, oblika, prostor, mere
|
DESCRIPTORS: informal mathematical knowledge, numbers,
concepts of quantity, form, space, measures
|
POVZETEK - Prispevek opisuje neformalno matematično znanje
in spretnosti, ki jih otroci razvijejo v izvenšolskih situacijah v
zvezi s števili, količinskimi pojmi, oblikami, prostorom in merami.
Iz rezultatov študije je razvidno, da učenci že pri petih letih aktivno
in konstruktivno rešujejo probleme, transformirajo vstopne podatke
ter gradijo nova znanja na osnovi predznanj. Iz tega sledi, da mora
učitelj najprej ugotoviti učenčevo predhodno znanje, nato pa kot posledico
tega, svoje cilje in zahtevnost nalog pri pouku prilagoditi učenčevemu
odzivanju.
Rezultati raziskav na vzorcu britanskih otrok ob vstopu v šolo (s
petimi leti) so pokazali, da znajo otroci šteti (nekateri do 100 ali
več), obvladajo enostavno seštevanje in odštevanje, socialno razdeljevanje
(npr. razdeliti bonbone med otroke) in v nekaterih primerih preprosto
množenje s seštevanjem. Uporabljali so ustrezne izraze za primerjanje
in razvrščanje predmetov, za položaj v prostoru in na črti in za izbiro
kriterijev, po katerih so predmete razvrščali. Pri svojih aktivnostih
so še vedno potrebovali konkretne ponazoritve, uspešnejši pa so bili
pri računanju z manjšimi števili.
|
ABSTRACT - This paper describes the informal mathematical
knowledge and skills that young children develop in out-of-school
contexts, in areas of number, representation of quantity, shape and
space and measurement. All the evidence suggests that young learners
are active, constructive problem solvers, transforming new, incoming
data and constructing meaning on the basis of what is known already.
The implications for the class teacher are first that she should have
access to children's prior knowledge and second, in consequence of
this, her goals and, hence, task demand within and across lessons
should change and be adjusted as a result of children's response.
An investigation of British children entering school five years old
showed they had acquired competence in counting (some to 100 and beyond),
simple addition and subtraction, social sharing and, in some cases,
simple multiplication by continuous addition. Already they were able
to demonstrate appropriate language for comparing and ordering objects.
for position in space and on a line, and for selecting criteria to
sort objects. Their operations still, for the most part, required
concrete representation and their number operations were more accurate
with small numbers.
|
|
DIDAKTIČNO METODIČNI VIDIKI OBRAVNAVE ZGODOVINE V OKVIRU PREDMETA
SPOZNAVANJE DRUŽBE
|
DIDACTIC AND METHODOLOGICAL ASPECTS OF HISTORY LESSONS WITHIN THE
SUBJECT OF SOCIAL STUDIES
|
| UDK 93:371.3
|
UDC 93:371.3
|
DESKRIPTORJI: poučevanje preteklosti na razredni stopnji,
orientacija v času, učni načrt, aktivni pristopi k učenju
|
DESCRIPTORS: teaching history at primary school level,
orientation in time, curriculum, active approach to teaching
|
| POVZETEK - Aktiven, raziskovalen in izkustven pouk zgodovinskih
vsebin ni nujen le zaradi večje zanimivosti, pestrosti in učne drugačnosti,
temvečtudi zato, da bi se učenci znali učiti, saj moramo učence že
na razredni stopnji uvajati v metodologijo raziskovalnega dela. Družboslovni
pojmi so zelo abstraktni in otrokom težko razumljivi. Približati jih
jim moramo in posredovati na zelo konkreten in aktualen način. Učitelj
mora dobro poznati zmožnosti, sposobnosti in interese otrok. Pot ni
samo ena. Kje in kako začeti? Možnosti je več. Vsak učitelj ima svoje
ideje, ki jih bo razvijal ter z lastnim zanimanjem in s spodbudami
dvigal otrokom vedoželjnost, ustvarjalnost in domišljijo.
|
ABSTRACT - An active, research- and experience- based
approach to teaching history is not necessary only because it makes
history more interesting, but it also enables children to achieve
better, since science is becoming part of child development. At the
primary school level children should be initiated into the methodology
of research work. Social studies concepts are very abstract and for
a child difficult to understand. We have to make them more familiar
and teach the in a concrete and modern way. The teacher must know
well the capactities, abilities and interests of his children. There
is not only one right way. Where and how does one start? There are
numerous possibilities. Each teacher has his own ideas which he will
follow with interest and then through impulses he will try to arouse
child's curiosity, creativity and imagination.
|
|
VELJAVNOST IN ZANESLJIVOST OCEN UČITELJEV PRI ODKRIVANJU IN SPREMLJANJU
NADARJENIH UČENCEV
|
VALIDITY AND RELIABILITY OF TEACHER ASSESSMENT IN IDENTIFICATION AND
MONITORING OF GIFTED CHILDREN
|
| UDK 371.212.3
|
UDC 371.212.3
|
DESKRIPTORJI: nadarjeni otrok, identifikacija, opazovalni
študij
|
DESCRIPTORS: gifted children, identification, observation
study
|
| POVZETEK - V skladu s kompatibilnostjo med definicijo
- identifikacijo in programiranjem nadarjenosti (Renzulli - SRBCSS)
smo želeli prispevati k psihometričnemu dvigu učiteljevega opazovalnega
študija NADARJENIH UČENCEV, k operacionalizaciji akcijske informacije,
k pedagoškemu širjenju koncepcije nadarjenosti in k identificiranju
talentov kot sestavini vzgojno-izobraževalnega programiranja.
|
ABSTRACT - According to the compatibility between definition
- identification and programming of giftedness (Renzulli's SRBCSS)
we wanted to contribute to the psychometrical improvement of teacher's
observation study of gifted children, to the operationalisation of
action information, to the pedagogical extension of conception of
giftedness, and to talent identification as a component part in educational
programming.
|
|
POSEBEN NAČIN SPODBUJANJA UČNO NEUSPEŠNIH NADARJENIH SREDNJEŠOLCEV
|
A SPECIFIC APPROACH TOWARDS ENCOURAGING UNDERACHIEVING GIFTED
SECONDARY SCHOOL STUDENTS
|
| UDK 371.3
|
UDC 371.3
|
DESKRIPTORJI: nadarjeni učenec, osebnostne značilnosti,
ustvarjalnost, učna neuspešnost
|
DESCRIPTORS: gifted child, personality characteristics,
creativity, underachievement
|
POVZETEK - Cilj projekta je bil preveriti, ali lahko učno
neuspešni nadarjeni učenci premagajo svojo učno neuspešnost, če se
z njimi sistematično ukvarjamo. Med štiriletnim delom so učenci iz
poskusne skupine delali po programu za spodbujanje razvoja sposobnosti,
ustvarjalnosti in nekaterih posebnih osebnostnih značilnosti, še zlasti
svoje motivacije in metakognitivnih sposobnosti in spretnosti. Posvečali
so se dejanskim raziskovalnim vprašanjem in to v dobrih gmotnih razmerah
in pod vodstvom odličnih izvedencev na področjih, s katerimi so se
ukvarjali, dobrih metodologov, izurjenih v učnih metodah in sposobni,
da pri delu ustvarjajo demokratično ozračje.
Dobljeni podatki kažejo, da so učenci med tem programom zvišali svoje
poklicne cilje, izboljšali svoje raziskovalne sposobnosti, razvili
pozitivnejši odnos do šole, popravili predstavo o samem sebi in premagali
svojo učno neuspešnost.
|
ABSTRACT - The aim of this project was to examine whether
the underachieving gifted students can overcome their underachievement
through systematic work. During a four year work period the students
from the experimental group followed a precisely defined program for
the stimulation of the development of abilities, creativity and some
specific characteristics of personality, especially motivation and
metacognitive abilities and skills. They worked on actual research
problems, in good material conditions, and under the leadership of
sound experts, who were also good methodologists, well-trained in
teaching methods, and capable of achieving democratic work atmosphere.
The data show that during this program students raised their professional
goals, improved their research skills, developed more positive attitudes
towards school, improved their self- concept and overcame their underachievement.
|
|
ODKLONSKOST MED OSNOVNOŠOLCI
|
DEVIATION IN PRIMARY SCHOOL CHILDREN
|
| UDK 376
|
UDC 376
|
DESKRIPTORJI: odklonskost, etiketiranje, vzroki, vedenjski
vzorci
|
DESCRIPTORS: deviation, labelling, causes, behavioural
patterns
|
| POVZETEK - V teoretičnem delu podajamo teoretična izhodišča
deviantnosti, pri čemer smo izhajali iz Skalarjeve etiologije in opozorili
na Deklevov vzrok odklonskosti - neuspešno socializacijo. Vzroke smo
iskali še v družini, širšem socialnem okolju in individualnih posebnostih.
Izpeljali smo tudi klasifikacijo odklonskega vedenja. V empiričnem
delu prispevka obravnavamo sklope odgovorov, ki se nanašajo na učenčev
družinski in šolski položaj. Opredelili smo vrste pojavnosti odklonskega
vedenja na vzorcu mariborske osnovnošolske populacije.
|
ABSTRACT - The theoretical part offers theoretical starting
points of deviation following Skalar's etiology and bringing to our
attention Dekleva's cause for deviation - unsuccessful socialization.
Causes have also been traced to the family, wider social environment
and specific individual characteristics. Deviational behaviour has
also been classified. The empirical part presents answers which refer
to pupil's position within the family and its position in school.
Kinds of deviational behaviour have been defined on a sample of primary
school population from the city of Maribor.
|