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PRAVLJICA V ŠOLSKI PRAKSI
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FAIRY-TALE IN SCHOOL PRACTICE
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| Izvirni znanstveni članek
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Original scientific paper
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| UDK 398:372.882
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UDC 398:372.882
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DESKRIPTORJI: pravljica, recepcija, Proppove funkcije,
komunikacijski model poučevanja, bralne zmožnosti, učenčeva
ustvarjalnost
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DESCRIPTORS: fairy-tale, reception, Propp's functions,
communication teaching model, reading competence, pupil's creativity
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POVZETEK - V prispevku je nakazana možnost, kako v poučevalni
praksi ob pravljici lahko razvijamo otrokove bralne zmožnosti, tako
da bo otrok kot recipient ne le poslušalec/bralec pravljic, pač pa
tudi njen (po)ustvarjalec. Pri tem so upoštevane nekatere literarnoteoretske
opredelitve domačih in tujih avtorjev ter komunikacijski model poučevanja
književnosti.
Najprej smo povzeli nekatere literarnoteoretske opredelitve pravljice,
ki so prisotne v zavesti slovenskega učitelja, saj so povzete po splošno
znanih literarnoteoretičnih priročnikih (Trdina, Kmecl, Kos).
Upoštevani pa so še nekateri teoretični pogledi A. Goljevšček
in M. Stanonik, ki vključujejo nekatera novejša spoznanja o tem žanru
slovstvene folklore. Ugotovili smo, da je v šolsko prakso moč uvesti
tudi nekatera dognanja ruskega strukturalista V. Proppa, zato je s
pomočjo njegove opredelitve (funkcije delujočih oseb) pravljičnih
junakov razčlenjenih nekaj slovenskih ljudskih pravljic (Pastirček
in čarovnikova hči, O čudodelnem povodcu, Železni prstan).
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ABSTRACT - The article indicates the possibilities of
developing child's reading competence through fairy-tales so that
the child recipient is not only a listener/reader of the fairy-tales
but also their (re)creator. Certain literary- theoretical definitions
of Slovene and foreign authors as well as the communication model
of teaching literature are considered.
First the literary-theoretical definitions of the fairy-tale present
in the Slovene teacher's conscience are reviewed. They can all be
found in the generally known literary theory handbooks (Trdina, Kmecl,
Kos). Further theoretical aspects by A. Goljevšček and M. Stanonik,
which include updated knowledge on this genre of verbal folklore,
are presented. It was established that our school practice can be
enriched by the views of the Russian structuralist V. Propp, which
has resulted in the analysis of a few Slovene fairy-tales (Shepherd
and the Wizard's Daughter, Miracle Reigns, Iron Ring), where the use
of his definition (function of acting persons) of fairy-tale
characters had been applied.
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HEVRISTIČNO UČENJE
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HEURISTIC LEARNING
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| Strokovni članek
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Professional paper
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| UDK 371.3
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UDC 371.3
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DESKRIPTORJI: hevristično učenje, aktivnost učencev, stopnje
zahtevnosti, uspešnost učenja
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DESCRIPTORS: heuristic learning, pupil activity, requirement
levels, learning achievement
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| POVZETEK - Hevristični koncept, ki je izrazito kognitivno
usmerjen, temelji na razvojnem pogovoru, s katerim učitelj spodbuja
in usmerja učenca pri iskanju in odkrivanju novih spoznanj. Tako učenje
pomeni nov položaj učenca pa tudi učitelja v učnem procesu v primerjavi
s klasičnim poukom.
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ABSTRACT - The heuristic concept, which is explicitly
cognitively oriented, is based on a development interview, where the
teacher encourages and directs pupils towards searching and discovering
new knowledge. Compared with the traditional lessons, this kind of
learning requires a redefined position of pupil and teacher status
in the learning process.
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VZGOJA IN POUK ZGODOVINE
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HISTORY EDUCATION
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| Strokovni članek
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Professional paper
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| UDK 372.893
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UDC 372.893
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DESKRIPTORJI: vzgojna vloga pouka zgodovine, vrednote,
kultiviranje
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DESCRIPTORS: educational role of history lessons, values,
cultural education
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POVZETEK - Z vzgojo želimo zgraditi in oblikovati osebnost.
To je dolgotrajen in sestavljen proces, ki se dogaja na vseh ravneh
življenja. Vzgoja se realizira v ustreznem procesu, ki ima svoje zakonitosti,
svoje akterje in nosilce posameznih funkcij. Zaznamuje ga pedagoški
odnos med vzgojiteljem in vzgajanim. V tem odnosu se ustvarja pedagoški
akt, ki omogoča, da se individuum spreminja in razvije v osebnost.
Zgodovina po svojem vzgojno-izobraževalnem pomenu zavzema eno izmed
najvažnejših mest med šolskimi predmeti. Čeprav se je vzgojna vloga
pouka zgodovine skozi različna obdobja različno manifestirala, se
njen vzgojni pomen tudi v novem konceptu pouka zgodovine ni zmanjšal.
V času poudarjanja materialnega pred duhovnim, je vzgojna plat še
kako pomembna.
Pouk zgodovine nudi življenjsko pomoč in orientacijo mladim pri obvladovanju
sodobnih in bodočih življenjskih nalog. Nešteto je primerov, ki kažejo
na humanistični pomen zgodovinskega pouka, na moralno-etično vzgojo,
na materialno in duhovno kulturo ter na estetsko vzgojo. Žal se prevečkrat
dogaja, da ob obsežni snovi pozabljamo na vzgojne vrednote.
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ABSTRACT - The role of education is to form the
personality of a human being. This is a complicated long-term process
happening at all levels of life. Education and upbringing are realized
in a process having its own specific laws, actors and bearers of individual
functions. It is characterized by the pedagogical relationship existing
between the educator and the person to be educated. Here the pedagogical
act is being created, which enables the individual to change and develop
into a personality. Due to its educational value, history occupies
one of the most important positions among school subjects. Although
this educational component manifested itself differently through different
periods of history, its value in the new concept of education has
not diminished. In a time where material values precede spiritual
ones, the value component of history becomes even more relevant. In
the efforts to master their current as well as their future life tasks,
history lessons offer the young people the necessary support and orientation.
Numerous examples can be found, which reveal the humanistic value
of history lessons, the moral and ethical values of history, the material
and spiritual culture and the aesthetic education it incorporates.
In the face of extensive subject matter, the value component is, unfortunately,
frequently overlooked.
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KAKO PRENOVITI GLASBENI POUK?
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HOW TO RESTRUCTURE MUSIC EDUCATION
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| Strokovni članek
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Professional paper
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| UDK 372.878
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UDC 372.878
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DESKRIPTORJI: prenova glasbenega pouka, pridobivanje izkušenj
z glasbo, izboljšanje glasbenega pouka
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DESCRIPTORS: restructuring music education, acquiring
music experience, improving music education
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| POVZETEK - Vprašanja o potrebnosti glasbenega pouka za
izobraženo osebnost bi morala zamenjati razmišljanja o vzrokih za
neuspešno uresničevanje ciljev glasbenega pouka. Cilji in na njihovi
osnovi zasnovane vsebine morajo izhajati iz potreb ljudi po glasbi
v vsakodnevnem življenju in ne iz glasbe kot stroke. Zavedati se je
treba meje med poklicnim in splošnim glasbenim izobraževanjem, ki
naj razvija glasbene sposobnosti otrok in izoblikuje predvsem kritične
poslušalce. Ti morajo biti sposobni komunicirati z glasbenim delom,
prepoznati njegove umetniške kvalitete in jih sprejeti v sistem svojih
vrednot. Praktične glasbene izkušnje si učenci lahko uspešno pridobivajo
z glasbenimi aktivnostmi v manjših izvajalskih skupinah, ki jih je
po potrebi mogoče združevati. Izboljšati glasbeno edukacijo pomeni
povečati glasbeno aktivnost, razširiti ponudbo dejavnosti in dvigniti
kvaliteto njihovega posredovanja.
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ABSTRACT - Questions about the need of music education
for an educated person should be replaced by our reflections on the
unsuccessful attainment of music education goals. The goals and contents
connected with them should originate out of the human need for music
in every day life and not from music as a profession. We should distinguish
between music education for professionals and general music education
which develops child's music abilities and forms primarily critical
listeners. Children should be able to communicate with musical pieces,
recognize their artistic qualities and include them into their value
system. Children can acquire practical music experience with musical
activities in small groups, which can be brought together if necessary.
Improving music education means increasing music activity, extending
the offer of activities, and raising the quality of their presentation.
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ANALIZA DELOVNEGA PROCESA PRI PRAKTIČNEM POUKU S POUDARKOM NA
PROJEKTNI NALOGI
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ANALYSING THE WORK PROCESS IN PRACTICAL WORK LESSONS,
WITH THE FOCUS ON PROJECT WORK
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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: praktični pouk, zvrsti učnega dela, projektna
naloga, ergonomija, obremenitev učencev, racionalizacija
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DESCRIPTORS: practical work lessons, types of work,
project work, ergonomy, child load, rationalization
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| POVZETEK - Pri praktičnem pouku se pogosto srečujemo
s problemi realizacije predvidenih programskih zahtev. Na poti do
njihove uresničitve posegamo po številnih zvrsteh dela. Pogosto se
premalo zavedamo, da je usmerjenost dela, ki vključuje uporabo
določene zvrsti odvisna od racionalnega pristopa v najširšem pomenu
besede. Na podlagi tega smo natančneje predstavili projektno nalogo,
ki je dobra možnost za problemsko realizacijo. Pri tem smo podrobno
analizirali aktivnosti znotraj izvedbe naloge s časovno-fiziološkega
in pedagoško-psihološkega vidika.
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ABSTRACT - In practical work lessons we frequently encounter
the problem of the realization of planned programme requirements.
Various forms or types of work are applied. We are frequently not
enough aware of the fact that the task which includes the use of a
certain type of work depends on the rational approach in the widest
possible sense of the word. On the basis of this approach we have
presented a detailed project assignment which is a good opportunity
for problem based work approach. We have also made a detailed analysis
of the activities taking place in the proces of task realization from
the time-physiological and educationally- psychological aspect.
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IGRA KOT METODA DELA V OSNOVNI ŠOLI
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PLAY AS ONE OF THE WORK METHODS IN THE NEW PRIMARY SCHOOL
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| Strokovni članek
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Professional paper
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| UDK 371.382
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UDC 371.382
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DESKRIPTORJI: devetletna osnovna šola, igra, metode dela,
opisno ocenjevanje, razvoj osebnosti, triada, zgodnejši vstop v šolo
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DESCRIPTORS: nine-year elementary school, play,
teaching method, descriptive assessment, personality development,
3-year educational periods, early schooling
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POVZETEK - Nova osnovna šola prinaša v šolski prostor
številne spremembe: vstop v šolo s šestimi leti, devetletno osnovno
šolo, opisno ocenjevanje v prvi triadi in počasen prehod na numerično
ocenjevanje, integracijo otrok s posebnimi potrebami idr. Vse omenjeno
terja tudi potrebo po drugačni organiziranosti in načinu dela.
V prispevku obravnavamo poskus opredelitve igre in njene vloge
v novi devetletni osnovni šoli. Glede na zgodnejši vpis v osnovno
šolo smo nakazali možnosti uporabe igre predvsem v prvi triadi, pri
čemer smo upoštevali psihofizične značilnosti šestletnikov.
Igra je lahko prehodna učna metoda, v prvi triadi pa je lahko celo
temeljna učna prvina, še posebno pri pouku materinega jezika in matematike.
Z nekaterimi predlogi smo konkretizirali uporabnost igre pri obeh
predmetih in nakazali možnost postopnega izgubljanja vrednosti igre
pri pouku do tretje triade.
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ABSTRACT - The new primary school brings several
modifications into the school system: schooling at the age of six,
nine-year elementary school, three 3-year educational periods of elementary
education, descriptive assessment in the first three years, slow transition
to numerical assessment, integration of children with special needs
etc. All these modifications demand a new organisation of the school
concept and upgraded work methods.
The article attempts to define play and its application into the
new nine-year elementary school. Considering earlier schooling, its
possibility of application, especially into the first three school
years has been defined, taking into account psycho-physical characteristics
of six-year olds. Play can represent a transitional teaching method
while in the first three years it can even serve as the basic teaching
tool, especially in mother tongue and mathematics. The applicability
of play into both subjects is indicated with some suggestions, as
well as its decreasing applicability in the third 3-year period.
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MODEL VREDNOTENJA UČNIH PROGRAMOV ZA NADARJENE UČENCE
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EVALUATION MODEL OF EDUCATIONAL PROGRAMMES FOR GIFTED CHILDREN
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| Izvirni znanstveni članek
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Original scientific paper
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| UDK 371.212.3
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UDC 371.212.3
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DESKRIPTORJI: nadarjeni učenci, programi za nadarjene
učence, vrednotenje učnih programov
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DESCRIPTORS: gifted pupils, programmes for gifted pupils,
evaluation of educational programmes
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| POVZETEK - V članku predstavljamo modificiran pristop
k načrtovanju vrednotenja učnih programov za nadarjene učence, ki
je bil sprejet in učinkovito uporabljen v praksi učiteljev nekaterih
ameriških šolskih okrožij. Poseben poudarek posvečamo določanju učno-programskih
ciljev in izvajanju učno-programskega vrednotenja.
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ABSTRACT - the article presents a modified approach
to the planning of evaluation of educational programmes for the gifted,
which have been accepted and successfully implemented in practice
by teachers in the American school setting. Special emphasis is placed
on the setting of goals and assessment of educational programmes.
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STRES KOT POSLEDICA DRUŽBENIH SPREMEMB IN NJEGOV VPLIV NA DRUŽINO
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STRESS AS THE RESULT OF SOCIAL CHANGES AND ITS INFLUENCE
ON THE FAMILY
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| Strokovni članek
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Professional paper
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| UDK 173
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UDC 173
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DESKRIPTORJI: stres, družina, družba, družinski člani,
obnašanje
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DESCRIPTORS: stress, family, society, family members,
behaviour
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| POVZETEK - Sodobni slovenski družini pripada nenadomestljiva
vloga pri oblikovanju človeka. Danes se sooča s številnimi izzivi,
pestijo pa jo hudi socialno-ekonomski problemi. Razkorak med profesionalno
in zasebno sfero njenih članov jih peha v številne stresne situacije,
ki so latentna nevarnost konfliktnih situacij.
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ABSTRACT - The modern Slovene family still plays a unique
role in the formation of a human being. It is today faced with numerous
challenges and is at the same time suffering from severe socio- economic
problems. The discrepancy between the professional and private sphere
of its members forces them into numerous stressful situations that
present a latent danger of conflict situations.
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STRESOGENI DEJAVNIKI UČITELJEVEGA DELA
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STRESS FACTORS IN TEACHER'S WORK
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| Strokovni članek
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Professional paper
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| UDK 371.12:159.91
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UDC 371.12:159.91
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DESKRIPTORJI: učenec, učitelj, stresogeni dejavniki
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DESCRIPTORS: pupil, teacher, stress factors
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| POVZETEK - Avtorici poročata o nekaterih stresogenih dejavnikih
v osnovni šoli. Opredelili sta tri osnovna področja, na katerih se
stres najpogosteje pojavlja (delo z učenci, obremenitev, povezana
s strokovnim delom, in odnosi s sodelavci). Znotraj področij sta stresogene
dejavnike na osnovi empiričnih podatkov rangirali in identificirali
občutke, s katerimi stresogene situacije doživljajo učitelji.
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ABSTRACT - The authors discuss stress factors in primary
school. The three basic areas, where stress appears most frequently,
are defined (work with pupils, load connected with professional work,
relationships with colleagues). On the basis of empirical data, stress
factors within these areas are classified, and the feelings with which
stress situations are experienced by teachers are identified.
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DIDAKTIČNI VZOREC OBRAVNAVE DRUŽBOSLOVNE VSEBINE "POKLIC - PRIDOBLJENI
DRUŽBENI POLOŽAJ"
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DIDACTIC EXAMPLE OF TREATING THE SOCIAL SUBJECT CONTENT "PROFESSION -
ACQUIRED SOCIAL STATUS"
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| Strokovni članek
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Professional paper
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| UDK 372.83
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UDC 372.83
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DESKRIPTORJI: poklic, poklicna etika, poklicna odgovornost,
družbeni položaj, družbena vloga, družbene razlike
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DESCRIPTORS: profession, professional ethics, professional
responsibilitiy, social status, social role, social differences
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| POVZETEK - Avtorica prikazuje didaktični vzorec možne
obravnave družboslovnih vsebin, ki so vezane na poklic in pridobljeni
družbeni položaj. Prikazani vzorec temelji predvsem na diskusijskem
tipu učne ure, ki ima vgrajeno tudi učno-delovno strategijo. Ta naj
bi učenca navajala k metadidaktičnemu učenju oz. h kritičnemu presojanju
smiselnosti socioloških ter sploh vseh družboslovnih vsebin, ki jih
le-ta usvaja.
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ABSTRACT - The article presents a didactic example
of treating social studies contents connected with the topic of profession
and the acquired social status of an individual. The example is based
primarily on the discussion type of lesson incorporating a learn and
work strategy which should enable the pupil to become acquainted with
meta-didactic learning principles, i.e., critical judgment of the
importance of sociology and all other social studies contents he/she
is learning.
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MALČKOVA SPOLNOST
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TODDLER'S SEXUALITY
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| Strokovni članek
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Professional paper
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| UDK 613.88
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UDC 613.88
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DESKRIPTORJI: malček, spolnost, samozadovoljevanje, zaljubljenost,
ljubosumnost
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DESCRIPTORS: toddler, sexuality, masturbation, falling
in love, jealousy
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| POVZETEK - Spolnost je lahko za človeka pomemben vir osebne
sreče. V prispevku predstavljamo spolno problematiko v obdobju malčka.
Pojasnjujemo, da pri otrokovi igri s spolovili (otroškem samozadovoljevanju)
še ne gre za prave spolne igre, vendar pa že doživlja določene spolne
užitke. Svoje spolno zanimanje kaže tudi skozi spraševanje o stvareh
v zvezi s spolnostjo, ko odkriva razlike med spoloma.
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ABSTRACT - For the human being sexuality can represent
an important source of personal happiness. The article tries to present
the place of sexuality during the toddler period. We try to show that
the child's play with its genitals (child masturbation) is not real
sexual play, although the child does experience certain sexual satisfaction.
Its sexual interests are demonstrated in his questions about sexual
matters when discovering gender differences.
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USPEŠNE OBLIKE SODELOVANJA S STARŠI
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SUCCESSFUL COOPERATION WITH PARENTS
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| Strokovni članek
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Professional paper
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| UDK 37.06
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UDC 37.06
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DESKRIPTORJI: sodelovanje s starši, roditeljski sestanki,
govorilne ure, pisna sporočila, predstavitev poklicev
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DESCRIPTORS: cooperation with parents, parent - teacher
meetings, contact hours for parents, written messages, presentation
of profession
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| POVZETEK - Avtorica v članku razpravlja o pomenu dobrega
sodelovanja s starši, ki ga je treba čim prej vzpostaviti, najbolje
že v mali šoli, potem pa dograjevati na roditeljskih sestankih, govorilnih
urah in s pritegnitvijo staršev v vzgojno-izobraževalni proces. Nekatere
možnosti opiše podrobneje.
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ABSTRACT - The article discusses the importance
of good cooperation with parents which should be established as early
as possible. It should start at the time of pre-school education and
then grow through parent - teacher meetings, contact hours and by
inviting the parents to participate in the educational process. Some
of these possibilities are described in more detail.
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PROJEKT "ČLOVEŠKI LIKI" - MENSCHENBILDER
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"HUMAN FORMS" PROJECT - MENSCHENBILDER
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| Poročilo
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Report
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| UDK 372.83
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UDC 372.83
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DESKRIPTORJI: projekt, literarno ustvarjanje, likovno
ustvarjanje,
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DESCRIPTORS: project, literary creativity, visual arts
creativity
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| POVZETEK - Avtorici poročata o interdisciplinarno zasnovanem
projektu, ki sta ga izvedli Zvezna gimnazija in realna gimnazija za
Slovence ter Kulturno društvo pri Joklnu iz Celovca. Projekt je vsebinsko
usmerjen na sožitje ljudi v smislu humanizma in enakopravnosti.
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ABSTRACT - The authors report about the interdisciplinary
project that was carried out by the Federal Gymnasium, the Slovene
Gymnasium and the Cultural Association by Jokl in Klagenfurt. The
aims of the project were a better coexistence of people in the sense
of deeper humanism and equality.
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