2004 - LETNIK 19
POVZETKI ŠTEVILKE 2

Dr. Jana Kalin

USPOSOBLJENOST RAZREDNIKOV

QUALIFIED HOME-ROOM TEACHERS

Pregledni znanstveni članek Review
UDK 371.12 UDC 371.12
DESKRIPTORJI: razrednik, razredništvo, usposobljenost, izobraževanje, učitelji
DESCRIPTORS: home-room teacher, home-room activities, competence, education, teachers
POVZETEK - V članku predstavljamo del empirične raziskave o vlogi in delu razrednika, ki je zajela populacijo gimnazijskih razrednikov, dijakov, ravnateljev in staršev. Odkrivali smo številna in raznolika pričakovanja od razrednikov in eden od problemov, ki se ob tem pojavlja, je tudi (ne)usposobljenost razrednikov za opravljanje številnih funkcij in dolžnosti, ki jih s to vlogo sprejmejo. Predstavljamo poglede gimnazijskih razrednikov na svojo vlogo, prednosti in slabosti, ki jih spoznavajo pri tem delu, ter opozarjamo na vidike in vsebine, ki bi jih morali nujno vklju-čiti v programe dodiplomskega izobraževanja in stalnega strokovnega izpopolnjevanja razrednikov. Brez ustreznega izobraževanja ne moremo pričakovati, da bomo v naših šolah imeli dobre razrednike. ABSTRACT - The article presents part of an empirical research about the role and work of the home-room teacher, which included the population of high-school home-room teachers, students, principals and parents. We encountered many different expectations on the part of the home-room teachers. One of the problems in this context is their (in)competence in carrying out the numerous functions and responsibilities that come with this role. We present the views of high-school home-room teachers as to how they see their role, the advantages and disadvantages of their work, and bring attention to those aspects and elements that should necessarily be included in the programmes of undergraduate teacher education as well as in the on-going teacher training. Without appropriate education we cannot expect to have competent home-room teachers in our schools.

Dr. Majda Cencič

POKLICNO UČENJE RAZREDNIH UČITELJEV

PROFESSIONAL LEARNING OF CLASSROOM TEACHER

Pregledni znanstveni članek Review
UDK 377.8 UDC 377.8
DESKRIPTORJI: vseživljenjsko učenje, poklicno učenje, učne aktivnosti, razredni učitelji
DESCRIPTORS: life-long learning, professional learning, learning activities, classroom teachers
POVZETEK - V okviru vseživljenjskega učenja lahko govorimo tudi o poklicnem učenju učiteljev, ki se začne, ko učitelji začnejo delati v učiteljskem poklicu in ki vpliva na poklicni razvoj učiteljev. Z manjšo raziskavo smo želeli ugotoviti, katere učne aktivnosti skupina razrednih učiteljev največ porablja pri svojem poklicnem učenju in ali so razlike med temi učnimi aktivnostmi med učitelji, ki se že formalno izobražujejo na dveh različnih smereh izrednega študija. Izbrali smo namenski vzorec 27 učiteljev dodiplomskega in 27 učiteljev podiplomskega študija na Pedagoški fakulteti v Ljubljani v študijskem letu 2003/04. Primerjava rezultatov med skupinama razrednih učiteljev je pokazala, da so vsi navedli branje strokovne literature kot najbolj prisotno učno aktivnost, superzivijo pa kot najmanj uporabljeno in poznano. Statistično pomembne razlike pa smo med skupinama razrednih učiteljev dobili pri vključevanju v stalno strokovno spopolnjevanja, uporabi raziskovanja in supervizije. Navedene so tudi učne aktivnosti, ki so jih učitelji dopisali kot manj pogoste v procesu njihovega poklicnega učenja ter nekateri predlogi učiteljev. ABSTRACT - Within the framework of life-long learning we can also discuss the professional learning of teachers, which starts when they begin their teaching career and which influences their professional development. A small-scale research tried to establish which learning activities a group of classroom teachers implements the most, and whether there exist any differences with regard to learning activities among the teachers already formally attending two different part-time study programmes. Our sample included 27 undergraduate teachers and 27 post-graduate teachers from the Faculty of Education, University of Ljubljana, enrolled in the academic year 2003/04. The comparison of the results of the two groups of classroom teachers showed that they all listed reading professional literature as the most widely used learning activity and supervision as the least employed or known one. Statistically relevant differences were achieved with regard to their involvement in on-going professional training, use of research and supervision. We also made note of the learning activities the teachers mentioned as the less frequent ones used in their professional training as well as some of their suggestions.

Dr. Milena Ivanuš Grmek, mag. Marija Javornik Krečič

DEMOKRATIZACIJA OCENJEVANJA ZNANJA Z VIDIKA IZSLEDKOV EMPIRIČNE RAZISKAVE

DEMOCRATISATION OF KNOWLEDGE ASSESSMENT FROM THE ASPECT OF EMPIRICAL RESEARCH RESULTS

Pregledni znanstveni članek Review
UDK 371.26:373.34 UDC 371.26:373.34
DESKRIPTORJI: osnovna šola, ocenjevanje znanja, demokratizacija ocenjevanja znanja, učenci, učitelji
DESCRIPTORS: primary school, knowledge assessment, democratisation of knowledge assessment, students, teachers
POVZETEK - Prispevek v prvem delu prikazuje momente demokratizacije ocenjevanja znanja ter izpostavi njihovo pomembnost. V drugem delu so predstavljeni rezultati empirične raziskave, opravljene v decembru 2003. V raziskavo smo vključili maribor-ske in ljubljanske osnovne šole, ki še izvajajo osemletko. Vzorec je zajemal 345 učencev sedmih in osmih razredov ter 98 učiteljev slovenščine in matematike, ki poučujejo v sedmem oz. osmem razredu osemletke. Rezultati so pokazali očitne razlike med ocenami učiteljev in učencev glede pogostosti pojavljanja posamezne značilnosti demokratizacije procesa ocenjevanja znanja. ABSTRACT - In the first part, the article presents the moments when democratisation of knowledge assessment takes place and elaborates on their importance. The second part brings the results of the empirical research carried out in December 2003, which included the Maribor and Ljubljana primary schools still implementing the eight-year primary school programme. The sample consisted of 345 seventh- and eighth-graders as well as 98 teachers of Slovene and Mathematics teaching these students. The results showed relevant differences between the evaluation of the teachers on the one hand, and that of the students on the other with regard to the prevalence of individual characteristics of democratisation present in the knowledge assessment process.

Dr. Mara Cotič, Joca Zurc, Doriana Kozlovič Smotlak

CELOSTEN PRISTOP PRI ZGODNJEM POUČEVANJU - VLOGA GIBALNIH AKTIVNOSTI PRI POUKU MATEMATIKE

HOLISTIC APPROACH IN EARLY TEACHING - ROLE OF MOVEMENT ACTIVITIES IN MATH LESSONS

Pregledni znanstveni članek Review
UDK 371.3 UDC 371.3
DESKRIPTORJI: otrokov razvoj, gibalna aktivnost, celostno poučevanje, prvo triletje, zgodnje poučevanje matematike, simetrija
DESCRIPTORS: child development, movement activity, holistic teaching, first triad, early math teaching, symmetry
POVZETEK - Cilj naše raziskave je bil preučiti pomen celostnega pristopa pri zgodnjem poučevanju matematike, natančneje pri usvajanju pojma simetrije v prvih razredih osnovne šole. V ta namen smo oblikovali teoretični model, v katerem smo povezali značilnosti otrokovega celostnega razvoja z njegovim celostnim dojemanjem sveta. Kot ključnega pomena smo v tem okviru izpostavili gibalno aktivnost, ki predstavlja temelj za razvoj vseh ostalih podsistemov psihosomatskega statusa. Izhajajoč iz navedenega je vključitev gibalne aktivnosti kot didaktičnega sredstva neobhodno potrebna v procesu zgodnjega poučevanja. Da bi preverili postavljen teoretični model smo izvedli empirično raziskavo na vzorcu 90 otrok kontrolne skupine in 89 otrok eksperimentalne skupine, ki so obiskovali 2. razred obalnih osnovnih šol. Ugotovili smo, da obstajajo med kontrolno in eksperimentalno skupino statistično pomembne razlike v reševanju nalog, ki zahtevajo poznavanje in razumevanje pojmov in algoritmov ter reševanju nalog, ki zahtevajo reševanje enostavnih problemov iz simetrije. ABSTRACT - The aim of the research was to study the importance of a holistic approach in early math lessons - in the acquisition of the concept of symmetry in lower primary school. For this purpose we designed a theoretical model where we linked the characteristics of the child's comprehensive development with his comprehensive understanding of the world. The key activity in this context is movement which represents the foundation for the development of all other psychosomatic subsystems. The implementation of movement activities as a teaching method is thus indispensable in the process of early teaching. In order to examine the designed theoretical model, we carried out empirical research where we included 90 children in the control group and 89 children in the experimental group, both groups attending the second grade of the primary schools in the coastal region of Slovenia. We established that there exist statistically relevant differences between the control group and the experimental one in the solving of tasks where the knowledge and understanding of concepts and algorithms is required, and in the solving of tasks which demand solving simple symmetry problems.

Dr. Slavko Cvetek

UČITELJEVO ZNANJE V OČEH ŠTUDENTA, BODOČEGA UČITELJA

TEACHER KNOWLEDGE IN THE EYES OF THE STUDENT TEACHER

Pregledni znanstveni članek Review
UDK 377.8 UDC 377.8
DESKRIPTORJI: znanje učiteljev, izobraževanje učiteljev, učiteljeve profesionalne vloge
DESCRIPTORS: teacher knowledge, teacher education, teacher's professional roles
POVZETEK - Avtor v svojem prispevku predstavlja ugotovitve raziskave, opravljene med študenti, ki se na Pedagoški fakulteti Univerze v Mariboru izobražujejo za poklic učitelja angleškega jezika. Glavni namen raziskave je bil ugotoviti, kako študenti vidijo svoje prihodnje profesionalne vloge kot učitelji angleškega jezika. Dodatni cilj raziskave je bil ugotoviti, ali se narava študijskega programa in ustanove, ki izvaja program, odraža na pojmovanjih študentov o svojih prihodnjih profesionalnih vlogah. Kot je razvidno iz ugotovitev raziskave, so pojmovanja študentov o njihovih prihodnjih profesionalnih vlogah v precejšnji meri skladna s pojmovanji, ki jih na področju poučevanja in izobraževanja učiteljev danes štejemo za splošno veljavna. Kljub temu pa nekatere ugotovljene razlike potrjujejo avtorjeve domneve o tem, da predstavlja obstoječi študijski program s svojo močno odvisnostjo od tradicionalnih disciplin in neupoštevanjem pomena praktičnih izkušenj za profesionalni razvoj študentov resno oviro za nadaljnji razvoj izobraževanja učiteljev. ABSTRACT - In his paper, the author presents the findings of a small-scale study among the students, future English language teachers at the Faculty of Education, University of Maribor. The main aim of the study was to investigate how students perceived their future professional roles as English language teachers. Additionally, the study aimed to find out whether the nature of the study programme and the institution were reflected in the student teachers' conceptions about their future professional roles. The findings of the study suggest that these comply, to a large extent, with the conceptions now widely recognised in the profession of teaching and teacher education. Some of the identified differences, however, do support the author's assumptions that the present study programme with its heavy dependence on traditional disciplines and its lack of recognition of the importance of practical experience for students' professional development present a serious obstacle to further development of teacher education.

Dr. Marina Tavčar Krajnc

SOCIOLOGIJA NA MATURI - ESEJSKA VPRAŠANJA

SOCIOLOGY AS A MATURA EXAM - ESSAY QUESTIONS

Pregledni znanstveni članek Review
UDK 372.83:373.547 UDC 372.83:373.547
DESKRIPTORJI: sociologija, zunanje preverjanje, esejska vprašanja, ocenjevanje, učni cilji, taksonomija, uspešnost kandidatov
DESCRIPTORS: sociology, external examinations, essay questions, assessment criteria, learning goals, taxonomy, candidates' achievements
POVZETEK - Prispevek analizira eksterno ocenjevanje sociologije v srednji šoli. Ukvarja se z evalvacijo uspešnosti kandidatov pri odgovarjanju na esejska vprašanja, pri čemer upošteva vsebinsko zahtevnost samih vprašanj, njihovo formo glede jasnosti in natančnosti definiranja problema ter število in strukturo kandidatov. Vključeni sta racionalna evalvacija vsebine naslovov iz treh različnih let ter primerjava nekaterih edukometričnih indeksov za štiri leta. ABSTRACT - The article analyses external examinations in the subject of secondary school sociology. It deals with the evaluation of candidates' achievements in answering essay questions, and includes the aspect of the required content level, the formal point of view of clarity and accuracy, and the number and structure of the candidates. The author carried out rational evaluation of the essays from three different years and compared some educometrical indexes for four years.

Dr. Marko Stevanović

DIHOTOMNE IN HOLISTIČNE PARADIGME POUKA

DICHOTOMOUS AND HOLISTIC LESSON PARADIGMS

Pregledni znanstveni članek Review
UDK 37.01 UDC 37.01
DESKRIPTORJI: učenec, osebnost, učna snov, znanje, ustvarjalnost
DESCRIPTORS: student, personality, teaching contents, knowledge, creativity
POVZETEK - Avtor v svojem prispevku elaborira stališče in delovanje učitelja glede na osebnost učenca in učno snov, ki jo naj učenec usvoji preko svojega raziskovalnega dela. S pomočjo teoretičnega in empiričnega raziskovanja je prišel do spoznanja, da dihotomni pristop ni ustrezen, ker lahko preferira le eno dimenzijo. Treba je omogočiti pogoje za holistični pristop in celovito obravnavati učenčevo osebnostno strukturo, tako da se lahko vključi v procese ustvarjalnega raziskovanja, ki prinaša tudi ustvarjalne rezultate. ABSTRACT - The author elaborates on the viewpoints and activities of the teacher with regard to the student's personality and teaching contents that the student should acquire through research work. With the help of theoretical and empirical research, the author established that the dichotomous approach is not the right one because it prefers only one dimension. We need to create conditions for a holistic approach and for a comprehensive treatment of the student's personality structure to enable him/her to enter into the process of creative research culminating in creative results.

Dr. Zora Itković, Mia Troha

MERJENJE MOTIVACIJE ZA DELO PRI OKOLJSKI VZGOJI

MEASURING MOTIVATION FOR WORK IN ENVIRONMENTAL EDUCATION

Pregledni znanstveni članek Review
UDK 372.32 UDC 372.32
DESKRIPTORJI: ekološka vzgoja, motivacija, proekološko vedenje, strategije vzgoje in izobraževanja
DESCRIPTORS: ecological education, motivation, pro-ecological behaviour, educational strategies
POVZETEK - Avtorici v članku proučujeta problematiko onesnaževanja okolja in usmerjata razmišljanje na nujnost vzgoje mladih za ustrezen odnos do okolja. V prvem delu natančno obdelata področje edukacije za ekološko vedenje posameznikov, v empiričnem delu pa poskušata določiti, katere vzgojno-izobraževalne strategije vplivajo na zmanjševanje odpadkov v lokalni sredini, ki vključuje edukacijsko komponento ekološkega vedenja, zbiranje odpadkov, recikliranje in deponiranje. Cilj raziskave je usvajanje znanja in pridobivanje navad učencev osnovnih šol za ravnanje z odpadki in uporaba pridobljenega znanja v vsakdanjem življenju. Ugotavljata, da tak pristop pomembno zmanjšuje destruktivno vedenje posameznikov. ABSTRACT - ABSTRACT - The authors take a close look at the issue of environmental pollution and reflect on the necessity of developing in the young people a proper attitude towards their environment. The first part of the article treats in detail the area of education for ecological behaviour of individuals while the empirical part tries to define the educational strategies which would contribute to the decrease of waste in the local environment. This includes the educational component of ecological behaviour, collecting waste, recycling and depositing of waste. The aim of the research was to establish how primary school students can gain the necessary knowledge and habits for treating waste in the right way and how they can use the acquired knowledge in everyday life. They believe that the right approach can substantially reduce the destructive behaviour of some individuals.

Marja Gerbec

KAKO UČITELJI POZNAJO PODROČJE NADARJENOSTI

HOW TEACHERS RECOGNISE GIFTEDNESS

Pregledni znanstveni članek Review
UDK 371.21:159.928 UDC 371.21:159.928
DESKRIPTORJI: subjektivna mnenja učiteljev, razredna stopnja, predmetna stopnja, koncept dela z nadarjenimi, poznavanje
DESCRIPTORS: subjective opinions of teachers, lower primary school level, higher primary school level, concept of work with the gifted, identification
POVZETEK - Učitelji so pomemben dejavnik pri odkrivanju in delu z nadarjenimi učenci in z raziskavo se je izkazalo, da so na delo teoretično pripravljeni. Leta 1999 je bil sprejet osnutek Koncepta za odkrivanje in delo z nadarjenimi, ki ga z obvezno uvedbo devetletne osnovne šole v tem šolskem letu morajo upoštevati vse šole. Večinska mnenja učiteljev se skladajo s predlaganimi oblikami dela v konceptu, ugotovljeno je bilo tudi, da med učitelji razredne in predmetne stopnje v prepoznavanju lastnosti nadarjenega ni razlik. Ločijo med nadarjenimi in talentiranimi in se zavedajo, da je vsak nadarjen ali talentiran otrok specifičen primer in bo potrebno za vsakega posameznika izdelati individualni program, za čigar realizacijo bo zadolžen tim, ki naj bi ga vodil šolski svetovalni delavec. ABSTRACT - Teachers are an important factor in detecting and working with gifted students. Our research proved that they are theoretically well-prepared for these tasks. In 1999, the draft of the Concept for Identifying and Working with Gifted Students was designed, which has to be observed by all primary schools from this school year onwards because it is part of the compulsory nine-year primary school programme. The majority of teachers' opinions is in accordance with the approaches to working with the gifted laid out in the Concept. It was also established that there are no differences between the lower and higher primary school teachers in their detection of the qualities of giftedness. They differentiate between the gifted and the talented and are aware that each such child should be treated as a specific case for whom an individual programme has to be designed. The implementation of this programme will then be the responsibility of a team led by the school counsellor.

Dr. Vesna Štemberger

NAČRTOVANJE ŠPORTNO-VZGOJNEGA PROCESA KOT KAZALEC KAKOVOSTI ŠPORTNE VZGOJE V PRVI TRIADI

PLANNING PHYSICAL EDUCATION PROCESS AS AN INDICATOR OF QUALITY IN THE FIRST TRIAD

Strokovni članek Professional paper
UDK 373.3:372.879.6 UDC 373.3:372.879.6
DESKRIPTORJI: kakovost športne vzgoje, načrtovanje procesa športne vzgoje, razredni učitelj
DESCRIPTORS: quality of physical education, planning physical education, elementary school teacher
POVZETEK - Kakovost športne vzgoje lahko preverjamo z različnimi kazalci. Eden ključnih nosilcev kakovosti športne vzgoje je učitelj, ki ta proces vodi. Kakovostna izvedba športne vzgoje pa je v veliki meri odvisna od načrtovanja. Z raziskavo smo želeli ugotoviti, kako razredni učitelji načrtujejo športno-vzgojni proces ter ali med njimi obstajajo statistično značilne razlike. V vzorec smo zajeli 134 razrednih učiteljic, ki so poučevale na šolah prvega kroga devetletke. Za potrebe raziskave je bil izdelan vprašalnik, ki ga bo moč uporabljati tudi za potrebe samoevalvacije. Rezultati so pokazali, da je področje načrtovanja športne vzgoje pri razrednih učiteljicah slabo. Med različnimi skupinami uči-teljic statistično značilnih razlik (razen posameznih spremenljivk) nismo našli. ABSTRACT - There are different ways of assessing the quality of physical education. One of the key supporters of quality of physical education is undoubtedly the teacher. But the quality of physical education also depends on preparation. Our research tried to find out how teachers prepare the lessons of physical education and whether there are any statistically important differences between different groups of teachers. There were 134 elementary school teachers in our sample. For the research we prepared a questionnaire, appropriate also for self- evaluation (in the area of physical education). The results show that planning physical education in first three grades of primary school is not done satisfactorily. We did not find any statistically relevant differences between the groups of teachers.

Dr. Dragan Potočnik

MOTIVACIJA PRI POUKU ZGODOVINE

MOTIVATION IN HISTORY LESSONS

Strokovni članek Professional paper
UDK 372.893 UDC 372.893
DESKRIPTORJI: motivacija, zgodovina, osnovna šola, srednja šola
DESCRIPTORS: motivation, history, primary school, secondary school
POVZETEK - Motivacija je eden izmed pomembnih dejavnikov, ki vplivajo na kakovost učenja ter na kakovost doseženih rezultatov. Pojem učna motivacija zajema vse, kar spodbuja učenje, ga usmerja, mu določa intenzivnost, trajanje in kakovost. V didaktičnem smislu je motivacija uvajanje v novo učno snov. Učence psihološko pripravljamo, da bodo spremljali in osvajali novo snov z zanimanjem in doživeto. Načinov, da to dosežemo, je veliko. Pomembno je le, da je novo učivo učinkovito motivirano. ABSTRACT - Motivation is one of the important factors influencing the quality of teaching and the achieved results. The concept of motivation for learning encompasses everything which encourages learning, directs it, and defines its intensity, duration and quality. From the aspect of teaching, motivation implies initiation into new learning contents. We are psychologically preparing our students to follow and acquire the new materials with lively interest. The ways to do this are numerous. The only thing that matters is that the new material is effectively motivated.

Dr. Amand Papotnik, Drago Slukan, Janez Virtič

KONSTRUKTIVIZEM IN PROJEKTNO DELO PRI TEHNIKI IN TEHNOLOGIJI

CONSTRUCTIVISM AND PROJECT WORK IN TECHNICAL EDUCATION AND TECHNOLOGY

Strokovni članek Professional paper
UDK 371.3:372.862:621.03 UDC 371.3:372.862:621.03
DESKRIPTORJI: strategije učnega dela, projektna naloga, planiranje, konstruiranje, izvajanje, kontrola, vrednotenje, reševanje problemov, izkušnje, sposobnosti
DESCRIPTORS: strategy of education and training activities, project task, planning, designing, execution, checking, evaluation, problem solving, experience, abilities
POVZETEK - Konstruktivizem se izrazito zrcali v okviru in obsegu projektnega učnega dela, kjer na osnovi projektne naloge kot posebne strategije poteka učni proces od idejne zasnove prek izdelave prototipa, tehniške in tehnološke dokumentacije, izvedbe serijske proizvodnje do analize dela, vrednotenja dela in izdelka - produkta ter izračuna vrednosti projekta. Projektna naloga s svojo konstruktivistično naravnanostjo je tista strategija učnega dela, kjer se v procesu nastajanja projekta razvija divergentno mišljenje in ustvarjalne sposobnosti. Konstruktivizem in projektna naloga omogočata kakovostno in prijazno usvajanje, poglabljanje, utrjevanjanje in uporabo znanja s področja tehnike, tehnologije, organizacije dela, ekonomike, ergonomije, ekologije, fizike, kemije, biologije, matematike, geografije, informatike in računalništva, industrijskega oblikovanja itd. ABSTRACT - Constructivism is an important part of project educational work, where in the frame of the project work, the process, as a special educational strategy, starts with ideas, design and production of the prototype, design and production of documentation, and the realisation of mass production. It finishes with the analysis and evaluation of the work done, the costs and products. Project work is an educational work strategy which enhances the divergent way of thinking and creative capacity. Constructivism and project work enable quality and user friendly application, they contribute to the deepening and strengthening of knowledge in the area of design and technology, organisation of work, economy, ergonomics, ecology, physics, chemistry, biology, mathematics, geography, information and computer technology, industrial design etc.

Mag. Inge Šipek Vodnjov

LJUDSKA GLASBA V OSNOVNI ŠOLI

FOLK MUSIC IN PRIMARY SCHOOL

Strokovni članek Professional paper
UDK 373.32/.34:784.4 UDC 373.32/.34:784.4
DESKRIPTORJI: ljudska glasba, osnovna šola, učni načrt
DESCRIPTORS: folk music, primary school, curriculum
POVZETEK - Prispevek obravnava primerjalno študijo nacionalnih učnih načrtov za glasbeno vzgojo po vlogi in položaju ljudske glasbe v osnovni šoli v državah Slovenije, Avstrije in Hrvaške. Vloga ljudske glasbe je pojasnjena s splošnimi cilji in nalogami učnega načrta, položaj ljudske glasbe pa z glasbenimi aktivnostmi združenimi v glasbena področja in glasbene dejavnosti. Ugotovljeno je, da učni načrti na podoben način obravnavajo ljudsko glasbo, preko katere razvijajo učenčeve glasbene sposobnosti in spretnosti, sposobnosti doživljanja in dojemanja glasbe, poglabljajo koncentracijo, kritično in ustvarjalno mišljenje ter vzgajajo za spoštovanje in ohranjanje nacionalne ljudske glasbene dediščine ter strpnost do ljudskega glasbenega izročila drugih kultur in narodov. ABSTRACT - The article presents a comparative study of the primary school curricula for music education based on the role and place of folk music in primary schools in Slovenia, Austria and Croatia. The role of music education is explained through general aims and purposes of the curriculum; the place of folk music is presented through musical activities in different musical content areas. It has been established that all of the above-mentioned curricula approach the topic of folk music in a similar way, using it to help develop the students' musical competencies and skills. In addition, music education encourages students' capacities of experiencing and grasping music, their concentration skills, critical and creative thinking. What is more, music curricula raise the level of respect and desire for the preservation of national heritage of folk music and increase the level of tolerance with respect to the folk music heritage of other cultures and nations.