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NADARJENOST V PSIHOLOŠKEM IN DRUŽBENEM KONTEKSTU
| GIFTEDNESS WITHIN A PSYCHOLOGICAL AND SOCIAL CONTEXT
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| Izvirni znanstveni članek
| Original scientific paper
|
| UDK 37.037
| UDC 37.037
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DESKRIPTORJI: nadarjenost, sposobnosti, osebnost, ustvarjalnost,
družbeni vplivi
| DESCRIPTORS: giftedness, abilities, personality, creativity,
social impact
|
| POVZETEK: Nadarjenost lahko razumemo kot izjemno visoko
razvitost neke sposobnosti ali skupine sposobnosti. Toda dokler priznavamo
samo količinske razlike v sposobnostih, ne pa tudi kvalitativnih,
ostaja vprašanje, kaj je za nas pravzaprav "izjemno", odprto. V tem
primeru se moramo pri definiciji nadarjenosti zadovoljiti z golo konvencijo.
Nadarjenost se nam pokaže kot nekaj realnega šele tedaj, če predpostavimo,
da se ljudje po svojih sposobnostih ne razlikujemo samo kvantitativno,
marveč tudi kvalitativno. Do kvalitativne razlike v sposobnostih pa
pride po avtorjevem mnenju šele v zvezi s kreativnostjo, tj. tedaj,
ko neka sposobnost ne omogoča več samo analize in reprodukcije že
danega, temveč produkcijo nečesa novega. Problem nadarjenosti se nam
tako pokaže kot problem kreativnosti. Na osnovi teh izhodišč skicira
avtor najprej teorijo kreativne osebnosti, nato pa to teorijo še razširi
in obravnava kreativno osebnost in kreativni proces v družbenem kontekstu.
Kreativnost se nam tako pokaže kot proces nenehnega součinkovanja
med posameznikom in družbo.
| ABSTRACT: Giftedness can be understood as an outstanding
development of a certain ability or groups of abilities. But until
only quantitative differences in abilities and not the qualitative
ones are recognised, the question remains as to what does "outstanding"
really mean. When defining giftedness, we have to be satisfied with
convention alone. Giftedness, however, is revealed as something real
only then, when we assume that people differ in their abilities not
solely with regard to quantity but also with regard to quality. The
author believes that the qualitative differences in abilities appear
only in connection with creativity, when a certain ability does not
only result in the analysis and reproduction of the given, but rather
in something new. The problem of giftedness can thus be considered
as a problem of creativity. On the basis of such understanding, the
author first outlines the theory of a creative personality, then the
theory is extended to include the creative personality and the creative
process within a social context. In this way, creativity is the process
of constant interplay between the individual and the society.
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SOCIOLOGIJA NA MATURI
| SOCIOLOGY AS PART OF THE MATURA EXAM
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| Izvirni znanstveni članek
| Original scientific paper
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| UDK 372.83:373.547(497.4)
| UDC 372.83:373.547(497.4)
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DESKRIPTORJI: sociologija, zunanje preverjanje, strukturirana
vprašanja, ocenjevanje, učni cilji, taksonomija, testne norme, uspešnost kandidatov
| DESCRIPTORS: sociology, external examinations, structured
questions, assessment, learning goals, taxonomy, test norms, candidates' achievement
|
| POVZETEK - Prispevek se ukvarja z eksternim ocenjevanjem
sociologije v srednji šoli. Najbolj celovito izoblikovan sistem eksternega
preverjanja znanja predmeta na tej ravni predstavlja maturitetni izpit
iz sociologije kot izbirnega predmeta. Dosedanje izkušnje že ponujajo
možnost presoje tovrstnega preverjanja in ocenjevanja z vsebinskega
in pedagoškega vidika. Članek izpostavlja razpravo o zahtevnostnih
ravneh, zajetih v eksterno preverjanje, in s tem preverjanje doseženih
učnih ciljev pouka sociologije, predstavi tudi doslej izmerjene testne
norme preverjanja, predvsem objektivnost, težavnost in diskriminativnost
izpitne pole s strukturiranimi vprašanji. Prikazana je tudi uspešnost
kandidatov na tem delu izpita.
| ABSTRACT - The article discusses external exami-nations
in the subject of sociology in secondary schools. The most comprehensively
developed external examinations system of the subjects at this level
is the Matura exam, within which sociology is one of the elective
subjects. The present experience can serve as a starting point for
evaluating such assessment from the aspect of content and teaching.
The article discusses the different requirement levels of the external
examinations and the evaluation of achieved learning goals in sociology.
It also presents the assessment test norms, above all objectivity,
difficulty level and discrimination of the exam sheet with structured
questions. The achievement of candidates in this part of the exam
is also a topic of discussion.
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UČBENIK V FUNKCIJI RAZVIJANJA USTVARJALNEGA MIŠLJENJA PRI POUKU MATEMATIKE
| TEXTBOOK IN THE FUNCTION OF DEVELOPING CREATIVE THINKING IN MATH LESSONS
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| Izvirni znanstveni članek
| Original scientific paper
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| UDK 372.851(075.2):159.955
| UDC 372.851(075.2):159.955
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DESKRIPTORJI: ustvarjalnost, divergentno mišlje-nje, fluentnost,
fleksibilnost, originalnost, matematika, učbeniki
| DESCRIPTORS: creativity, divergent thinking, fluency,
flexibility, originality, mathematics, textbooks
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| POVZETEK - Avtor poroča o raziskavi aktualnih učbenikov
za predmet matematika za šolsko leto 2001/02, ki so izšli pri založbah
Školska knjiga, Alfa in Profil. V okviru svoje raziskave je zasledoval
predvsem možnost uveljavljanja in razvijanja ustvarjalnosti učencev
petega razreda osnovne šole. Ustvarjalnost je proučeval z vidika možnosti
razvoja divergentnega ustvarjalnega mišljenja učencev s pomočjo tistih
vsebin, ki jih lahko povežemo s fluentnostjo, fleksibilnostjo in originalnostjo.
Ob uporabi znanstvenih raziskovalnih metod (metoda analize teorije,
deskriptivno-analitična in kvantitativna metoda) je ugotovil,
da učbeniki proučevanih založnikov s svojo vsebino in didaktično-metodično
zasnovanostjo ne omogočajo razvoja ustvarjalnosti učencev pri pouku
matematike.
| ABSTRACT - The author reports about a research on
textbooks for the subject of mathematics for the academic year 2001/02
and published by the Školska knjiga, Alfa and Profil. The research
deals mainly with the possibility of implementing and developing the
fifth grader's creativity. Creativity was examined from the aspect
of the development of divergent creative thinking in students with
the help of those contents that can be linked with fluency, flexibility
and originality. By applying scientific research methods (the method
of theory analysis, descriptive-analytical and quantitative method)
and examining the contents and the teaching concepts in the discussed
textbooks he established that they do not allow for the development
of student's creativity in math lessons.
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VPLIV NOTRANJIH IN ZUNANJIH MOTIVOV NA ODRASLE PRI NJIHOVEM IZOBRAŽEVANJU NA SAMOSTOJNIH VISOKOŠOLSKIH ZAVODIH
| IMPACT OF INTERNAL AND EXTERNAL MOTIVES ON ADULTS INVOLVED IN EDUCATION AT INDEPENDENT HIGH EDUCATION INSTITUTIONS
|
| Izvirni znanstveni članek
| Original scientific paper
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| UDK 374.7:378.094
| UDC 374.7:378.094
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DESKRIPTORJI: odrasli v izobraževanju, samostojni visokošolski
zavodi, notranji motivi, zunanji motivi
| DESCRIPTORS: adults in the process of education, independent
high education institutions, internal motives, external motives
|
| POVZETEK - Avtorica poroča o rezultatih raziskave
o nekaterih pomembnih notranjih in zunanjih motivih, ki spodbujajo
odrasle k študiju na samostojnih visokih strokovnih šolah v Sloveniji.
Ugotovila je, da med motivi za izobraževanje prevladujejo notranji
motivi, kot so postati samostojen in neodvisen, postati usposobljen
za življenje, preizkusiti svoje sposobnosti in želja pridobiti si
nov poklic, v manjši meri pa tudi zunanji motivi, kot so kvalitetnejše
delo v poklicu, zboljšati svoj materialni položaj in priti na boljše
delovno mesto.
| ABSTRACT - The author reports on research results
dealing with important internal and external motives which encourage
adults to take up studies at independent high education institutions
in Slovenia. She established that among the motives for education
the internal ones such as the wish to become self-confident and independent,
to become educated for life, to test one's abilities and to acquire
a new profession predominate while there are also less strong external
motives such as work of higher quality, improvement of one's material
conditions and the acquisition of a better work post.
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POMEMBNOST ŠOLSKE KLIME V DELOVANJU ŠOLE
| THE IMPORTANCE OF SCHOOL CLIMATE FOR THE FUNCTIONING OF A SCHOOL
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| Pregledni znanstveni članek
| Review
|
| UDK 373.32/.34
| UDC 373.32/.34
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DESKRIPTORJI: šola, učenci, učitelji, ravnatelj, razred, klima
| DESCRIPTORS: school, students, teachers, headmaster, class, climate
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| POVZETEK - Prispevek govori o pomembnosti šolske
klime za delovanje v razredu oziroma za razredno klimo. Kot primer
prikazujem šolski klimi dveh osnovnih šol. Podatki so dobljeni le
na osnovi opazovanja, za korektnejše zaključke pa bi bili potrebni
še merski instrumenti, ki jih navajajo različni avtorji. Se pa že
ti podatki vklapljajo v teoretična izhodišča razmišljanj o šolski
klimi in stilih vodenja šole, kjer se z različno mero poudarjajo storilnostni
in socialni elementi v vzgojnoizobraževalnem delu šole kot predvsem
formalne institucije.
| ABSTRACT - The article discusses the importance
of the school climate for good functioning in the class or for the
class climate. For the presentation of the school climate at two primary
schools we used the data gathered on the basis of observation. For
more exact conclusions we would need to apply measuring instruments
cited by various authors. These data can serve as the basis for reflecting
about the school climate and management styles whereby the efficiency
and the social elements of the educational work of the school as a
primarily formal institution are emphasised to a different extent.
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RAČUNALNIŠKI DIDAKTIČNI PROGRAMI - AKTUALNA, ZANIMIVA IN INDIVIDUALIZIRANA POT DO ZNANJA
| COMPUTER TEACHING PROGRAMS - TOPICAL, INTERESTING AND INDIVIDUALISED PATH TO KNOWLEDGE
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| Referat na znanstvenem posvetovanju
| Conference paper
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| UDK 371.68
| UDC 371.68
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DESKRIPTORJI: izobraževalna tehnologija, računalniški
programi, diferenciacija, evalvacija, nadarjeni učenci
| DESCRIPTORS: teaching technology, computer programs,
differentiation, evaluation, gifted children
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| POVZETEK - Nadarjeni otroci se pri klasičnem pouku
pogosto dolgočasijo. Uporaba sodobne tehnologije nadarjene otroke
privlači, saj jim ponuja obilo možnosti za realizacijo lastnih interesov.
Didaktični računalniški programi omogočajo otroku svobodno izbiro,
hitrejše napredovanje, diferenciacijo, individualizacijo, zagotavljajo
večje pomnjenje, razumevanje, predstavljivost. Z njihovo pomočjo lahko
spoznavajo tudi pojave, ki so nevarni, nedosegljivi ali težko vidljivi.
Poveča se motivacija za učenje, samostojnost učencev pri učenju, spodbuja
se spontano sodelovanje in razvijanje komunikacijskih spretnosti.
Tudi povratna informacija je hitra, omogoča popravljanje zmot in napak.
Pomembno je sodelovanje v internetnih projektih, ki že majhne otroke
spodbujajo h komuniciranju, k pridobivanju in širjenju informacij
preko spleta. Uporaba nove tehnologije, metod, oblik in tehnik učenja
in poučevanja dviguje tudi učiteljevo uspešnost in ustvarjalnost.
| ABSTRACT - Gifted children are frequently bored
in class. They are, however, attracted by modern technology since
it can offer them possibilities for satisfying their interests. Educational
software offers children choices, it enables faster progress, differentiation,
and individualisation, and ensures better memory, understanding and
imagination. It also helps them to learn about the phenomena which
are dangerous, unachievable or observable only with difficulty. The
motivation for learning is enhanced, students become more independent
in their learning, spontaneous collaboration and development of communication
skills improve. Quick feedback information allows for the correction
of mistakes. Another dimension is collaboration in internet projects,
where small children are encouraged to communicate, acquire and disseminate
information through websites. The use of new technology, methods,
educational techniques and teaching raises teacher's performance and
creativity.
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NOTRANJA DIFERENCIACIJA IN INDIVIDUALIZACIJA ZA NADARJENE UČENCE
| INTERNAL DIFFERENTIATION AND INDIVIDUALISATION OF GIFTED STUDENTS
|
| Referat na znanstvenem posvetovanju
| Conference paper
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| UDK 37.043
| UDC 37.043
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DESKRIPTORJI: organizacijski modeli, notranja diferenciacija
in individualizacija, nadarjeni učenci
| DESCRIPTORS: organisational models, inner differentiation
and individualisation, gifted children
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| POVZETEK - Temeljna pogoja za razvoj nadarjenih učencev
sta učna diferenciacija in individualizacija. V svetu ju upošteva
vrsta različnih organizacijskih modelov, od katerih v naših šolah
močno prevladuje notranja diferenciacija. Gre za različno kombiniranje
učnih metod in oblik ter s tem sprotno prilagajanje učnim razlikam
med učenci. Učitelji se vsekakor zavedajo pomena diferenciacije in
individualizacije in posamezne oblike tudi vnašajo v vzgojno-izobraževalno
delo, vendar ne v vse stopnje učnega procesa. Na razredni stopnji
se prilagajajo šele ob utrjevanju, le redki učitelji pa prilagodijo
zmožnostim posameznega učenca tudi preverjanje in ocenjevanje. Za
uspešnejše uresničevanje diferenciranega in individualiziranega dela
bi po mnenju učiteljev morali zagotoviti manjše število učencev v
oddelku, dodatne vire in druga učna sredstva ter poskrbeti za dodatno
izobraževanje.
| ABSTRACT - The fundamental conditions that
enable the development of gifted students are teaching differentiation
and individualisation. They are included in several different organisational
models, from which those with internal differentiation predominate
in our schools. There exist various combinations of teaching approaches
and forms, with ongoing adjustments to the learning differences among
the students. The teachers are aware of the importance of differentiation
and individualisation and include individual elements into their teaching,
however, not into all the stages of the teaching process. At the lower
primary level, they adjust only in the consolidation part of the process,
and only few teachers adjust the evaluation and assessment part to
the abilities of individual students. In order to implement these
principles more successfully, the teachers believe the number of students
in a class should be smaller, additional sources and teaching materials
would need to be made available, alongside additional training for
themselves.
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|
ALI SPREMEMBE V ŠOLI VPLIVAJO NA UČITELJEV PROFESIONALIZEM
| DO SCHOOL CHANGES INFLUENCE TEACHER'S PROFESSIONALISM?
|
| Strokovni članek
| Professional paper
|
| UDK 371.214:37.001.7
| UDC 371.214:37.001.7
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DESKRIPTORJI: učitelj, šola, profesionalni razvoj, vloga ravnatelja
| DESCRIPTORS: teacher, school, professional development, headmaster's role
|
| POVZETEK - Avtorica obravnava spremembe v šoli, ki
ob splošnem napredku družbe, kopičenju novih informacij in spoznanj
povečujejo pričakovanja do šol glede vseživljenjskega učenja in izobraževanja
strokovnih delavcev ter drugih zaposlenih na šoli. Človek z znanjem
in informacijami postaja najpomembnejši "socialni kapital" družbe
v 21. stoletju. Spremembe so stalnica v razvojnem procesu šole. Neprestano
se pojavljajo na vseh ravneh odprtega sistema v šoli. Uvajamo jih
lahko hitro ali počasi pri organizaciji, vodenju, načrtovanju, komunikaciji
in spremljanju dela. Pripravljenost in usposobljenost posameznikov
za izvajanje sprememb sta pomembna dejavnika, ki odločilno vplivata
na uvajanje sprememb.
| ABSTRACT - The author presents school changes which,
alongside general social progress, accumulation of new information
and knowledge, increase the expectations society has towards a school
in the direction of life-long learning and education of professionals
and other school staff. A person with knowledge and information has
become the most important 'social capital' of the 21st century society.
In the process of development of a school, changes represent a constant
factor. They can either be implemented slowly or fast into the organisation,
management, planning, communication and monitoring. The willingness
and competence of individuals for the implementation of changes are
two important factors which play a decisive role in their implementation.
|
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POMEN IN VPLIV IGRAČ IN IGER NA OTROKA
| IMPORTANCE AND IMPACT OF TOYS AND PLAY ON A CHILD
|
| Strokovni članek
| Professional paper
|
| UDK 796.1-053.4
| UDC 796.1-053.4
|
DESKRIPTORJI: igra, igrača, medkulturne razlike, ustvarjalnost, razvoj
| DESCRIPTORS: play, toy, intercultural differences, creativity, development
|
| POVZETEK - Igra in igrače so nepogrešljivi dejavniki
v otrokovem razvoju, zlasti v zgodnjem obdobju. Na igralne aktivnosti
močno vplivajo tudi medkulturne razlike. Avtor ugotavlja, da si otroci
z igranjem razvijajo svoje telesne in umske sposobnosti ter komunikacijske
spretnosti. Natančneje obravnava igre glede na kraj igranja in glede
na vsebino.
| ABSTRACT - Play and toys are indispensable elements
of child's development especially in early years. The play activities
are strongly influenced by intercultural differences. The author believes
that by playing the children develop their physical and mental abilities
as well as their communication skills. He discusses play in more detail
with regard to place and content.
|