1994 - LETNIK 9
POVZETKI ŠTEVILKE 1

Dr. Milica Bergant

NEJASNA POTA IN IDEJNA VPRAŠANJA SVETOVNE ŠOLSKE REFORME V OKVIRU POSTMODERNIH DRUŽB IN POSTSOCIALISTIČNIH DRŽAV

UNDEFINED WAYS AND CONCEPTUAL QUESTIONS REGARDING THE WORLD SCHOOL REFORM WITHIN THE FRAMEWORK OF POSTMODERN SOCIETIES AND POSTSOCIALIST STATES

UDK 37.014.3 UDC 37.014.3
DESKRIPTORJI: šolska učinkovitost, reforma šolskih sistemov, učno storilnostna šola, pluralna šolska politika, scientistična paradigma, holistična paradigma
DESCRIPTORS: school efficiency, reform of school systems, achievement directed schools, pluralistic school policy, scientific model, holistic model
POVZETEK - Avtorica analizira mednarodna prizadevanja za reformo šolskih sistemov v smeri humanega, otrokovi zmogljivosti in socialnim potrebam prilagojenega šolanja. V tem okviru predstavljajo poseben problem reformni procesi v postsocialističnih državah. Nekatere države zaradi nejasnih lastnih šolskoreformnih konceptov ukrepajo pragmatično, tako da v naglici poskušajo posnemati uspešne kapitalistične države, znane po učno učinkovitem šolstvu.
Natančno predstavi tudi pedagoške reperkusije scientistične in holistične paradigme razmišljanja in delovanja ljudi. Ugotavlja, da holistična paradigma na področju izobraževanja ponuja drugačne vidike in oblike ter prispeva k novi kvaliteti procesa izobraževanja. 		ABSTRACT - The authoress analyzes international endeavours for the reform of school systems in the direction of a more humane schooling adapted to child's capacities and existing social needs. In this respect the ongoing reform processes in postsocialist states pose a specific problem. Due to their undefined school reform concepts, certain states act pragmatically in that they hurriedly try to imitate successful capitalist states known for their efficient school systems.
Pedagogical repercussions of a scientifically and holistically minded way of thinking and action are presented in detail. The authoress states that in the field of education the holistic model offers different aspects and forms and contributes to a new quality of the educational process.

Dr. Ivan Ferbežar

PEDAGOŠKA DEFINICIJA NADARJENOSTI KOT IZZIV PRAKSE

PEDAGOGICAL DEFINITION OF GIFTEDNESS AS CHALLENGE TO PRACTICE

UDK 371.212.3 UDC 371.212.3
DESKRIPTORJI: definicija nadarjenosti, koncepcija nadarjenosti
DESCRIPTORS: definition of giftedness, conceptual frame of giftedness
POVZETEK - Avtor razčlenjuje zelo redko teoretično raziskovano problematiko definicije nadarjenosti. Pri tem skuša graditi pedagoško definicijo nadarjenosti bolj kot izziv vzgojne prakse. Zanima ga konceptualni okvir pedagoške definicije nadarjenosti v odnosu do drugih definicij in operacionalizacija v vzgojni praksi. Raziskovalni problem obravnava v logični enotnosti med koncepcijo (definicijo), identifikacijo in vzgojno -izobraževalnim programiranjem. ABSTRACT - The author analyzes the problems of defining giftedness which have rarely been theoretically approached. He tries to define pedagogical giftedness as challenge to educational practice. He is interested in the conceptual frame of the pedagogical definition of giftedness in relation to other definitions and to the operationalization in educational practice. The research problem is being dealt with in a logical unity of conception (definition), identification and educational programming.

Dr. Jože Lipnik

GOVORNE IGRE IN JEZIKOVNA USTVARJALNOST OTROK

SPEECH GAMES AND LANGUAGE CREATIVITY OF CHILDREN

UDK 372.46 UDC 372.46
DESKRIPTORJI: glas, govorna igra, jezikovna ustvarjalnost, metoda, načelo, nonsens, odgovarjanje, onomatopoija, pregovor, uganka
DESCRIPTORS: sound, speech games, language creativity of children, method, principle, nonsense, response, onomatopoeia, proverb, riddle
POVZETEK - Govorne igre so mnogoštevilne in zelo raznolike. Pri razvijanju otroškega govora imajo mnoge dobre lastnosti in lahko prerastejo v jezikovno ustvarjalnost otrok. Za govorne igre lahko uporabimo pregovore, uganke, izštevanke, naštevanke in druge oblike kratkih besedil. Ob takih besedilih lahko primerjamo, opisujemo, ugotavljamo podobnosti in različnosti, rimamo besede, širimo besedni zaklad. Pri govornih igrah se igramo z glasovi, besedami, izrazi in stavki, v njih otroci pripovedujejo in se igrajo tvorbo verzov. ABSTRACT - Speech games are numerous and varied. In child's speech development they possess many good qualities and can lead to language creativity of children. Proverbs, riddles, counting games, finger rhymes and other forms of short texts can successfully be used for speech games. They offer the possibility for making comparisons, describing, defining similarities and differences, rhyming words and expanding vocabulary. In speech games we play with sounds, words, expressions and sentences. Children can use them for narration and can play at creating rhymes.

Dr. France Žagar

POUČEVANJE SLOVNIČNIH OBLIK

TEACHING GRAMMATICAL FORMS

UDK 372.46 UDC 372.46
DESKRIPTORJI: slovnični sistem, jezikovna zgradba, slovnične oblike
DESCRIPTORS: grammatical system, language structure, grammatical forms
POVZETEK - V članku posredujemo pregled, kako se predstavljajo in vadijo slovnične oblike. Predstavljanje oblike glede na njen pomenski in tvorbeni del zagotavlja zavestno poznavanje jezika, vadenje pa tudi obvladovanje jezika v praksi. Vsako slovnično obliko je možno predstavljati in vaditi ob različnem jezikovnem gradivu, zato ima učitelj veliko možnosti, da si zamišlja nove, izvirne načine obdelave. ABSTRACT - The article offers an overall view of the presentation and practice of grammatical forms. Presentation of forms in respect to their meaning and formation ensures conscious knowledge of language, while exercise ensures proficiency in practice. Each grammatical form can be presented and practised using different language material. The teacher has a great many possibilites to work out new, original ways of work.

Dr. Dolfe Rajtmajer

PEDAGOŠKO-DIDAKTIČNE POSEBNOSTI SMUČANJA MLAJŠIH OTROK

PEDAGOGICAL AND DIDACTICAL PECULIARITIES IN THE SKIING OF YOUNG CHILDREN

UDK 796.92:159.922.7 UDC 796.92:159.922.7
DESKRIPTORJI: smučanje, motorika, načelo epigeneze, vzdržljivost, ravnotežje, koordinacija, ogrevanje, varnost
DESCRIPTORS: skiing, motory system, principle of epigenesis, endurance, balance, coordination, warming up, security
POVZETEK - Avtor analizira vzgojno-izobraževalne posebnosti otroškega smučanja. Pri motoričnem učenju vseh vrst moramo biti pozorni na psihološko starost otrok, na stopnjo predznanja, tj. na motorične izkušnje in interese otrok. Otrok sprejema okolje celostno. Temu mora biti podrejena naša "tehnologija" dela na snegu. Razvojna psihologija pa nas tudi uči, da razvoj otroka temelji na "že znanem" (načelo epigeneze). Stroka mora zato upoštevati načelo primernosti vsebin in postopnosti, še zlasti pa pomen psihomotoričnega transferja. Otrok bo pri vadbi na snegu namreč zadovoljen le, če bomo gradili na njegovih prejšnjih izkušnjah (če jih za določene vsebine nima, pa mu jih moramo ustvarjati). Svojo vlogo bo lahko igral le, če bomo ustvarili ustrezno čustveno in socialno klimo. ABSTRACT - The author analyzes educational peculiarities of children's skiing. In learning motory skills one has to take into account the psychological age of children, the level of previous knowledge, i. e. motory experience and interests of children. The child accepts his environment in a holistic way. Our "technology" of work on the snow depends on all this. Developmental psychology also teaches us that child development is based on the "already known" (the principle of epigenesis). Therefore the profession has to consider the principle of contextual suitability and progressiveness and especially the importance of psychomotory transfer. When exercising on the snow, the child will experience satisfaction only if we build on his previous experience (if he does not possess certain contents, opportunities must be created for him to experience them). He will be able to play his role only in a suitable emotional and social climate.

Marija Heberle Perat

GLASBA V ZAČETNIH RAZREDIH OSNOVNE ŠOLE

MUSIC EDUCATION IN EARLY SCHOOLING

UDK 372.878 UDC 372.878
DESKRIPTORJI: glasbeni jezik in kultura, problemska učna situacija, aktivno in pasivno poslušanje glasbe, faze procesa poslušanja
DESCRIPTORS: music language and culture, problem learning situation, active and passive listening of music, phases in the listening process
POVZETEK - V začetnih opismenjevalnih razredih osnovne šole veliko časa posvetimo pismenosti v klasičnem pomenu besede in priznavamo pomen brani besedi. Istočasno pa smo premalo pripravljeni prisluhniti melodiji, ki jo vsaka izgovorjena beseda nosi, čeprav je lahko v njej več informacije, kot v pomenu besede same. Morda je delček te nepravilnosti skrit tudi v glasbeni vzgoji, saj razredni učitelj pogosto preveč upošteva pri predmetu glasbena vzgoja le vzgojo, premalo načrtno pa se loteva tipično glasbenega področja. Premalo govorimo o glasbenem opismenjevanju in pomembnosti glasbene komunikacije v začetnih razredih osnovne šole. Želeli bi, da postanejo v naši osnovni šoli vse vrste komunikacije, primerne učenčevi starosti, enakovredne. Posebno je važna začetna faza šolanja, kajti od te je odvisna tudi kasnejša komunikativnost posameznika, narodna samobitnost in ponos in kar je najvažnejše - možnost izražanja človeške topline, saj nam jo v današnjih časih tako primanjkuje. ABSTRACT: In the beginning classes of primary school a great deal of time is devoted to teaching children how to read and write and the importance of reading is being acknowledged. At the same time we are too little prepared to listen to the melody of each spoken word, although more information may be contained in it than in the meaning itself. Partly this wrongly directed attention might originate from music education, since within the subject of music the class teacher frequently emphasizes only the educational part of it and does not approach the specifically music field of the subject in a planned way. In the beginning classes of primary school neither musical literacy nor the importance of musical communication are being discussed enough. Our wish is to make all kinds of communication appropriate to child's age equally important in our schools. The beginning phase of schooling is especially important in this respect, since the ability of the individual to communicate later on depends on it, as well as the sense of national belonging, pride and most of all - the ability of expressing human warmth, so rare in today's times.

Dr. Alojzija Židan

PRIMER MOŽNE DIDAKTIČNE IZPELJAVE DRUŽBOSLOVNIH VSEBIN "DRUŽINA - MIKRO DRUŽBENA SKUPINA"

AN EXAMPLE OF A POSSIBLE DIDACTICAL REALIZATION OF SOCIAL STUDIES CONTENTS "FAMILY - MICRO-SOCIAL UNIT"

UDK 372.83:173 UDC 372.83:173
DESKRIPTORJI: družina, družbena skupnost, norme, vrednote, interakcija, komunikacija
DESCRIPTORS: family, family community, norms, values, interaction, communication
POVZETEK - V prispevku avtorica posreduje primer možne didaktične izpeljave družboslovnih vsebin, zasnovanih kot "Družina - mikro družbena skupina". Didaktična artikulacija navedenih vsebin se nanaša na vsebine predmetnega področja sociologija. Didaktična artikulacija vsebin temelji na delavniškem načinu dela učencev. Avtorica namreč sodi, da lahko takšen delovni način učencev vodi k njihovemu aktivnemu učenju družboslovja. ABSTRACT - The article presents an example of a possible didactical realization of social studies contents conceived as "Family - Micro-social Unit". The didactical articulation of mentioned contents belongs to the subject field of sociology. The didactical articulation is based on the workshop approach to work. The authoress namely believes that such a workshop approach leads to pupils' active learning of social studies.