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NEJASNA POTA IN IDEJNA VPRAŠANJA SVETOVNE ŠOLSKE REFORME
V OKVIRU POSTMODERNIH DRUŽB IN POSTSOCIALISTIČNIH DRŽAV
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UNDEFINED WAYS AND CONCEPTUAL QUESTIONS REGARDING THE WORLD SCHOOL
REFORM WITHIN THE FRAMEWORK OF POSTMODERN SOCIETIES AND POSTSOCIALIST STATES
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UDK 37.014.3
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UDC 37.014.3
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DESKRIPTORJI: šolska učinkovitost, reforma šolskih sistemov,
učno storilnostna šola, pluralna šolska politika, scientistična paradigma,
holistična paradigma
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DESCRIPTORS: school efficiency, reform of school systems,
achievement directed schools, pluralistic school policy, scientific
model, holistic model
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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.
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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.
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PEDAGOŠKA DEFINICIJA NADARJENOSTI KOT IZZIV PRAKSE
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PEDAGOGICAL DEFINITION OF GIFTEDNESS AS CHALLENGE TO PRACTICE
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UDK 371.212.3
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UDC 371.212.3
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DESKRIPTORJI: definicija nadarjenosti, koncepcija nadarjenosti
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DESCRIPTORS: definition of giftedness, conceptual frame
of giftedness
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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.
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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.
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GOVORNE IGRE IN JEZIKOVNA USTVARJALNOST OTROK
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SPEECH GAMES AND LANGUAGE CREATIVITY OF CHILDREN
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UDK 372.46
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UDC 372.46
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DESKRIPTORJI: glas, govorna igra, jezikovna ustvarjalnost,
metoda, načelo, nonsens, odgovarjanje, onomatopoija, pregovor, uganka
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DESCRIPTORS: sound, speech games, language creativity
of children, method, principle, nonsense, response, onomatopoeia,
proverb, riddle
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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.
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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.
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POUČEVANJE SLOVNIČNIH OBLIK
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TEACHING GRAMMATICAL FORMS
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UDK 372.46
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UDC 372.46
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DESKRIPTORJI: slovnični sistem, jezikovna zgradba, slovnične
oblike
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DESCRIPTORS: grammatical system, language structure,
grammatical forms
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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.
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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.
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PEDAGOŠKO-DIDAKTIČNE POSEBNOSTI SMUČANJA MLAJŠIH OTROK
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PEDAGOGICAL AND DIDACTICAL PECULIARITIES IN THE SKIING OF YOUNG CHILDREN
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UDK 796.92:159.922.7
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UDC 796.92:159.922.7
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DESKRIPTORJI: smučanje, motorika, načelo epigeneze, vzdržljivost,
ravnotežje, koordinacija, ogrevanje, varnost
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DESCRIPTORS: skiing, motory system, principle of epigenesis,
endurance, balance, coordination, warming up, security
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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.
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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.
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GLASBA V ZAČETNIH RAZREDIH OSNOVNE ŠOLE
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MUSIC EDUCATION IN EARLY SCHOOLING
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UDK 372.878
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UDC 372.878
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DESKRIPTORJI: glasbeni jezik in kultura, problemska učna
situacija, aktivno in pasivno poslušanje glasbe, faze procesa poslušanja
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DESCRIPTORS: music language and culture, problem learning
situation, active and passive listening of music, phases in the listening
process
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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.
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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.
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PRIMER MOŽNE DIDAKTIČNE IZPELJAVE DRUŽBOSLOVNIH VSEBIN "DRUŽINA -
MIKRO DRUŽBENA SKUPINA"
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AN EXAMPLE OF A POSSIBLE DIDACTICAL REALIZATION OF SOCIAL STUDIES
CONTENTS "FAMILY - MICRO-SOCIAL UNIT"
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UDK 372.83:173
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UDC 372.83:173
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DESKRIPTORJI: družina, družbena skupnost, norme, vrednote,
interakcija, komunikacija
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DESCRIPTORS: family, family community, norms, values,
interaction, communication
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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.
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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.
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