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PROBLEMSKO ORIENTIRANI POUK KOT DIDAKTIČNO NAČELO
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PROBLEM ORIENTED LESSONS AS A DIDACTIC PRINCIPLE
|
| UDK 37.02
|
UDC 37.02
|
DESKRIPTORJI: problemskost pouka, didaktično načelo, učne metode
|
DESCRIPTORS: problem oriented lessons, didactic principle,
teaching methods
|
| POVZETEK - Avtor razpravlja o problemskosti pouka kot
o novem učnem načelu, ki nastaja pod vplivom novejših izsledkov gnoseologije,
psihologije, kibernetike, še posebej pa didaktike in metodike. Problemskost
mora postati univerzalni didaktični koncept in temeljno vodilo učiteljeve
in učenčeve interakcije. V tem kontekstu posebej izpostavi učno vsebino
in učne metode v funkciji problemsko orientiranega pouka.
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ABSTRACT - The author discusses problem oriented lessons
as a new teaching principle, which has developed under the influence
of new findings in gnoseology, psychology, cybernetics, and above
all didactics and methodology. Problem oriented lessons should become
the universal didactic concept and the foundation of teacher-pupil
interaction. Contents and methods in the function of problem oriented
lessons are emphasized in the light of this context.
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|
TAKSONOMIJA UČNIH MEDIJEV KOT PRIPOMOČEK ZA ODLOČITVE UČITELJA
|
TAXONOMY OF TEACHING MEDIA AS AN AID TO TEACHER'S DECISION MAKING
|
| UDK 371.67/.68
|
UDC 371.67/.68
|
DESKRIPTORJI: učni medij, taksonomija medijev
|
DESCRIPTORS: teaching media, taxonomy of media
|
| POVZETEK - Ker lahko različne klasifikacije učnih medijev
pomembno prispevajo k odločitvam učitelja o ustrezni izbiri učnega
medija, smo v naši razpravi eksemplarično analizirali nekatere znane
poskuse klasifikacij. Ugotavljamo, da dosedanja prizadevanja, da bi
razvili taksonomijo medijev, tj. različne medije sistematično klasificirali
glede na njihove specifične lastnosti, možnosti uporabe, funkcijske
afinitete itd., še ne ustrezajo praktičnim potrebam.
|
ABSTRACT - Since various classifications of the teaching
media can contribute significantly to teacher's decision making concerning
the appropriate selection of the teaching media, our discussion provides
an example of some of the known attempts at classification. We have
found that so far the taxonomy of the media, i.e., the classification
of the various media with reference to their specific properties,
possibilities of use, functional affinity, etc., does not yet meet
the practical needs.
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|
KRITERIJI OPREDELJEVANJA UČITELJEVE OSEBNOSTI
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CRITERIA FOR DEFINING TEACHER'S PERSONALITY
|
| UDK 371.12
|
UDC 371.12
|
DESKRIPTORJI: učiteljeva osebnost, izobrazbena struktura,
osebnostna struktura
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DESCRIPTORS: teacher's personality, educational structure,
personality structure
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POVZETEK - V članku razpravljamo o vprašanju učiteljeve
osebnosti, ki ga razrešuje pedagogika skozi vso svojo zgodovino. Da
bi se s svojim odgovorom na to staro vprašanje čim bolj približali
resnici o liku učitelja, smo izdelali model opredeljevanja učiteljeve
osebnosti.
Pri tem si ne domišljamo, da je predstavljen model popoln. Ostaja
odprt kakor "miselni vzorec", ki se je izkazal za najprimernejši
način njegovega prikazovanja, odprt za spreminjanje, dopolnjevanje,
kakor učitelj, ki je zapisan večnemu procesu izpopolnjevanja.
Naslanjajoč se na ta model, smo opredelili nekatere temeljne karakteristike
učiteljeve osebnosti.
|
ABSTRACT - In my report I tried to answer one basic
question - what kind of person should a teacher be? -, which has been
one of the main issues throughout the history of pedagogy. In order
to get as complete a picture as possible, I have formed my own model
for defining teacher's personality.
I do not assume the given model to be perfect. In the form of a 'mind
map', which has proved to be the most appropriate way of presenting
it, it remains open to changes and further development - after all,
any teacher is only an ever changing human being. Teacher's basic
personality characteristics are being defined by the use of this model.
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|
ALI SE MORALO DA POUČEVATI IN (NA)UČITI
|
CAN MORALITY BE TAUGHT AND LEARNED
|
| UDK 17:371.3
|
UDC 17:371.3
|
DESKRIPTORJI: vrline, moralna edukacija
|
DESCRIPTORS: values, moral education
|
| POVZETEK - Prispevek se ukvarja s sedanjimi razpravami
o moralnih razmerah v slovenski družbi. Obstaja mnogo različnih pristopov,
kako izboljšati to stanje. Pri tem se pojavi naslednje vprašanje:
če je morala tako močno vmeščena v določen svetovni nazor, ali lahko
šola nadomesti družino ali cerkev v moralni edukaciji? Drugo obliko
tega vprašanja poznamo kot Sokratovo vprašanje: Ali se vrlino da poučevati?
Sprejema se Platonova rešitev, da je vrlina vednost posebne vrste
- vednost o dobrem. Oseba, ki poseduje to vednost, tudi deluje skladno
z njo. Tako ne obstaja prepad med vedenjem in delovanjem. Ta rešitev
temelji na dveh tezah: o pomembnosti vedenja za zavest in o odnosnosti
vedenja in realnosti. Iskanje vednosti je iskanje dobrega v zavesti
in s tem glavno sredstvo za doseganje dobrega življenja. Zavest prihaja
s pravilno uporabo razuma do vedenja o esencialni naravi stvari in
zaobseže tisto, kar je izvorno realno in nespremenljivo. Zato je edukacija
definirana po obsegu, strukturi in vsebini z oblikami vednosti same
in z njihovimi skladnimi, hierarhičnimi odnosi. Moralna edukacija
tako predstavlja izgrajevanje zmožnosti za razlikovanje med dobrim
in slabim, prav in narobe, konformnostjo in vrlino. Shema moralne
edukacije, ki je predlagana v tem prispevku, bo zahtevala strokovnjake
- učitelje, ki so izurjeni v načinih moralnega argumentiranja, ki
razumejo otrokov moralni razvoj (Kohlbergova teorija stopenj) in poznajo
izvore in vire zgodovine, filozofije, literature... Analiza se sklene
z zaključno trditvijo, da se vrlino lahko poučuje, ker je to v osnovi
kognitivna dejavnost.
|
ABSTRACT - The analysis starts with the present discussion
in Slovenia about the moral situation in the society. There are many
claims about how to improve this state and a question arises: if morality
is so firmly embedded in particular world views can the school supplant
the family or the church in moral education? or with Socrates: Can
virtue be taught? It is accepted Plato's solution that virtue is knowledge
of a very special kind - knowledge of the good. A person who has this
knowledge inevitably acts upon it and there is no gap between knowledge
and reality. The pursuit of knowledge is the pursuit of the good of
the mind and, therefore, an essential element and the chief mean for
a good life. The mind, in the right use of reason, comes to know the
essential nature of things and can apprehend what is ultimately real
and immutable. Therefore, education is defined objectively in range,
in structure and in content by the forms of knowledge itself and their
harmonious, hierarchical interrelations and to educate people morally
is to enable them to distinguish between good and bad, right from
wrong, conformity from virtue. A scheme of moral education which is
proposed here will require experts - teachers who are trained in the
art of moral argument, who understand child's moral development (Kolberg's
stages theory) and are acquainted with the sources from history, philosophy,
literature. The analysis is ends with the final claim that virtue
can be taught because it is basically a cognitive activity.
|
|
NEKATERA NAČELA USPEŠNEGA POUČEVANJA
|
SUCCESSFUL TEACHING PRINCIPLES
|
| UDK 37.015.3
|
UDC 37.015.3
|
DESKRIPTORJI: učenje, glavna načela učenja, poučevanje
o tem, kako se učiti
|
DESCRIPTORS: learning, main principles of learning,
instructing pupils how to learn
|
| POVZETEK - Avtor v tem sestavku s prepričljivimi primeri
opozarja na pomembnost treh glavnih načel učenja: postopnosti, povezovanja
vsebin in nehotnega učenja vsebin.
|
ABSTRACT - The author draws attention to the importance
of the three main principles of learning: step-by-steepness, connecting
contents, and coincidental learning of contents which were not intended
for learning. He illustrates his theory with cogent examples.
|
|
RAZČLENJEVANJE BESED NA GLASOVE OZIROMA ČRKE PRI ŠOLSKIH NOVINCIH
|
ANALYSING WORDS INTO SOUNDS AND LETTERS WITH SCHOOL BEGINNERS
|
| UDK 372.41/.45
|
UDC 372.41/.45
|
DESKRIPTORJI: opismenjevanje, analitično-sintetična metoda,
kompleksni učni postopek
|
DESCRIPTORS: learning to write, analytic and synthetic
method, complex learning process
|
| POVZETEK - Avtor obravnava problematiko začetnega opismenjevanja.
Analizira nekatere vaje, s katerimi se učenci prvega razreda naučijo
slišno in vidno razčlenjevati besede, zapisovati prve besede in povedi
ter razumevati preprosta besedila. Ugotavlja, da vsi naši delovni
zvezki temeljijo na analitično-sintetični metodi začetnega opismenjevanja
in na kompleksnem učnem postopku, kljub temu pa so opazni tudi drugi
pristopi.
|
ABSTRACT - The article discusses the problems of learning
to write. The author analyses certain exercises which help pupils
in the first grade of primary school to audially and visually analyse
words, write their first words and sentences, as well as understand
simple texts. The author believes that all our workbooks are based
on the analytic and synthetic method of beginning writing and involve
a complex learning process. Other approaches can also be noticed.
|
|
OBLIKE IN METODE POUČEVANJA ZGODOVINSKIH VSEBIN V OKVIRU PREDMETA
SPOZNAVANJA DRUŽBE V 3., 4. IN 5. RAZREDU
|
FORMS AND METHODS OF TEACHING HISTORY WITHIN THE SUBJECT
OF SOCIAL STUDIES IN 3RD, 4TH, AND 5TH GRADE
|
| UDK 372.48
|
UDC 372.48
|
DESKRIPTORJI: kronološki način poučevanja, zgodovinske
slike, kultura bivanja, načelo multimodalnosti
|
DESCRIPTORS: chronological teaching approach, historical
pictures, culture of living, principle of multimodality
|
| POVZETEK - Na razredni stopnji je za poučevanje najstarejših
zgodovinskih obdobij primernejši od kronološkega ali faktografskega
način, kjer otroci spoznavajo določeno obdobje kot zgodovinsko sliko.
Učitelj spodbuja učence, da se sami dokopljejo do njihovi razvojni
stopnji primernih spoznanj. Pri učenju eksperimentira z materiali
in predmeti (reprodukcijami), ki predstavljajo določeno zgodovinsko
obdobje. Učenci preteklost laže dojemajo ob ogledu domačega muzeja
in podoživljanju zgodovine domačega kraja.
|
ABSTRACT - When teaching the earliest periods of history
at classroom level, the approach where children meet a certain period
in history in form of a picture is more appropriate than the chronological
or factographical one. The teacher encourages pupils to come to certain
knowledge, appropriate to their stage of development, by themselves.
When teaching, (s)he experiments with materials and objects (reproductions)
which represent a certain historical era. Pupils grasp history more
easily when visiting a museum and experiencing the history of the
home town.
|
|
VLOGA PROBLEMSKE UČNE INOVACIJE PRI PRENOVI POUKA GEOGRAFIJE
|
ROLE OF PROBLEM BASED LESSONS IN THE RENOVATION OF SCHOOL GEOGRAPHY
|
| UDK 372.891
|
UDC 372.891
|
DESKRIPTORJI: pouk geografije, didaktična prenova, učna
inovacija
|
DESCRIPTORS: geography lessons, didactic renovation,
teaching innovation
|
| POVZETEK - Avtorica razpravlja o pomenu uvajanja problemske
učne inovacije pri iskanju novih didaktičnih učnih pristopov k pouku
geografije. Velika potreba po bolj kritičnem mišljenju in poučevanju
vključuje vpeljevanje aktivnejšega, izkustvenega učenja. Poučevanje
mora omogočati razvijanje konstruktivnega, kritičnega mišljenja in
to ne le kot značilnost posameznika, temveč kot družbene potrebe.
Jasno je, da bo tako načrtovan pouk geografije nujno vseboval tudi
učno metodo reševanja problemov in problemsko učno inovacijo kot eno
izmed možnih poti didaktičnega razvoja pouka geografije.
|
ABSTRACT - The purpose of this paper is to point out
the importance of introducing problem solving as a new teaching practice
in our search for developing new didactic and methodological approaches
to school geography. In Slovenia there is at present a great need
for deeper critical thinking and teaching, which necessitates the
introduction of active experiential learning. Teaching should stimulate
the development of constructive critical mode of thinking, which should
not only be an individual activity but a group process. It is clear
that critical teaching of geography will necessarily include the problem
solving teaching method and the problem based teaching innovation,
which will both contribute to a didactical development of geography
lessons.
|
|
LIKOVNA KOMUNIKACIJA V ZAČETNIH RAZREDIH OSNOVNE ŠOLE
|
ART COMMUNICATION AT LOWER PRIMARY LEVEL
|
| UDK 372.87
|
UDC 372.87
|
DESKRIPTORJI: obseg umetnostnega področja, nivoji likovne
vzgoje, ocenjevanje likovnih storitev.
|
DESCRIPTORS: extent of art contents, levels of art education,
assessment of art products
|
| POVZETEK - V začetnih treh razredih osnovne šole je izrednega
pomena prav sporočanje, ki je izraženo s pomočjo likovnih izraznih
sredstev. Pri tem sporočanju pa bi morali učence motivirati, da bi
ne bili samo pasivni sprejemniki likovnih dobrin, ampak tudi aktivni
ustvarjalci likovnih sporočil. Obravnava učnih vsebin in zahtev učnega
načrta likovne vzgoje je v naši šoli malce zapostavljena, če jo primerjamo
s področji spoznavanja narave in družbe ali matematike, pa čeprav
je ravno to področje poleg materinega jezika in glasbene vzgoje eno
prvobitnih načinov komuniciranja med ljudmi in sporočanja naslednikom.
Delno pa bo odrinjenost celega komunikacijskega sklopa izginila, če
bodo učitelji na učence prenesli svoj pozitiven (prijazen) odnos do
likovnega ustvarjanja in stvaritev.
|
ABSTRACT - The first three grades of primary school
are especially important for communication achieved with the help
of expression through art. The pupil should be encouraged not only
to be a passive receiver of art, but also an active creator of communication
through art. In our schools art contents and curriculum requirements
of art education are neglected in comparison with early science or
mathematics, although it is just this field, next to mother tongue
and music education, which offers the most original and primary way
of communication among people and for posterity. This discrimination
can partly be overcome if the teacher to be able to transmit to the
child his own positive (friendly) attitude to art, creativity and
creation.
|
|
IZKUŠNJE PRI UVAJANJU DRUGAČNIH PRISTOPOV V POUK NARAVOSLOVJA
NA ZAČETNI STOPNJI
|
EXPERIENCE GAINED IN IMPLEMENTING DIFFERENT APPROACHES INTO EARLY
SCIENCE LESSONS
|
| UDK 372.857
|
UDC 372.857
|
DESKRIPTORJI: konstruktivistični pristop, predhodne predstave,
načrtovanje dejavnosti, izkušnje z ekosistemom
|
DESCRIPTORS: constructivist approach, previous knowledge,
planning activities, experience with the eco system
|
POVZETEK - V članku želimo predstaviti izkušnje z uporabo
konstruktivističnega pristopa pri poučevanju naravoslovja na začetni
stopnji. Nakazali smo nekatere možnosti povezav med obstoječim (tradicionalnim)
modelom poučevanja, izkušnjami učiteljev in alternativnimi pristopi
(npr. konstruktivističnim).
V prvem delu članka povzemamo ugotovitve, do katerih smo prišli z
analizo vprašalnikov, namenjenih razkrivanju predhodnih predstav učencev
o pojmih, ki jih uporabljamo pri obravnavi teme Raznolikost živega
(življenje v mlaki, živo - neživo).
Opisane so tudi nekatere dejavnosti, ki pomagajo učencem pri pridobivanju
osnovnega biološkega znanja in pri razvijanju njihovega dojemanja
naravoslovja.
|
ABSTRACT - The article presents experience gained when
applying constructivist approach in early science lessons. It also
offers possibilities of combining the existing (traditional) teaching
model with the experience of teachers and alternative approaches (for
ex. the constructivist approach). The article first presents the findings
of the analysis made from the inquiries about the previous knowledge
of pupils of the concepts used when discussing the topic of life's
variety (life in a pond, live vs. inanimate). It describes some activities
which can help pupils to acquire the basic knowledge of biology and
to develop their understanding of science.
|
|
PREDŠOLSKI OTROK IN METALINGVISTIČNE OPERACIJE
|
PRESCHOOL CHILD AND META-LANGUAGE OPERATION
|
| UDK 372.46
|
UDC 372.46
|
DESKRIPTORJI: učenje jezika v predšolskem obdobju, definicije,
metajezik
|
DESCRIPTORS: language learning in preschool period,
definitions meta-language
|
POVZETEK - Pogovor o jeziku ima pri besednem vedenju predšolskih
otrok pomemben delež. Uporaba metajezika je nujna za učenje jezika
in za njegovo delovanje. Od tega, kakšnih definicij besed je otrok
predvsem deležen, ni odvisno le njegovo jezikovno znanje, temveč tudi
njegovo mišljenje in sposobnost sklepanja. Odgovori odraslih na otrokova
vprašanja so izvori spoznanj in tudi vzorci, kako bo otrok sam opazoval
in definiral svet in dogodke okrog sebe.
Definicija je pravzaprav pravi in ustrezni odgovor na vprašanje: "Kaj
je to?"
|
ABSTRACT - Talking to preschool children has an important
influence on their verbal behaviour. The use of meta-language is a
prominent factor in the process of language acquisition and its application.
The child's knowledge about language and his or her ability to think
and make conclusions is closely related to the type of word definitions
used by adults. The answers of adults to children's questions are
not only thesaurus for the child's building of knowledge, but are
also a model how children will experience and see the world around
them.
The definition of the word is the right answer to the question "What
is this?"
|
|
VLOGA DRUŽINE PRI RAZVIJANJU EKOLOŠKE ZAVESTI PREDŠOLSKEGA OTROKA
|
FAMILY ROLE IN THE DEVELOPMENT OF THE ECO CONSCIENCE
IN THE PRESCHOOL CHILD
|
| UDK 372.32:173
|
UDC 372.32:173
|
DESKRIPTORJI: družina, življenjsko okolje, predšolski
otrok, vzgoja, izobraževanje, vrednote, ekologija, onesnaževanje,
ekološka kriza
|
DESCRIPTORS: family, living environment, preschool child,
education, upbringing, values, ecology, pollution, eco crisis
|
| POVZETEK - Predšolski otrok odrašča v družini, kjer si
pridobiva izkušnje in spoznanja, na osnovi katerih si ustvari svoj
lasten odnos do življenjskega okolja in življenja nasploh. Avtorica
poudarja, da je zelo pomembno, kako družina živi in katere so zanjo
bistvene vrednote življenja. Predšolski otrok se v družini lahko naleze
vrednot le, če je soočen z njimi. Poleg vrednot s trajno vrednostjo
narekuje današnji čas še druge vrednote, ki si jih bo otrok sčasoma
pridobil v družini. Močan sistem vrednot in prepričanj mu najbolje
predstavijo starši. Avtorica posebej izpostavlja, da se vrednot človekovega
življenjskega okolja otrok uči tudi z lastno aktivnostjo, ki se odvija
v družini v njenem prostem času ter v aktivnostih v vzgojno varstvenem
zavodu.
|
ABSTRACT - The preschool child grows up within a family,
where it acquires its experience and knowledge, on the basis of which
he forms his own relationships to the living environment and life
in general. The authoress points out the importance of the mode of
the family life-style and the essential values that the family recognizes
as its own. Within the family, the preschool child can accept the
important values only if it is constantly confronted with them. Beside
permanent values the present time demands other values, which the
preschool child can also acquire within its family. A strong system
of values can be best introduced by the child's parents, although
the child will be learning the values and beliefs of its environment
in its free time activities within the family and in kindergarten.
|