Teachersʼ attitudes toward problem texts in literature classes

Za sodobno mladinsko književnost je značilno odstopanje od tradicionalnega vzorca ubogljivega otroka in srečnega otroštva. Teme, o katerih so pisatelji v sedemdesetih, predvsem pa v devetdesetih letih odkrito pisali, tudi na Slovenskem, so postale problemske oziroma tabujske - tako so jih označile določene skupine, predvsem učiteljev in staršev. V prispevku predstavljamo stališča slovenskih profesorjev razrednega pouka ter profesorjev slovenščine do obravnave problemskih besedil pri pouku književnosti v osnovni šoli. Na podlagi empirične neeksperimentalne raziskave, v kateri je sodelovalo 33 profesorjev slovenščine ter 58 profesorjev razrednega pouka, je ugotovljeno, da obstajajo med njimi statistično pomembne razlike v določanju primernosti tem ter odnosu do problemskih besedil.Contemporary youth literature is characterised by deviation from the traditional pattern of obedient child and a happy childhood. The topics on which the writers in Slovenia in the seventies and especially in the nineties openly wrote, have become problem or taboo - so denoted by certain groups, especially those of teachers and parents. The article presents the views of Slovenian primary school teachers and teachers of Slovenian towards discussing problem texts in literature classes in basic school. On the basis of empirical non-experimental research, which included 33 teachers of Slovenian and 58 primary school teachers, statistically significant difference in defining the suitability of topics, and in relation to problem texts have been found

Teachers’ Attitudes toward Problem Texts in Literature Classes

Contemporary youth literature is characterised by deviation from the traditional pattern of obedient child and a happy childhood. The topics on which the writers in Slovenia in the seventies and especially in the nineties openly wrote, have become problem or taboo – so denoted by certain groups, especially those of teachers and parents. The article presents the views of Slovenian primary school teachers and teachers of Slovenian towards discussing problem texts in literature classes in basic school. On the basis of empirical non-experimental research, which included 33 teachers of Slovenian and 58 primary school teachers, statistically significant difference in defining the suitability of topics, and in relation to problem texts have been found

Why teach mathematics

Ko pri začetnem pouku matematike otroku predstavljamo matematične vsebine, največkrat izhajamo iz abstraktnih temeljev in ne iz izkušenj, ki jih otrok že ima, s čimer je pretrgana vez med matematiko in stvarnim svetom oziroma med matematiko in tistim matematičnim svetom, ki ga otrok že pozna. V nasprotju s tem bi moral učitelj učenca usmerjati, da skladno s svojimi izkušnjami in sposobnostmi viša raven matematične pismenosti, obenem pa gradi abstraktni matematični odsev stvarnega sveta ter bogati svoj matematični jezik. V zadnjem času se poudarja pomen igre oziroma dejavnosti, v katerih naj bi bil otrok aktivno udeležen. Z vživljanjem v problemsko situacijo in v razreševanje le-te naj bi spoznaval nove koncepte in strategije. Poraja pa se dvom, ali je v učni praksi res zaživel tak način pouka ali pa se dejavnosti uvajajo zgolj kot neka začetna motivacija, ki izzveni v prenašanje oziroma sprejemanje faktografskega znanja. Otrok mora nova spoznanja sproti prilagajati že usvojenim znanjem in povezovati matematiko z realnimi situacijami. Le tako občuti varnost, zadovoljstvo in uspeh ter je motiviran za doseganje novih znanj, s čimer učenje in poučevanje matematike dobita pravi smisel.When first introducing mathematical contents to children as part of early mathematics instruction, we tend to refer to abstract notions rather than to the experience that children already have, by which we break the link between mathematics and the material world or at least between mathematics and the kind of mathematical world that children already know. Contrary to that, teachers should give pupils guidance to help them increase the level of their mathematical literacy in line with their experiences and abilities and at the same time build abstract mathematical reflection of the material world and to enrich their own mathematical language. Recently, the importance of play or those activities in which children are actively involved has been emphasised. Through personal identification with a problem situation and problem solving, a child is supposed to learn about new concepts and strategies. However, doubts have emerged as to whether this kind of instruction has really come to life in teaching practice or whether such activities have been introduced merely as an initial motivation which fades away into mere transmission or reception of factographic knowledge. Children must regularly adjust the newly acquired knowledge to the priorly mastered knowledge and link mathematics to real-time situations. This is the only way for them to feel safe, satisfied, and successful and to be motivated for attaining new knowledge, through which mathematics instruction gets a true meaning

Metoda reševanja književnih problemov in problemski šolski esej v gimnaziji

We develop an original method of teaching literature, exemplary for the problem-based teaching of Slovenian in grammar schools, called the method of solving literary problems. New methods and approaches in literature class require different verification and assessment of knowledge. We turn the classic school essay into a problem-based one, and determine the characteristics of the structure, the proportions of the final grade and the taxonomy of the problem-based essay.V prispevku razvijemo izvirno metodo poučevanja književnosti, primerno za problemsko-ustvarjalni pouk slovenščine v gimnaziji, imenovano metoda reševanja književnih problemov. Nove oblike poučevanja terjajo drugačno preverjanje in ocenjevanje znanja, zato klasični šolski esej predelamo v problemskega. Določimo značilnosti zgradbe problemskega šolskega eseja, deleže končne ocene ter taksonomijo

Konceptualno učenje in interaktivna učna gradiva

Teaching and learning with computers (ICT) encompasses her help in educational process everywhere there where is this perhaps and reasonable. Using ICT as educated accessory mean search of optimal elements for teaching efficiency and for better achieving teaching objectives. Learning process of science, mathematic and technical subjects in elementary school in many situations demands practically and problem solved work. In article we will show some didactic manners of preparing interactive web-oriented educated materials - papers (based on simulations - java applets).Pouk s pomočjo računalnik (IKT) obsega njeno pomoč v vzgojno-izobraževalnem procesu povsod tam, kjer je to mogoče in smiselno. Namen računalnik oz. IKT kot učnega pripomočka je iskanje optimalnih elementov in pripomočkov za pedagoško učinkovitost ter za boljše doseganje vzgojno-izobraževalnih smotrov. Pouk naravoslovno-matematičnih in tehniških predmetov v osnovni šoli v mnogih učnih situacijah zahteva praktično delo in problemski pouk. V prispevku bomo prikazali nekaj didaktičnih načinov za pripravo interaktivnih spletnih učnih gradiv – listov (z uporabo simulacij oz. javanskih programčkov - apletov)

Kulturna identiteta in postmoderna družba pri pouku književnosti

Opisane so značilnosti postmoderne družbe in postmodernega subjekta ter prikazano, kako lahko v postmoderni dobi sooblikujemo posameznikovo individualno in nacionalno, pa tudi globalno kulturno identiteto, krepimo medkulturno povezovanje (inter- in intrakulturno) ter prispevamo k razvijanju kulturne zavesti. Izkaže se, da je vzgoja za strpnost - poleg problemsko-ustvarjalnega poučevanja in učenja - ena temeljnih določilnic sodobnega pouka književnosti

PROBLEMSKO UČENJE NA DALJINU

Problemsko učenje je način učenja, u kojem učenik samostalno traži put od problema do njegovog rješenja. Najvažnija stvar u uvođenju problemske nastave u učionicu je spremnost i kompetentnost učitelja. Problem se mora formulirati na takav način da ga učenici percipiraju, da u njima pobuđuje znatiželju. Također u školu na daljinu možemo uvesti problemsko objašnjenje školskog sadržaja, heuristička pitanja i problemsko zakazan domaći eksperiment

Learning Cultures Beyond the Curriculum (a Case Study of Homeschooling)

Socialni kontekst, v katerem se nahajamo, zaznamujejo hitre in dinamične družbeno-politične spremembe, ki nas spodbujajo k stalnemu prilagajanju, vrednotenju in oblikovanju družbe prihodnosti, v kateri se vse bolj krepi potreba po drugačnem znanju in načinih učenja ter spreminjanje vloge udeležencev v učnem procesu. Oblikujejo se načini izobraževanja, ki več pozornosti namenjajo naravnemu učenju, ki poteka v vsakdanjem življenju. Fenomen \u27\u27drugačnega\u27\u27 šolanja v sodobni organizacijski kulturi je izobraževanje na domu. Poznavanje različnih klasifikacijskih modelov, ki sooblikujejo proces šolanja na domu, so osnovna orientacija za razumevanje pojava \u27\u27drugačnega\u27\u27 šolanja. Z vidika asimetrije odnosa med akterji izobraževalnega procesa, obravnavamo različne pristope učenja, različne vloge akterjev, ki sodelujejo pri ustvarjanju in posredovanju znanja, koncepte pouka in vidike praktičnega ravnanja pri pouku, ki dajejo poudarek na metodiki pouka in razširitvi. Namen razprave je spoznanje, kako, če in v kolikšni meri poteka učenje naravoslovja v primeru šolanja na domu, ter ali to učenje poteka zavestno ali zgolj kot povezava med obveznima predmetoma, ki sta določena v kurikulumu. V razpravi bomo spoznali, da nivo znanja ni odvisen od števila predvidenih ur za poučevanje naravoslovja. Da je znanje žive in nežive narave posledica otrokovega interesa in zanimanja in ne posledica eksplicitno omenjane naravoslovne vsebine pri pouku, dokazujemo s študijo primera šolanja na domu.The social context in which we live is characterized by rapid and dynamic socio-political changes, which urge us to constantly adapt to, reevaluate and redesign the society of the future, which features a growing need for different knowledge, different ways of learning and a changing role of those who participate in the learning process. Educational methods are emerging that put a greater focus on natural learning, which takes place in everyday life. Homeschooling is a phenomenon of a “different” kind of education. Knowing the various classification models that cocreate the homeschooling process is a basic roadmap for understanding the phenomenon of “different” education. From the viewpoint of the asymmetry of relationships between the participants in the educational process, there are various teaching approaches, roles of those involved in the creation and transfer of knowledge, concepts of teaching and teaching practices which focus on the extension of teaching methods beyond the curriculum. The purpose of this discussion is to understand how, if and to what extent learning natural sciences occurs in the case of homeschooling, and whether it occurs consciously or merely as a connection between two compulsory subjects included in the curriculum. The discussion will show that the level of a child’s knowledge does not depend on the number of hours envisaged for teaching natural sciences. The knowledge of living and non-living nature is a result of a child\u27s interest in the subjects and not of explicit delivery of the lessons in class, which is demonstrated by this homeschooling case study