Načrtovanje medpredmetnih didaktičnih sklopov

diplomsko delo

Janja Perko (Author), Martin Kramar (Mentor)

Abstract

V diplomskem delu obravnavamo načrtovanje medpredmetnih didaktičnih sklopov, ki lahko veliko prispevajo k doseganju kakovosti izobraževanja. V današnji pedagoški praksi je namreč pouk močno predmetno urniško strukturiran, zato so učne vsebine, ki sicer tvorijo sklenjeno celoto, razdrobljene na majhne dele. Ta razdrobljenost se najprej kaže v ločevanju vsebin na posamezne učne predmete (med katerimi so povezave običajno redke in šibke) znotraj teh pa še na posamezne ure pouka. Medpredmetno povezovanje predstavlja način, kako razdrobljene dele celotne učne vsebine znova povezati v razumljivejšo, uporabnejšo in bolj življenjsko celoto. V teoretičnem delu so predstavljene vsebine, vezane na medpredmetno povezovanje in načrtovanje le-tega. Podrobneje je predstavljeno načrtovanje pouka na splošno, predvsem načrtovanje pouka na etapni ravni, saj je medpredmetne povezave smiselno načrtovati v obliki didaktičnih sklopov. Tako govorimo o samem pojmu medpredmetno povezovanje, o njegovi smiselnosti, prednostih, možnostih in značilnostih. Teoretične ideje so prikazane tudi skozi praktične primere načrtovanja takšnega načina poučevanja. Empirični del temelji na raziskavi, izvedeni na vzorcu 50-ih učiteljev štirih osnovnih šol. Namen empirične raziskave je bil raziskati dejansko stanje v zvezi z naslovno tematiko med učitelji praktiki na obeh stopnjah osnovne šole - razredni in predmetni stopnji. Zanimalo nas je, kako učitelji takšen način dela poznajo ter v kolikšni meri in na kakšen način se poslužujejo načrtovanja didaktičnih sklopov, ali učne predmete in vsebine med seboj povezujejo, kakšno je njihovo mnenje o načrtovanju medpredmetnih didaktičnih sklopov. Ob tem nas je zanimalo, če obstajajo razlike v odgovorih med razredno in predmetno stopnjo ter razlike v odgovorih po starosti učiteljev. Ugotovili smo, da medpredmetno povezovanje predstavlja kvaliteten način doseganja izobraževalno-vzgojnih ciljev, še posebej, če je načrtovano v smislu didaktičnih sklopov na etapni ravni, in prinaša številne prednosti za vse subjekte pouka. Na podlagi rezultatov raziskave ugotavljamo, da je poznavanje, načrtovanje in izvajanje medpredmetnega povezovanja in didaktičnih sklopov na obravnavanih štirih šolah dobro, če ne celo odlično. Razlike med omenjenimi skupinami učiteljev sicer obstajajo, vendar ne v večjem obsegu in so v glavnem povezane z naravo dela na posamezni stopnji poučevanja.

Keywords

pedagogika;didaktika;didaktični sklopi;načrtovanje;medpredmetno povezovanje;integracija pouka;korelacije;izvajanje pouka;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2009
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[J. Perko]
UDC:	37(043.2)
COBISS:	17063176
Views:	3815
Downloads:	1067
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	The planning of interdisciplinary didactic complexes
Secondary abstract:	Diploma paper introduces planning of cross-curriculum didactic complexes, which lead to a higher quality of educational processes. Lessons in educational profession nowadays are strongly structured according to the timetables, so learning contents are usually fragmented, which is shown firstly in separating contents to individual subjects (and this correlation between contents and subjects is usually weak), and within those it is separated to individual lessons. Cross-curriculum integration shows how fragments of learning contents are integrated into a reasonable, practical and more accessible whole. Theoretical part introduces contents which are structured according to the cross-curriculum and the planning of it. Planning of lessons in general is introduced more specifically, especially planning at stage level, because cross-curriculum is reasonable to plan within didactic complexes. Therefore, we show cross-curriculum in its meaningfulness and with advantages, possibilities and characteristics. Theoretical ideas are shown in practical examples of planning such lessons. Empirical part of the paper is based on a research, performed on 4 primary schools with 50 primary school teachers. The purpose of it was to research the state of school teachers of all classes regarding the planning of cross-curriculum. The research addressed the knowledge of school teachers about this planning and also whether they plan didactic complexes at all and to what degree. Also if they connect subjects and contents, and what is their opinion of planning cross-curriculum didactic complexes. We were interested in the difference of answers between teachers of lower classes to those of classes from 5th to 9th classes and whether there were different answers according to the teachers' ages. The result of the research showed, that cross-curiculum planning presents a qualitative manner of reaching educational objectives, especially when it's planned within didactic complexes at stage level and brings advantages for all involved in the lessons. According to research we find out, that knowledge, planning and implementation of cross-curriculum planning within didactic complexes is excellent on all four schools. There are differences between groups of teachers but not on a larger scale, and they are mostly connected to the nature of work at each level of teaching.
Secondary keywords:	Univerzitetna in visokošolska dela;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko, didaktiko in psihologijo
Pages:	80 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	17962