Nazornost pri pouku zgodovine

diplomsko delo

Suzana Kline (Author), Martin Kramar (Mentor)

Abstract

Nazornost ima pri pouku zgodovine ter pri pouku nasploh izreden pomen. Z nazornimi oblikami pouka učitelj pridobi kar nekaj časa, razlaga je lažja in hitrejša. S čutno in notranjo nazornostjo doseže razumljivost in olajša pomnjenje zgodovinskih dejstev in dogodkov. Tako se lahko učitelj pri obravnavi nove učne snovi usmeri na bistvene elemente in se z dodatno razlago bolj posveti učencem, ki imajo več težav s predstavami in razumevanjem. Nazornost ima velik pomen tudi kot motivacijsko sredstvo, s pomočjo katerega učitelj pritegne in zadrži pozornost učencev. Vendar se lahko zgodi, da je nazornost zaradi pomanjkanja časa ali razpoložljivosti ponazorilnih sredstev nekoliko potisnjena v ozadje. Prav tako je pri pouku zgodovine potrebno paziti, da izbrana ponazorila reprezentatirajo učinek, ki ga učitelj želi doseči. Preveč verbalizma in neselektivne uporabe grafičnega gradiva ima ravno nasproten učinek na nazornost pouka. Pogosto učitelji demonstrirajo številna ponazorila, ki pa ostanejo zgolj na poplitveni ravni. Pri pouku zgodovine mora učitelj predvsem z živo besedo ponazoriti in ustvariti določeno zgodovinsko vzdušje. S tem omogoči učencem jasno razumevanje posameznih pojavov in njihovo lažje pomnjenje. Če tega ne stori, učenci zgolj fakturirajo posamezne podatke, medtem ko je njihovo razumevanje potisnjeno v ozadje.

Keywords

didaktika pouka;pouk;zgodovina;nazornost;metode;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[S. Kline]
UDC:	37(043.2)
COBISS:	19178248
Views:	1536
Downloads:	169
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	CLARITY AND DEMONSTRATION IN RELATION TO TEACHING HISTORY
Secondary abstract:	Clarity is of great importance not only in history lessons but also in teaching in general. By applying explicit instruction forms a teacher can gain some time. Additionally, an explanation becomes easier and faster. By using sensory and inner clarity the teacher can achieve understanding and facilitate memorizing of history facts. Thus, when introducing a new learning material the teacher can focus on the essential elements and give more attention to the students who have comprehension problems and need an extra and extensive explanation. Clarity has an additional role as a motivational tool with which the teacher maintains attention of the students. However, due to the lack of time and limited availability of individual resources clarity may be pushed aside. Additionally, when teaching history attention has to be paid to the selected illustrations, which must have the effect the teacher wishes to achieve. The exaggerated verbalism and the unselective use of graphic materials may have the opposite result on the clarity of the teaching subject. When teaching history the teacher has to illustrate and create a specific historical atmosphere by giving vivid explanations. Consequently, the teacher enables students' clear understanding of certain historical events and their better memorization. Not doing so, the students only absorb certain data whereas their comprehension becomes less prominent.
Secondary keywords:	sensory and notional clarity;history lessons;functions of clarity;illustrations;methods.;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages:	93 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	19968