Problemsko-ustvarjalni pouk kratke proze

Abstract

V prispevku avtorica definira, kaj je problemsko-ustvarjalni pouk, opisuje metode takega pouka, vlogo učitelja in učenca v njem ter podaja predloge, kako ga aplicirati v šolsko prakso. Aplicirana besedila so slovenske kratke zgodbe in novele zadnjih dveh desetletij 20. stoletja, in to v zaključnem letniku gimnazije ali 4-letne srednje strokovne šole ob tematskem sklopu sodobne slovenske pripovedne proze. Avtorica utemeljuje, zakaj je smiseln prehod od t. i. teaching paradigm, tj. transmisijskega pouka, k t. i. learning paradigm (interpretativnemu pouku) – ta zajema pet faz: oblikovanje problema, definiranje problema in raziskovalnih nalog, samostojno raziskovalno delo, analizo in korekcijo rezultatov ter nove naloge.

Keywords

slovenska književnost;slovenska proza;kratka proza;književna didaktika;Skodelica kave;Café dó Brasil;Cankar;Ivan;1876-1918;Bratož;Igor;1960-;

Data

Language:	Slovenian
Year of publishing:	2006
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	UL FF - Faculty of Arts
UDC:	821.163.6.09-32 Cankar I.:372.882
COBISS:	33415010
Views:	49
Downloads:	4
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary abstract:	Creative problem-solving is defined and its methods described, as well as the role of the teacher and pupil, and recommendations are given as to how it can be applied in educational practice. The texts to which it is applied are Slovene short stories and novellas from the 1980s and 1990s; the context is the final year of gimnazija or 4-year secondary technical school, under the heading of Slovene narrative prose. An explanation is given of why it makes sense to move from a teaching paradigm to a learning paradigm in five phases: identifying the problem, defining the problem and the research work required, independent research work, analysis and adjustment of results, and new tasks.
Secondary keywords:	creative problem solving;method of discussion;interpretative teacher;group work;pair work;independent research work;the Slovene short story and novella 1980-2000;application in the 4th year of gimnazija or technical secondary school;
Pages:	Str. 645-653
ID:	24505636