diplomsko delo
Alenka Corso (Author), Martin Kramar (Mentor)

Abstract

V diplomskem delu raziskujemo, kako pomembna sta učiteljem v osnovni šoli s prilagojenim programom nazornost in izkustveno učenje. Teoretične osnove smo osvetlili z metodo teoretičnega preučevanja ustrezne literature. Nazornost je pri pouku na osnovni šoli s prilagojenim programom in pri pouku nasploh zelo pomembna. Z nazornimi sredstvi, ki so učiteljem na razpolago, pridobijo čas, razlaga je tako hitrejša in lažja. Lažje pomnjenje in razumljivost učne snovi dosežejo s čutno in z notranjo nazornostjo. Tudi kot motivacijsko sredstvo je nazornost zelo pomembna, kajti z njeno pomočjo učitelji pritegnejo in zadržijo pozornost učencev. Na osnovni šoli s prilagojenim programom je treba biti pozoren, da so izbrana ponazorila primerna in da nimajo prav nasprotnega učinka na nazornost pouka. Učitelji morajo z živo besedo ponazoriti in ustvariti določeno vzdušje. S tem omogočijo učencem lažje razumevanje in pomnjenje. V empiričnem delu smo predstavili rezultate empiričnega raziskovanja zastavljenega problema. Rezultati raziskave kažejo, da učitelji nazornost in izkustveno učenje uvrščajo med zelo pomembne didaktične pojave, značilnosti pouka pri vseh predmetih. Pomembnejša se jim zdita na razredni stopnji pouka, ker mora biti pouk na tej stopnji bolj neposredno doživljajski, hkrati potrebujejo učenci na tej stopnji več konkretnih primerov.

Keywords

pedagogika;izkustveno učenje;nazornost;osnovne šole;prilagojeni program;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [A. Corso]
UDC: 37(043.2)
COBISS: 19963144 Link will open in a new window
Views: 1204
Downloads: 152
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Other data

Secondary language: English
Secondary title: Clarity of lessons in primary schools with a special curriculum in function of empirical learning
Secondary abstract: In this diploma the importance of explicitness and empirical learning for teachers in Primary School with special curriculum is being researched. Theoretical bases are highlighted with the method of theoretical study of the relevant literature. The explicitness in the class has the utmost importance so at Primary School with special curriculum as in the class in general. With the explicit means, which are available to teachers, they gain time, the explanation is quicker and easier. With the sensory perception and inner explicitness children can memorise and understand the subject matter easier. The explicitness is also very important as motivation, for with its help teachers can attract and keep pupils' attention. At the Primary School with special curriculum teachers must pay a great attention so that the choosen illustrations are suitable and that they don't have the opposite effect on the explicitness of the class. Teachers have to create an atmosphere so that students can understand and memorise easier. In the empirical part we presented the results of the empirical research of the problem. The results of this research show, that according to teachers, the explicitness and empirical learning are very important didactic methods for all subjects. This method is more significant at the lower level of education, for pupils are younger and the class must include more experiences, pupils need more practical examples.
Secondary keywords: explicitness;empirical learning;Primary School with special curriculum.;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko
Pages: 74 f., 10 f. pril.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 81841