Uvajanje osebnega načrtovanja učenčevega dela v 3. in 4. razredu

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Šalamon]
UDC:	37.091.313(043.2)
COBISS:	8898121
Views:	806
Downloads:	264
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The introduction of the individual pupil`s work in the third and fourth class
Secondary abstract:	The new approach of learning and teaching puts the individual, his learning process, comprehension and ways of using knowledge considering his individual characteristics into the centre of this area. One of the stimulating methods in this process is the individual educational learning plan of the pupil’s work. In this thesis we have presented the project of introducing the individual planning of the pupil’s work in one class of the third graders and in two classes of the fourth graders at The Second Primary School Celje. During the process we developed the pupils’ responsibility for their active role in learning as well as their inner motivation, the awareness of their own value, self-criticism and the parents’ integration. The project was carried out in the school year 2008/2009 by means of the action research. In the theoretical part we have presented the new approach of learning and teaching as the reform of the curricular contents with principles based on The White Book and The Origin of the Curriculum Reform in Slovenia, which the new approach of learning and teaching are based on, and we have briefly defined the personalised learning. We have described the possibilities of using the self-regulated skills in the individual educational learning plan of the pupil’s work. The individual educational learning plan of the pupil’s work in Sweden has been presented in a more detailed manner as it sets a good example. In the research work we have studied the process of the action research in practice which had been carried out in three action steps. The theoretical findings and results have been completed with practical examples as we formed the project of the introduction of the individual educational learning plan of the pupil’s work from the point of view of all three sides. The effects of the project have been reflected in the development of the pupils’ responsibility for their active role in the learning process. The cooperation of all three cooperative sides of the learning process has increased. The pupils have become more motivated for learning and more responsible as well as self-critical of their achievements by being able to cooperate in the process of planning, performing, observing and evaluating the individual educational learning plan of their work. The quality of parents’ cooperation has improved. During the process of introducing the project the cooperation became better as the teachers gained valuable skills of the team work. The important achievement is also the fact that some subject level teachers voluntarily joined the project. Based on the research we can presume that findings will influence the changing of individual educational learning plan as the method of individual planning for all pupils.
Secondary keywords:	educational legislation;individualized teaching;action research;šolska zakonodaja;individualiziran pouk;akcijsko raziskovanje;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	242 str.
Type (ePrints):	thesis
Title (ePrints):	The introduction of the individual pupil`s work in the third and fourth class
Keywords (ePrints):	osebno vzgojno-učno načrtovanje
Keywords (ePrints, secondary language):	individual educational learning plan
Abstract (ePrints):	Nova kultura učenja in poučevanja postavlja v središče posameznika, proces učenja, ki ga le-ta opravi, njegovo razumevanje učne vsebine in lastnega procesa učenja ter načine uporabe znanja, ob upoštevanju njegovih individualnih posebnosti. Eden izmed načinov, ki spodbuja ta proces, je osebno vzgojno-učno načrtovanje učenčevega dela. V delu smo predstavili projekt uvajanja osebnega načrtovanja učenčevega dela za vse učence v enem oddelku 3. razreda in v dveh oddelkih 4. razreda II. osnovne šole Celje. Ob procesu uvajanja projekta smo razvijali učenčevo odgovornost za aktivno lastno vlogo v učnem procesu in s tem tudi notranjo motivacijo, občutek lastne vrednosti, samokritičnost ter vključitve staršev ob njem. Projekt smo v šolskem letu 2008/2009 izvedli z akcijskim raziskovanjem. V teoretičnem delu smo predstavili novo kulturo učenja in poučevanja kot vsebinsko prenovo kurikuluma z načeli, ki izhajajo iz Bele knjige in Izhodišč kurikularne prenove, na katerih temelji nova kultura učenja in poučevanja, ter opredelili učno individualizacijo. Opisali smo možnosti razvijanja samoregulacijskih spretnosti ob osebnem vzgojno-učnem načrtovanju učenčevega dela. Podrobneje smo predstavili individualni razvojni načrt kot primer dobre prakse na Švedskem. V raziskovalnem delu smo opisali potek akcijskega raziskovanja v praksi, ki je potekal v treh akcijskih korakih. Teoretična spoznanja in izsledke raziskav smo dopolnili s praktičnimi primeri in predstavili projekt uvajanja osebnega vzgojno-učnega načrtovanja učenčevega dela z vidika vseh udeleženih. Učinki projekta so se pokazali v razvoju učenčeve odgovornosti za aktivno lastno vlogo v učnem procesu. Povečalo se je sodelovanje med vsemi akterji učnega procesa. Učenci so z možnostjo sodelovanja pri procesu načrtovanja, izvajanja, spremljanja in evalviranja osebnega vzgojno-učnega načrtovanja učenčevega dela postali bolj motivirani za učenje, za svoje dosežke so postali bolj odgovorni in samokritični, izboljšala se je tudi kvaliteta sodelovanja s starši. Med procesom uvajanja projekta se je že oblikovana sodelovalna kultura nadgrajevala, saj so si učitelji pridobili dragocene spretnosti timskega dela. Med pomembne dosežke uvrščamo tudi prostovoljni pristop nekaterih učiteljev na predmetni stopnji v projekt. Na podlagi raziskave lahko dolgoročno predpostavljamo, da bodo ugotovitve vplivale tudi na spreminjanje osebnega vzgojno-učnega načrtovanja učenčevega dela kot metoda individualnega načrtovanja za vse učence.
Abstract (ePrints, secondary language):	The new approach of learning and teaching puts the individual, his learning process, comprehension and ways of using knowledge considering his individual characteristics into the centre of this area. One of the stimulating methods in this process is the individual educational learning plan of the pupil’s work. In this thesis we have presented the project of introducing the individual planning of the pupil’s work in one class of the third graders and in two classes of the fourth graders at The Second Primary School Celje. During the process we developed the pupils’ responsibility for their active role in learning as well as their inner motivation, the awareness of their own value, self-criticism and the parents’ integration. The project was carried out in the school year 2008/2009 by means of the action research. In the theoretical part we have presented the new approach of learning and teaching as the reform of the curricular contents with principles based on The White Book and The Origin of the Curriculum Reform in Slovenia, which the new approach of learning and teaching are based on, and we have briefly defined the personalised learning. We have described the possibilities of using the self-regulated skills in the individual educational learning plan of the pupil’s work. The individual educational learning plan of the pupil’s work in Sweden has been presented in a more detailed manner as it sets a good example. In the research work we have studied the process of the action research in practice which had been carried out in three action steps. The theoretical findings and results have been completed with practical examples as we formed the project of the introduction of the individual educational learning plan of the pupil’s work from the point of view of all three sides. The effects of the project have been reflected in the development of the pupils’ responsibility for their active role in the learning process. The cooperation of all three cooperative sides of the learning process has increased. The pupils have become more motivated for learning and more responsible as well as self-critical of their achievements by being able to cooperate in the process of planning, performing, observing and evaluating the individual educational learning plan of their work. The quality of parents’ cooperation has improved. During the process of introducing the project the cooperation became better as the teachers gained valuable skills of the team work. The important achievement is also the fact that some subject level teachers voluntarily joined the project. Based on the research we can presume that findings will influence the changing of individual educational learning plan as the method of individual planning for all pupils.
Keywords (ePrints, secondary language):	individual educational learning plan
ID:	8308001