magistrsko delo
Aljaž Kovačič (Author), Marija Javornik Krečič (Mentor), Aleš Maver (Mentor), Dragan Potočnik (Co-mentor)

Abstract

Učbenik je temeljna šolska knjiga. Učenci jo uporabljajo vsak dan pri pouku, zato mora biti oblikovana v skladu z učnim načrtom. Vsebina in obseg zajetih problemov se morata podrejati povprečnemu učencu v njegovi razvojni dobi. V učbeniku je potrebno uporabljati jezik, primeren razvojni stopnji učencev, ki ga bodo uporabljali. Podlago učbeniku predstavlja učni načrt, ki določa in vsebuje vsebino, standarde znanj in cilje posameznih predmetov ali predmetnih področij. Vsebina v njem je didaktično oblikovana, prilagojena vrsti in stopnji izobraževanja ter izbrana po veljavnih splošnih družbenih, znanstvenih in strokovnih kriterijih. Leta 1774 je Marija Terezija izdala splošni red, s katerim je bila vpeljana splošna šolska obveznost za vse otroke od šestega do dvanajstega leta starosti. Ta reforma je za ozemlje današnje Slovenije pomenila, da se v takratnih šolah uvede pouk zgodovine. Razvoju pouka zgodovine je vzporedno sledil razvoj učnih načrtov in učbenikov. Pregled učnih načrtov nam pokaže spremembo podobe in obsega le-teh iz različnih časovnih obdobij. Učni načrti iz leta 1936, 1945 in 1955 so bili oblikovani v dokumente, v katerih so bili združeni učni načrti vseh predmetov, ki so se takrat poučevali v šoli in so bili po strukturi skoraj v celoti omejeni le na učno vsebino. Učni načrt za zgodovino iz leta 1996 je bil za razliko od starejših samostojen dokument, v katerem se je število ur za zgodovino zmanjšalo. Na popolnoma drugačen način je sestavljen učni načrt iz leta 2008, ki vsebuje bistveno več didaktičnih napotkov za učitelje. Novost je tudi, da učne teme niso predstavljene po letnikih, temveč po obdobjih, ter da ima učno snov razdeljeno na obvezne in izbirne teme. Vsi učni načrti dajejo podobne smernice za poučevanje učne teme grške antike. Učni sklop grške antike je v različnih učbenikih predstavljena po obsegu in strukturi na različen način. V starejših učbenikih je bila učna snov razložena zelo opisno, na dolgo ter brez kakršnega koli grafičnega ponazarjanja učne snovi. Kljub temu sta učbenika iz leta 1938 in 1954 vsebovala slike, medtem ko je bil učbenik iz leta 1946 brez njih. Učbenik iz leta 1989 je imel veliko učnih enot združenih v skupnih poglavjih, ki so bila hkrati vsebinsko manj obsežna. Za razliko od svojih predhodnikov je imel učno snov ilustrirano tudi grafično. Že na prvi pogled popolno novost predstavlja učbenik iz leta 2014, ki je v celoti barven. Učna snov je ponovno obsežneje obdelana, a vendar krajše kot v učbenikih pred tistim iz leta 1989. Omenjeni učbenik vsebuje veliko slikovnega in grafičnega materiala ter vprašanja, ki podobno kot v predhodnem učbeniku služijo za ponovitev in utrditev snovi.

Keywords

učbeniki;učitelji;učenci;učni načrti;pouk zgodovine;grška antika;razvoj učbenikov in učnih načrtov;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM FF - Faculty of Arts
Publisher: [A. Kovačič]
UDC: 37.091.64:94(38)(075.3)(043.2)
COBISS: 22232584 Link will open in a new window
Views: 1714
Downloads: 147
Average score: 0 (0 votes)
Metadata: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Other data

Secondary language: English
Secondary title: Greek Antiquity in high school history textbooks published through time
Secondary abstract: Textbook is a basic school book. Students use it every day during classes, so it must be designed according to the curriculum. The content and scope of problems covered in the textbook must be subordinated to the average student in his developmental age. It is required to use language appropriate to the developmental stage of students who will use it. The base of the textbook is the curriculum that defines and contains content, standards of knowledge and aims of individual subjects or subject areas. The textbook's content is didactically designed, adapted to the type and level of education and selected according to the valid general social, scientific and professional criteria. In 1774, Maria Theresa issued a general order, which has introduced general compulsory schooling for all children from the age of six to twelve. This reform meant that in the territory of present-day Slovenia, schools at that time implemented history lessons. The development of history lesson was followed by a parallel development of curriculum and textbooks. The review of curriculums shows us the change of textbooks' image and volume in different included curriculums of all subjects taught in school and were structurally almost entirely limited to the content of teaching. The curriculum for history dating back to 1996 was unlike to the older curriculums a stand-alone document in which the number of history hours was reduced. 2008 curriculum is completely different and contains considerable higher number of didactic guidance for teachers. Another novelty is that the learning topics are not presented by years, but by periods, and that the subject matter is divided into compulsory and optional themes. All curriculums provide similar guidelines for teaching the learning theme Greek Antiquity. Learning unit Greek Antiquity is presented differently in different textbooks according to the scope and structure. In older textbooks, the learning material was explained very descriptively in many words without any graphic demonstration of the subject matter. Nevertheless, the 1938 and 1954 textbooks contain pictures, while the 1946 textbook was still without them. The textbook of 1989 had a lot of learning units combined in joint chapters, which were substantively less extensive. Unlike its predecessors it had graphically illustrated subject matter. At first glance, a complete novelty is the textbook from 2014, which is completely in colour. Once again the learning material is extensively descripted, but still shorter than in textbooks prior to 1989. The aforementioned textbook contains pictures and graphics as well as questions that, like in previous textbooks, serve to repeat and consolidate the learning material.
Secondary keywords: textbooks;teachers;students;curriculum;history lessons;greek Antiquity;development of a textbooks and curriculum;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za pedagogiko, Oddelek za zgodovino
Pages: VI, 85 f.
ID: 9141149