Šolanje na domu

magistrsko delo

Anja Horvat (Author), Tina Vršnik Perše (Mentor)

Abstract

Pravica do izobraževanja in pridobivanja (ne)formalnih veščin in spretnosti je temeljna človekova pravica in svoboščina. Dobra izobrazba človeka duhovno bogati, plemeniti in širi njegova obzorja. Šolanje oz. izobraževanje na domu je ena od možnosti za izvajanje izobraževanja na osnovnošolski ravni, ki ga v Republiki Sloveniji ureja Zakon o osnovni šoli (1996, 5. in 88. člen). Ta predpisuje obvezne učne vsebine in načine preverjanja znanja, od izvajalcev poučevanja na domu pa ne zahteva določene vrste ali stopnje izobrazbe. Šolanje na domu ni močno razširjena oblika izobraževanja otrok. Ker je šolanje na domu prilagojeno individualnim željam, potrebam in zahtevam otroka, je motiviranost otrok za učenje v tem primeru lažje dosegljiva. Otrok mora ob koncu vsakega šolskega leta opravljati obvezna preverjanja znanj na eni izmed javnih šol, na katero je uradno vpisan v času svojega šolanja na domu in tako dokazati, da dosega ustrezne standarde znanja. V zvezi s šolanjem na domu pa prihaja do raznih polemik. Nasprotniki šolanja na domu trdijo, da so tovrstni otroci deležni neprimerne socializacije, saj naj ne bi bili v zadostni interakciji z vrstniškimi skupinami in avtoritetami, država pa naj bi izvajala premalo strog nadzor nad to obliko izobraževanja. Zagovorniki šolanja na domu pa izpostavljajo predvsem nadaljevanje spontanega in naravnega učenja tako, kot najbolje ustreza posamezniku. Prilagajanje tempa pa vodi do tega, da je učenje učinkovitejše. Prav tako je po mnenju zagovornikov lažje vzpostaviti individualni pristop, kar vodi do boljše kvalitete pridobljenega znanja. Raziskava je pokazala, da se starši odločajo za šolanje na domu zlasti zato, ker je urnik fleksibilen, učne vsebine prilagojene potrebam, željam, zahtevam in zanimanjem otroka, temeljijo na doživljajskem pouku, so približane življenju, pouk pa poteka v okolju, ki stopnjuje otrokovo povezanost z družino. Glavna prednost šolanja na domu je individualno zasnovan vzgojno-izobraževalni proces, med slabostmi pa izstopa pomanjkanje timskega dela z vrstniško skupino. V Sloveniji je potrebno poskrbeti za boljšo informiranost staršev o možnostih šolanja otrok na domu, da ne bo prihajalo do zamenjav z alternativnimi oblikami šolanja in procesom unschooling-a.

Keywords

magistrska dela;šolanje na domu;motivacija;učne metode;vloga učitelja;zakonodaja;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.09 - Master's Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[A. Horvat]
UDC:	37.018.1(043.2)
COBISS:	22745352
Views:	3163
Downloads:	474
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	HOME SCHOOLING
Secondary abstract:	The right to an education and acquisition of (in)-formal skills and expertise is a fundamental human right and privilege. A good education spiritually enriches a person and helps broaden his horizons. Homeschooling or education at home is one of the possible options of performing education on a elementary school level and is regulated by the Elementary School Act of the Republic of Slovenia (1996, Article 5 and Article 88). The Elementary School Act specifically specifies that there must be a certain amount of compulsory subject matter and also regulates knowledge examinations; it does not however demand a high level of education from the persons who teach the children at home. Homeschooling is not a spread form of child education. However, since homeschooling is adjusted to the individual needs, desires and demands of the child, it is much easier to achieve the propel level of motivation for learning. At the end of each school year, a child is required to pass the mandatory knowledge examinations at one of the public schools in which the child is officially enrolled during the period of homeschooling. By passing the knowledge examinations the child proves that he reaches the required standards of knowledge. Homeschooling has been the subject of many discussions over the years. The opponents of homeschooling claim that the children who are taught at home do not experience proper socialization, mainly because they have insufficient interaction with their peers and authorities, while they also feel that the state does not enforce strict control over this form of education. On the other hand, the defenders of homeschooling point out the positive impact and the continuation of spontaneous and natural learning which suits every individual. The adjustment of learning pace supposedly leads to a more efficient learning. The defenders of homeschooling also claim that it is easier to establish and enforce an individual approach which leads to better quality of acquired knowledge. Research has shown that parents primarily choose homeschooling because the school timetable is more flexible and because the subject matter is adjusted to the needs, desires, demands and the interests of the child. Another factor in favour of homeschooling is also the fact that the school lessons are based on real life experience, while the learning takes place in an environment which improves the connection between a child and the family. The main advantage of homeschooling is an individually designed educational process, while its biggest flaw lies in the fact that there is a lack of teamwork with the child's peers. The institutions in Slovenia should also improve on informing the parents about the option of homeschooling in order to avoid confusing it with other alternative forms of schooling or the process of unschooling.
Secondary keywords:	master theses;homeschooling;motivation;teaching methods;role of teacher;legislation;
URN:	URN:SI:UM:
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	IV, 97, [10] f., [34] f. pril.
ID:	9171730