doktorska disertacija
Miroslav Huzjak (Avtor), Tonka Tacol (Mentor), Janez Vogrinc (Komentor)

Povzetek

Povezovanje šolskih predmetov v vzgojno-izobraževalnem procesu omogoča holistično razumevanje sveta ter sintezo in prenos znanja. Pri izvajanju medpredmetnega povezovanja pa je mogoče storiti napako ter na določenem področju vsiliti pojme in koncepte, ki na to področje ne sodijo. Pri predmetu likovna vzgoja do te napake prihaja, zato ker učitelji medpredmetno povezovanje (korelacijo) radi izvajajo na podlagi likovnega motiva, ne pa na temelju likovnih pojmov. Posledica tega so slabi kognitivni, psihomotorični in afektivni rezultati poučevanja. Glede na to, da se z osredinjanjem na motiv ne usvajajo likovni pojmi in likovno znanje, pri takšnem povezovanju (koreliranju) ne pride do prenosa znanja. Likovnoustvarjalni pristop brez likovnih pojmov ter poznavanja likovnih materialov in postopkov za njihovo uporabo pogosto pripelje do stereotipnih, šabloniziranih in neindividualnih prikazov motivov. Odsotnost likovnega besednjaka in likovne percepcije učencem poleg tega slabi sposobnost za kritično vrednotenje in estetsko presojanje lastnih, tujih in umetniških del. Mogočo rešitev tega problema ponuja pristop medpredmetnega povezovanja na ravni prevoda; dobro poznavanje likovnega jezika omogoča iskanje sorodnih pojmov in sorodnih struktur na drugih področjih, pri tem pa nam pomaga jezikoslovna teorija strukturalizma. Zato so poglavitni cilji te raziskave ugotoviti, kako strukturalno medpredmetno povezovanje (strukturalna korelacija) pri poučevanju likovne vzgoje vpliva na celostni likovni razvoj (kognitivni, afektivni in psihomotorični) učenca, motivacijo učenca in na njegovo sposobnost kritičnega vrednotenja. Cilj je tudi oblikovati smernice za načrtovanje, izvedbo in za izobraževanje učiteljev za uporabo didaktičnega modela medpredmetnega povezovanja. Raziskava je bila opravljena v štirih šolah na vzorcu 403 učencev v prvih, petih in v osmih razredih. Pokazalo se je, da so učenci, vključeni v proces poučevanja z medpredmetnim povezovanjem, bolje razumeli likovne in druge pojme kot učenci v kontrolni skupini. Rezultati so večinoma statistično pomembno višji pri učencih na predmetni stopnji, nekoliko manj vidne razlike pa so pri učencih na razredni stopnji. Učenci eksperimentalne skupine so dosegli statistično pomembno boljši prenos znanja, višjo stopnjo motivacije, boljšo občutljivost za likovne materiale in postopke, višjo stopnjo izvirnosti in individualnosti ter stopnjo kritičnega vrednotenja in estetskega ocenjevanja

Ključne besede

medpredmetno povezovanje;likovno izražanje;motivacija;ustvarjalnost;likovno znanje in spretnost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.08 - Doktorska disertacija
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Huzjak]
UDK: 37.091.31(043.2)
COBISS: 11947849 Povezava se bo odprla v novem oknu
Št. ogledov: 848
Št. prenosov: 195
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Influence of intersubject connection on student's learning performance in art education
Sekundarni povzetek: Connection of the school subjects in the educational process enables a holistic understanding of the world, allowing synthesis and transfer of knowledge. When performing cross-curricular integration, however, it is possible to make a mistake to impose terms and concepts to a particular field, that do not belong to that field. In the subject of Visual arts, this mistake occurs because teachers prefer cross-curricular connections (correlation) to perform on the basis of a visual theme, rather than on the basis of artistic concepts. The result is weakened cognitive, psychomotor and affective teaching results. By focusing on motifs one does not adopt the visual concepts and the knowledge about art. Because of that, that type of intersubject connection (correlation) does not result with transfer of knowledge. Artistic-creative approach, without artistic concepts and without knowing the art materials and procedures for their use, often leads to stereotyped, patterned and non-individualized representation of motifs. Besides, absence of visual language vocabulary and visual perception decreases pupils' ability to critically evaluate and aesthetically assessing of their own, others and artistic works. A possible solution to this problem is offered by the approach of cross-curricular integration at the level of translation; a good knowledge of the visual language enables the search for related concepts and related structures in other fields. While doing so, the linguistic theory of structuralism is helpful. Therefore, the main objectives of the presented research are to determine how structural cross-curricular integration (structural correlation) in the teaching of visual art education affects the overall artistic development (cognitive, affective and psychomotor) of the pupils. Also, to determine how it affects on the motivation of the pupils and their ability to critically evaluate. The objective is also to develop guidelines for design, performance and education of teachers for the use of the didactic model of cross-curricular connection. The research was performed in four schools on a sample of 403 pupils in the first, fifth and eighth grades. It has been shown that pupils, involved in the process of teaching with cross-curricular integration, were better able to understand the visual and other concepts than pupils in the control group. The results are statistically significantly higher mostly at pupils on the primary school level, while slightly less obvious differences are in pupils at the middle school level. The pupils of the experimental group achieved statistically significantly better knowledge transfer, a higher level of motivation, a better sensitivity and technique of usage of arts materials, a higher degree of originality and individuality, and a degree of critical evaluation and aesthetic assessment.
Sekundarne ključne besede: art education;primary education;likovna vzgoja;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Doktorsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: XV, 295 str.
ID: 10917702