Medpredmetno povezovanje predmeta družba z ostalimi predmeti v 4. razredu osnovne šole

diplomsko delo

Povzetek

Tema in namen diplomskega dela je preučiti medpredmetno povezovanje predmeta družba z ostalimi predmeti v 4. razredu osnovne šole. Kot vemo, se dan danes vedno bolj spodbuja k povezovanju vsebin in predmetov, ki so bili do sedaj med seboj strogo ločeni in razdrobljeni. Prav to razdrobljenost skušamo povezati v celoto z medpredmetnim povezovanjem, kar omogoča razumljivejše, uporabnejše in bolj celovito dojemanje učne vsebine oz. problema, ki je osvetljen z različnih vidikov, hkrati tudi kakovostnejše in trajnejše znanje. V teoretičnem delu so predstavljene vsebine, vezane na medpredmetno povezovanje. Podrobneje je predstavljena sama opredelitev pojma medpredmetno povezovanje, zgodovina medpredmetnega povezovanja, značilnosti medpredmetnega povezovanja (stopnje in ravni, načini, strategije, faze), procesni in vsebinski vidik, didaktični model, prednosti in slabosti medpredmetnega povezovanja (zakaj, kdaj in kako uporabljati medpredmetno povezovanje, pogoji za uspešno medpredmetno in med področno povezovanje, aktivna vloga učencev pri načrtovanju). Nazadnje je predstavljen sam predmet družba (opredelitev predmeta, temeljni cilji predmeta, didaktična priporočila in možnosti medpredmetne povezave predmeta družba v 4. razredu). Empirični del temelji na raziskavi, izvedeni na vzorcu 83 učiteljev naključno izbranih osnovnih šol iz celotne Slovenije. Namen empirične raziskave je ugotoviti obstoječe stanje na področju medpredmetnega povezovanja nasploh ter medpredmetnega povezovanja predmeta družba z ostalimi predmeti v 4. razredu osnovne šole. Zanima nas, v kolikšni meri učitelji ta način dela poznajo, kako se v njihovem delu kaže medpredmetna povezanost pouka, kaj so po njihovem mnenju prednosti medpredmetnega povezovanja, kako pogosto izvajajo medpredmetno povezovanje, kakšna so njihova izhodišča in osnove pri načrtovanju tovrstnega pouka, s katerimi predmeti najpogosteje povezujejo predmet družba in v kolikšni meri. Nadalje nas zanima, kako na vse to vplivajo leta poučevanja predmeta družbe in/ali se kažejo razlike med učitelji, ki so se dopolnilno usposabljali za poučevanje predmeta družba, in tistimi, ki se niso. Na podlagi rezultatov raziskave ugotavljamo, da je poznavanje, izvajanje, načrtovanje medpredmetnega povezovanja in uporaba le-tega pri pouku družba v 4. razredu dobro. Razlike med omenjenimi skupinami sicer obstajajo, vendar ne v večjem obsegu in so v glavnem povezane z dobo poučevanja ter izkušnjami učiteljev in dopolnilnim usposabljanjem za poučevanje predmeta družba. Ugotovili smo, da medpredmetno povezovanje predstavlja kakovosten način doseganja vzgojno-izobraževalnih ciljev in da ga učitelji vse pogosteje uporabljajo, saj se zavedajo prednosti, ki jih tak način dela prinaša za vse subjekte pouka.

Ključne besede

razredni pouk;osnovne šole;četrti razred;integracija;medpredmetno povezovanje;predmet družba;diplomska dela;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Celje
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UM PEF - Pedagoška fakulteta
Založnik:	[T. Kušar]
UDK:	37(043.2)
COBISS:	18095624
Št. ogledov:	4303
Št. prenosov:	544
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	CROSS-CURRICULAR LINKS OF 'SOCIAL SCIENCES' SUBJECT WITH OTHER SUBJECTS IN GRADE 4 OF BASIC SCHOOL
Sekundarni povzetek:	The theme and aim of the thesis is to examine interdisciplinary integration of social studies with other school subjects in the fourth grade of primary school. As it is known, nowadays the integration of contents and subjects hitherto strictly separated and fragmented is increasingly encouraged. It is this fragmentation that we attempt to organize into a whole with interdisciplinary integration, which enables more understandable, usable and more comprehensive perception of the teaching content or problem, which is highlighted from different perspectives, and also better-quality and more permanent knowledge. In the theoretical part of the thesis we have presented issues related to interdisciplinary integration. Presented in detail is the actual definition of the interdisciplinary integration concept, the history of interdisciplinary integration, interdisciplinary integration characteristics (rates and levels, methods, strategies, stages), the procedural and substantive aspects, didactic teaching model, the advantages and disadvantages of interdisciplinary integration (why, when and how to use interdisciplinary integration, the conditions for successful interdisciplinary and intersectoral integration, the students' active role at planning). Finally, the subject of social studies itself is presented (the subject's definition, basic objectives, didactic recommendations and the possibility of interdisciplinary integration of the social studies in the fourth grade). The empirical part of the thesis is based on the reasearch carried out on a sample of 83 teachers from randomly selected primary schools from all over Slovenia. The aim of the empirical research is to establish the status quo in the spheres of interdisciplinary integration in general and interdisciplinary integration of social studies with other subjects in the fourth grade of primary school. We wish to find out to what extent teachers are acquainted with this way of teaching, how interdisciplinary integration of teaching is reflected in their work, what - in their opinion - are the advantages of interdisciplinary integration, how often they resort to the implementation of interdisciplinary integration, what their foundation and basics for designing this way of teaching are, what subjects are most frequently integrated with social studies and to what extent. Furthermore, our aim is to establish how all the above mentioned is affected by years of teaching social studies and if there are differences among teachers who have had additional training for teaching social studies and those who have not had it. On the basis of the research results, we can conclude that the knowledge, performance, planning of interdisciplinary integration and the use of it in teaching social studies in the fourth grade is good. The differences between the mentioned groups do exist, but are not extensive and are mainly related to the years of service and teaching experience as well as the additional training for teaching social studies. It has been concluded that interdisciplinary integration presents a quality way of achieving educational goals, and that teachers are increasingly making use of it, since they are aware of the advantages that this method of work provides for all subjects of school.
Sekundarne ključne besede:	integration;interdisciplinary integration;primary school;4 class;procedural and substantive aspect;social studies;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani:	96 f., [4] f. pril.
Ključne besede (UDK):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	19049