magistrsko delo
Eva Stanonik (Avtor), Tomaž Petek (Mentor)

Povzetek

Medpredmetno povezovanje pomeni povezovanje različnih vsebin in ciljev posameznih predmetov med seboj. Obravnava izbranih tem mora biti čim bolj celostna in predstavljena z več različnih vidikov, tako da jo razumejo vsi. To vsekakor ni preprosto, zato morajo biti učitelji za izvajanje medpredmetnega poučevanja primerno usposobljeni in predvsem pripravljeni na tak način dela. Izvajamo ga lahko na več načinov, pri čemer je pomembno, da se med seboj prepletata teorija in praksa. Medpredmetno povezovanje je prisotno skozi celotno obdobje šolanja in ga uresničujemo pri vseh predmetih. V teoretičnem delu so predstavljene različne opredelitve medpredmetnega povezovanja ter različni modeli in ravni medpredmetnega povezovanja. Poudarili smo, na kaj morajo biti učitelji pozorni pri načrtovanju in izvedbi dejavnosti ter uresničevanju ciljev pa tudi pri organizaciji in evalvaciji medpredmetnega povezovanja slovenščine z drugimi predmeti. V magistrskem delu smo se osredinili na medpredmetno povezovanje slovenščine na razredni stopnji. Prikazali smo izsledke raziskave, ki smo jo izvedli na izbranih osnovnih šolah v Sloveniji. V raziskavo je bilo vključenih 100 učiteljev in učiteljic razrednega pouka, starih 25–55 let, z različno dolžino delovne dobe. V empiričnem delu smo s pomočjo raziskave poskušali ugotoviti, kako pogosto učitelji načrtujejo medpredmetne povezave in ali je pogostost načrtovanja odvisna od delovne dobe učitelja in razreda, v katerem poučujejo. Iz odgovorov smo razbrali, da učitelji pogosto izvajajo medpredmetne povezave in da si jih želijo izvajati še pogosteje. Pogostost uporabe medpredmetnega povezovanja se skozi leta delovne dobe povečuje, pogostost uporabe pa upada z višino razreda, v katerem poučujejo. Pozornost smo posvetili tudi morebitnim težavam, s katerimi se učitelji srečujejo pri načrtovanju medpredmetnih povezav slovenščine z drugimi predmeti. Najpogosteje imajo težave z iskanjem povezav med cilji predmetov ter pomanjkljivostjo pripravljenosti sodelavcev za timsko delo. Zanimalo nas je tudi, s katerimi predmeti učitelji največkrat načrtujejo in izvajajo medpredmetne povezave ter jih povprašali o prednostih in slabostih načrtovanja in izvajanja medpredmetnega povezovanja. S pomočjo vprašalnika smo poskušali dokazati, da se usposobljenost učiteljev za medpredmetno povezovanje skozi leta delovne dobe spreminja, kar pa smo tudi dokazali, saj se učitelji ne počutijo enako kompetentne za izvajanje medpredmetnih povezav skozi leta delovne dobe. Na podlagi rezultatov smo ugotovili, da se pogostost uporabe medpredmetnega povezovanja skozi leta poučevanja in razreda, v katerem poučujejo, spreminja. Rezultati pogostosti uporabe medpredmetnega povezovanja lahko na učitelje vplivajo motivacijsko, saj se bodo nekateri glede na rezultate želeli izboljšati in več časa posvetili načrtovanju in izvajanju medpredmetnega povezovanja. Z rezultati želimo opozoriti učitelje na pozitiven vpliv medpredmetnega povezovanja in jih spodbuditi k čim pogostejši uporabi le-tega.

Ključne besede

medpredmetno povezovanje;slovenščina;razredna stopnja;načrtovanje medpredmetnih povezav;izvajanje medpredmetnih povezav;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [E. Stanonik]
UDK: 37(043.2)
COBISS: 234329859 Povezava se bo odprla v novem oknu
Št. ogledov: 93
Št. prenosov: 17
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: Cross-curricular integration of Slovene from first to fifth grade in primary school
Sekundarni povzetek: Cross-curricular integration means connecting different contents and goals of individual courses with each other. The discussion of the selected topics should be as comprehensive as possible and presented from several different aspects, so that everyone can understand it. This is certainly not easy, so teachers must be properly skilled and, above all, prepared for this kind of teaching approach. It can be carried out in several ways, and it is important that theory and practice intertwine. Cross-curricular integration is present throughout the entire period of schooling and is implemented in all subjects. In the theoretical part, different definitions of cross-curricular integration and different models and levels of this type of integration are presented. In this master’s thesis, it is emphasized what teachers should pay attention to, when planning and implementing activities and achieving goals should take place, as well as when organizing and evaluating cross-curricular integration of Slovenian with other subjects. The thesis focuses on the cross-curricular integration of Slovenian at the classroom level. The results of the research that was conducted at selected primary schools in Slovenia are presented. 100 classroom teachers in the age group of 25 to 55, with different years of working experience, were included in the research. In the empirical part, the research is focused on finding out the frequency of planned cross-curricular connections and the question whether the frequency of planning depends on the number of years working as a teacher and the grades they teach in. The findings of the research show that teachers often conduct cross-curricular connections and that they want to carry them out even more frequently. The frequency of use of cross curricular integration increases over the years of working, but the frequency of use decreases with higher class levels. The attention is also paid to possible problems that teachers encounter, when planning cross-curricular links between Slovenian and other subjects. Most often, they have problems with finding connections between the objectives of the subjects and the lack of colleagues that are prepared to work in a team. The teachers were also asked about the subjects that are most frequently planned and implemented with cross-curricular connections, and they were asked about the advantages and disadvantages of planning and implementing cross curricular connections into their lessons. With the help of a questionnaire, we tried to prove that the competence of teachers for cross-curricular connections changes over their working years, which we also proved, since the teachers do not feel equally competent to carry out cross-curricular connections after many years of teaching. The results show that the frequency of using cross-curricular integration and the class in which they teach, changes over the years of teaching. The results can have a motivational effect on teachers, because based on the results, some of them want to improve and devote more time to planning and implementing cross-curricular integration. The purpose of the results lies in drawing teachers' attention to the positive impact of cross-curricular integration and encouraging them to use it as often as possible.
Sekundarne ključne besede: cross-curricular integration;Slovenian;grade level;planning cross curricular connections;execution of cross-curricular connections;Interdisciplinarnost v izobraževanju;Osnovnošolsko učenje in poučevanje;Slovenščina;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (89 str.))
ID: 26265075