20.500.12556/DKUM-22567 Didaktična analiza učiteljeve priprave Didactic analysis of teacher's lesson planning V diplomskem delu raziskujemo, kakšno vlogo ima učiteljeva priprava na kvalitetno izveden pouk, kako učitelji načrtujejo pouk, kaj zajema učiteljeva priprava, čemu v pripravi namenjajo največjo pozornost. Zanimala nas je vloga didaktične analize v učiteljevi pripravi. Ugotavljali smo, v čem in zakaj učitelji pri pouku odstopajo od načrtovanega v pripravi na pouk. Teoretične osnove smo osvetlili z metodo teoretičnega preučevanja ustrezne literature, učiteljeve priprave v praksi pa smo raziskali z deskriptivno metodo in kavzalno-neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Rezultati so pokazali, da učitelji zelo natančno načrtujejo pouk, priprava jim je v pomoč in oporo, najpomembnejše sestavine pouka so jim cilji, vsebine in metode, a so tudi vse ostale sestavine pouka pomembne. Didaktično analizo v fazi načrtovanja pouka opravi 94 % vprašanih, vpliv analize na kvaliteto pouka se kaže predvsem pri ciljih, metodah in obliki pouka. Najpogostejši razlog, da učitelji pri pouku ravnajo drugače, kot so načrtovali v pripravi je, da so bili učenci drugače motivirani, kot je učitelj predvideval. In the diploma paper we put the main emphasis on what is the role of teacher’s lesson plan and in what way it influences on the quality of the learning process; how teachers plan their lessons; what the lesson plan includes and what is the main focus in it. We were highly interested in the role of didactic analysis in teacher’s lesson plan. We wanted to find out, why and where the teachers eventually deviate from their lesson plan during the learning process. We studied the proper literature with the method of theoretical research work and therefore enlighten the theoretical basis, while the teacher’s work was studied with the help of descriptive method and empirical pedagogical research work. The results have shown that teachers accurately plan their lessons and therefore the lesson plan itself is a great help and support in performing and implementing the objectives, contents and methods set in the beginning. Didactic analysis in the phase of planning is carried out by 94 % of all the teachers and the influence of the analysis itself on the quality of teaching process is indicated mostly in objectives, methods and the formation of the lesson. The most frequent reason why teachers sometimes react differently as they planned is the motivation and readiness of the students, which cannot be foreseen. Ključne besede: pouk priprava na pouk didaktična analiza učitelj cilji vsebine metode. lesson lesson plan didactic analysis teacher objectives contents methods. true true false [J. Veit] Slovenski jezik Angleški jezik Diplomsko delo 2012-04-03 20:14:56 2012-05-14 12:57:01 2022-04-14 11:55:04 2023-12-30 03:22:46 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(043.2) 19122440 URN:SI:UM:DK:PHLLCKCV UNI_Veit_Jelka_2012.pdf UNI_Veit_Jelka_2012.pdf 1 A418E5C465B72CA6CEE46391D8546D99 f85b4ef18760cdfc883d57dbf4b693499f6fcfcbf9d68a09ad89fbf525f14d94 848c23d5-7c06-11eb-bb7a-00155d0001ca 20.500.12556/dkum/b87737f4-f37b-4e9a-bdfa-49a454e5a430 https://dk.um.si/Dokument.php?lang=slv&id=29174 Filozofska fakulteta 0 0 0