20.500.12556/DKUM-98594 Diferenciacija, individualizacija in personalizacija pri pouku slovenščine magistrsko delo Differentiation, Individualization and Personalization in Slovene Language Teaching Magistrsko delo obravnava diferenciacijo, individualizacijo in personalizacijo kot ključne koncepte sodobne didaktike ter preučuje njihovo uresničevanje pri pouku slovenščine v srednješolskem prostoru. Teoretični del izhaja iz sodobnih didaktičnih modelov (npr. Strmčnik, Tomlinson, OECD), ki poudarjajo potrebo po načrtnem prilagajanju učnega procesa, aktivni vlogi dijaka ter fleksibilnosti poučevanja. Empirični del temelji na kombinaciji kvantitativne in kvalitativne raziskave. V anketnem vprašalniku je sodelovalo 120 dijakov, izvedeni pa so bili tudi polstrukturirani intervjuji s štirimi učiteljicami slovenščine. Rezultati kažejo, da se prilagajanje pouka v praksi sicer pojavlja, vendar pretežno nesistematično ali situacijsko (ad hoc), kar kaže na razkorak med teoretičnimi izhodišči in pedagoško realnostjo. Raziskava potrjuje, da prilagojeni pristopi pomembno prispevajo k višji stopnji motivacije, aktivnosti in vključenosti dijakov, zlasti ob uporabi sodelovalnih metod, možnosti izbire in povezovanja učne snovi z njihovimi izkušnjami. Hkrati pa njihovo učinkovito uresničevanje omejujejo časovni pritiski, obsežni učni načrti in organizacijski pogoji. Delo opozarja na potrebo po bolj sistematičnem uvajanju teh pristopov v srednješolskem prostoru ter predstavlja pomemben prispevek k razumevanju sodobnega pouka slovenščine in njegove nadaljnje didaktične nadgradnje. This master's thesis examines differentiation, individualization, and personalization as key concepts of contemporary didactics and explores their implementation in Slovene language instruction at the upper-secondary level. The theoretical framework is grounded in modern didactic models (e.g. Strmčnik, Tomlinson, OECD), which emphasize the need for systematic adaptation of the learning process, the active role of the learner, and increased flexibility in teaching. The empirical part is based on a combination of quantitative and qualitative research methods. The study includes a survey conducted among 120 upper-secondary students, complemented by semi-structured interviews with four Slovene language teachers. The findings indicate that instructional adaptation is present in practice; however, it is predominantly unsystematic and situational (ad hoc), revealing a notable discrepancy between theoretical principles and classroom reality. The results confirm that adaptive teaching approaches significantly enhance students’ motivation, engagement, and participation, particularly when incorporating collaborative methods, opportunities for choice, and connections to students’ lived experiences. At the same time, their consistent implementation is constrained by time limitations, extensive curricula, and organizational factors. The study highlights the need for a more systematic integration of these approaches in upper-secondary education and offers a meaningful contribution to the understanding and further development of contemporary Slovene language didactics. diferenciacija individualizacija personalizacija didaktika slovenščine srednješolsko izobraževanje differentiation individualization personalization Slovene language didactics upper secondary education true true false D. Konc Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-23 12:30:10 2026-07-29 14:17:40 2026-07-30 03:09:41 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (XV, 159 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:811.163.6(043.2) 286365955 MAG_Konc_Danijela_2026.pdf MAG_Konc_Danijela_2026.pdf 1 BC875222539BBE6305E746F6729C45FC 01221624613db5b043b367c4b1dcf449afea574833496a72b698f11ef15479aa b943e1e3-6ef9-11f1-973b-00155d580e34 https://dk.um.si/Dokument.php?lang=slv&id=207487 Filozofska fakulteta 0 0 0