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Title:PRIMERI SODELOVALNEGA UČENJA PRI ZGODOVINSKIH TEMAH V 5. RAZREDU
Authors:ID Skale, Tanja (Author)
ID Hus, Vlasta (Mentor) More about this mentor... New window
Files:.pdf UNI_Skale_Tanja_2011.pdf (16,85 MB)
MD5: 2AA7F7E12D613147BD94B24F3F5AAB7E
PID: 20.500.12556/dkum/bf01d80f-cc2a-4144-a2b5-3b236f59aef8
 
Language:Slovenian
Work type:Undergraduate thesis
Organization:PEF - Faculty of Education
Abstract:Kadar govorimo o razvoju otroka, je pomembno, da govorimo o njegovem celostnem razvoju. Sodelovalno učenje je način sodobnega pouka, s katerim lahko delno pripomoremo k celostnemu razvoju otroka, saj lahko vplivamo na razvoj njegovega spoznavnega, čustveno-motivacijskega ter socialnega področja (Peklaj, 2001). Sodelovalno učenje se v šoli pojavlja kot sodobna oblika dela. V slovenskem prostoru je sodelovalno učenje s teoretičnega vidika najbolje opredelila Cirila Peklaj. Njej gre zasluga, da se danes posledično sodelovalno učenje uveljavlja, udejanja pri posameznih predmetih v slovenskih šolah. V ta namen je nastala tudi ta diplomska naloga. V teoretičnem delu diplomske naloge Primeri sodelovalnega učenja pri zgodovinskih temah v 5. razredu so predstavljeni temeljni elementi sodelovalnega učenja kot enega izmed možnih načinov strukturiranja učne situacije. Predstavljeno je, kaj je sodelovalno učenje, kakšna sta vloga in pomen sodelovalnega učenja za celostni razvoj otroka. Opredeljena so osnovna načela sodelovalnega učenja, prednosti in slabosti izvajanja takšnega načina dela, metode oziroma strukture sodelovalnega učenja in učiteljeva vloga pri sodelovalnem učenju. Vključeni so tudi napotki za uvajanje sodelovalnega dela v skupine. Opisano je več sodelovalnih metod oziroma struktur sodelovalnega učenja, hkrati pa so predstavljene tudi težave, ki se lahko pojavijo pri uvajanju sodelovalnega učenja in nenazadnje tudi možni načini za njihovo premagovanje. V praktičnem delu diplomske naloge so prikazani primeri sodelovalnih učnih ur, ki so bile strnjene v tri blok ure. Izvedene so bile pri predmetu družba z učenci 5. razreda Osnovne šole Dobrna, in sicer na izbrane učne teme iz učnega načrta s pomočjo štirih struktur sodelovalnega učenja. Cilj je bil proučiti, načrtovati in izvesti štiri metode sodelovalnega učenja v praksi. Na koncu so predstavljena tudi mnenja učencev o sodelovalnem učenju in intervju z učiteljico Ireno Delčnjak Smrečnik.
Keywords:Ključne besede: sodelovalno učenje, sodelovanje, sodelovalne veščine, celostni razvoj.
Place of publishing:Maribor
Publisher:[T. Skale]
Year of publishing:2011
PID:20.500.12556/DKUM-18159 New window
UDC:37(043.2)
COBISS.SI-ID:18351368 New window
NUK URN:URN:SI:UM:DK:EN9YNF6J
Publication date in DKUM:12.05.2011
Views:5849
Downloads:752
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:CASES OF COOPERATIVE LEARNING WHEN TEACHING HISTORICAL THEMES IN THE FIFTH GRADE
Abstract:When talking about a child's development it is important to talk about a child’s integral development. Cooperative learning is a method used in modern teaching with which we can partly contribute to integral development of a child since we can affect a child’s cognitive, emotional-motivational and social world (Peklaj, 2001) Cooperative learning has appeared at school as a modern teaching method. From theoretical point of view in Slovenia cooperative learning has been most clearly defined by Cirila Peklaj. Owing to Cirila Peklaj today cooperative learning has slowly appeared and it has still been in the process of reinforcing its position in various school subjects in Slovene schools. For this reason my diploma paper was made. In the theoretical part of this diploma paper ‘Cases of cooperative learning in historical themes in the fifth class of elementary school’ some basic elements of cooperative learning are introduced as one of several methods of structuring a learning situation in the classroom. This part of my diploma paper introduces cooperative learning, what it means, what kind of role it has in teaching and of what significance it is for a child’s integral development. Basic principles of cooperative learning, strengths and weaknesses of this teaching method, methods or structures of cooperative learning and the teacher’s role in cooperative learning are defined. This part also focuses on some guidelines for introduction of cooperative learning in groups. Several cooperative methods or structures of cooperative learning are described. At the same time, some obstacles or problems are presented which can appear when introducing this method in the classroom and also some possible ways of eliminating such problems are mentioned. In the practical part of this diploma paper some cases of cooperative teaching lessons are shown. These lessons were performed in the form of three lessons altogether in the school subject Society in the fifth grade of the elementary school in Dobrna. For these lessons some topics from the curriculum were selected and performed by means of four structures of cooperative learning. Our aim was to study, plan and carry out four methods of cooperative learning in practice. At the end some pupils’ points of view on this teaching method and an interview with their teacher Irena Delčnjak Smrečnik were presented.
Keywords:cooperative learning, cooperation, cooperative skills, integral development.


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