DIDAKTIČNO-METODIČNE ZNAČILNOSTI POUKA SLOVENŠČINE V JAVNI DEVETLETNI OSNOVNI ŠOLI MONTESSORI

Hebar, Lucija

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Title:	DIDAKTIČNO-METODIČNE ZNAČILNOSTI POUKA SLOVENŠČINE V JAVNI DEVETLETNI OSNOVNI ŠOLI MONTESSORI
Authors:	ID Hebar, Lucija (Author) ID Javornik Krečič, Marija (Mentor) More about this mentor...
Files:	UNI_Hebar_Lucija_2014.pdf (1,09 MB) MD5: 4C7933D90E612B5DD21F1D2D49444FED
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	V diplomski nalogi smo naredili primerjavo med didaktično-metodičnimi značilnostmi pouka slovenščine v javni devetletni osnovni šoli in v osnovni šoli montessori v prvi triadi. V teoretičnem delu diplomske naloge smo predstavili življenje in delo ustanoviteljice osnovne šole montessori, gospe Marije Montessori, značilnosti te šole in didaktični material ter značilnosti javne devetletne osnovne šole in didaktični material javne osnovne šole. Za obe šoli je značilno, da z različnimi pedagoškimi pristopi in z različnim didaktičnim materialom oziroma različnimi učnimi pripomočki pripeljeta učence do znanja. Primerjavo med obema šolama smo naredili na treh področjih, in sicer primerjave splošnih ciljev predmeta, primerjave minimalnih standardov znanja in primerjave učnih sredstev pri predmetu slovenščina v prvi triadi. Pri primerjavi splošnih ciljev smo ugotovili, da ni nobenih razlik. Pri primerjavi minimalnih standardov znanja smo ugotovili, da obstajajo razlike v številu, v javni devetletni osnovni šoli je več minimalnih standardov, predvsem na področju domišljijskega besedila. Največ razlik smo ugotovili pri primerjavi učnih sredstev, do razlik pa prihaja tudi v načinih opismenjevanja. V obeh osnovnih šolah smo opravili tudi hospitacije. Primerjali smo način poučevanja učiteljev in ugotovili velike razlike.
Keywords:	Pouk slovenščine, javna devetletna osnovna šola, osnovna šola montessori, prva triada, didaktični material, splošni cilji predmeta, minimalni standardi znanja, učna sredstva, hospitacije
Place of publishing:	Maribor
Publisher:	[L. Hebar]
Year of publishing:	2014
PID:	20.500.12556/DKUM-46667
UDC:	811.163.6:37.02(043.2)
COBISS.SI-ID:	20932104
NUK URN:	URN:SI:UM:DK:ZM3LDTYQ
Publication date in DKUM:	09.12.2014
Views:	3223
Downloads:	297
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	DIDACTICAL-METHODICAL CHARACTERISTICS OF THE SLOVENE LANGUAGE IN PUBLIC PRIMARY SCHOOL AND MONTESSORI ELEMENTARY SCHOOL
Abstract:	In this thesis we compared the didactical-methodical characteristics of Slovenian lessons in a public nine-year primary school and a Montessori primary school in the first triad. In the theoretical part of the thesis, we presented the life and work of the founder of the Montessori primary school, Ms Maria Montessori, the characteristics of this school, its didactic material, and the characteristics of a public primary school and its didactic material. Both schools spread knowledge using different pedagogical approaches, different didactic materials and different teaching aids. The comparison between the two schools was carried out on three different levels. We compared the general objectives of the lessons, the minimum standards of knowledge and the teaching aids related to Slovenian lessons in the first triad of the primary school. There were no differences in the comparison of the general objectives. When we compared the minimum standards of knowledge, we found out that there were differences related to their number. In the public nine-year primary school, the number of minimum standards is higher, particularly in the field of imaginary text. Considerable differences were noticed when we compared the teaching aids, but there were also differences in the methods used to teach literacy. We also attended the lessons at both primary schools. We compared the teaching methods of different teachers and noticed significant differences.
Keywords:	Slovenian language lessons, public nine-year primary school, Montessori primary school, the first triad of primary school, didactic material, general objectives of the subject, minimum standards of knowledge, teaching aids, attending lessons.

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