DIDAKTIČNA ANALIZA UČITELJEVEGA METODIČNEGA RAVNANJA Z VIDIKA RAZVIJANJA METODIČNEGA RAVNANJA UČENCEV

Car, Metka

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Title:	DIDAKTIČNA ANALIZA UČITELJEVEGA METODIČNEGA RAVNANJA Z VIDIKA RAZVIJANJA METODIČNEGA RAVNANJA UČENCEV
Authors:	ID Car, Metka (Author) ID Kramar, Martin (Mentor) More about this mentor...
Files:	UN_Car_Metka_2016.pdf (1,29 MB) MD5: 9E5510BEFCEE67B29E239A4CA7B2FD30
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Metodično ravnanje je v ožjem smislu namerno ravnanje, prirejeno splošnim in posebnim značilnostim in zakonitostim pouka ter njegovim okoliščinam, s katerimi učitelji in učenci uresničujejo namen oziroma dosegajo cilje pouka. Posebej pomembne so metodične kompetence učiteljev, saj ti pouk načrtujejo, oblikujejo, pripravljajo, izvajajo, sprožajo, spodbujajo in usmerjajo aktivnost učencev, vodijo in sproti prirejajo celotno dogajanje. Učiteljeve metodične kompetence se kažejo v njegovem znanju in sposobnostih in so odvisne od različnih dejavnikov. Razvoj metodičnega ravnanja pri učencih ni odvisen samo od vpliva učitelja, ampak tudi od učenčeve lastne angažiranosti. Namen diplomskega dela je bil preučiti učiteljevo metodično ravnanje z vidika razvijanja metodičnega ravnanja učencev. V ta namen smo v teoretičnem delu diplomskega dela opredelili pouk, didaktično-metodični potek pouka in odnos med šolo in domom. V empiričnem delu nas je zanimalo, kdo in v kolikšni meri vpliva na učenčeve načine učenja, kolikšen je učiteljev vpliv na izbiro učenčevih načinov dela pri različnih dejavnostih oziroma opravilih in kolikšen je učiteljev vpliv na učenčeve načine delovanja pri pouku in doma. Ugotovili smo, da na načine učenja učencev 6. in 8. razreda treh pomurskih osnovnih šol najbolj vplivajo starši. Prav tako smo ugotovili, da je učiteljev vpliv na učence veliko bolj izrazit pri dejavnostih oziroma opravilih, ki potekajo v šoli, kot pri opravilih, ki jih učenec sam opravlja doma. Izpostavimo lahko, da se je pri vseh učenčevih načinih delovanja pri pouku in doma, kjer se je pokazala statistično značilna razlika v vplivu učitelja glede na spol ali razred učencev, izkazalo, da je učiteljev vpliv na učenčeve načine delovanja pri pouku in doma večji pri dekletih kot pri fantih in večji pri učencih 6. razreda kot pri učencih 8. razreda.
Keywords:	pouk, učitelj, starši, učenec, motivacija, metodično ravnanje, metode pouka, oblike pouka, kakovost pouka
Place of publishing:	Maribor
Publisher:	[M. Car]
Year of publishing:	2016
PID:	20.500.12556/DKUM-64341
UDC:	37.091.3 (043.2)
COBISS.SI-ID:	22672136
NUK URN:	URN:SI:UM:DK:UBLGNHRY
Publication date in DKUM:	17.10.2016
Views:	1941
Downloads:	240
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	DIDACTIC ANALYSIS OF THE TEACHER`S METHODICAL APPROACH FROM THE PERSPECTIVE OF DEVELOPING STUDENT`S METHODICAL APPROACH
Abstract:	Methodical approach is an intentional activity design for class and its circumstances, with which teachers and students fulfill the purpose and reach the goals of the class. The teachers’ methodical competences are especially important because they plan, design, prepare, carry out, activate, prompt and direct students’ activities. Simultaneously, they lead and change the course of the lesson if needed. The teacher’s methodical competences include his knowledge and abilities and are dependent on various factors. The development of the methodical approach is not dependent only on the teacher’s influence but also on the student’s engagement. The purpose of this diploma thesis is to study the teacher’s methodical approach from the perspective of the development of the student’s methodical approach. To this end, the diploma thesis defines class, didactical-methodical course of the class and school and home relationship. Furthermore, the empirical part includes who and to what extent influences the ways of the students’ learning, how much influence on their work choice has the teacher and how much on their ways of class and home activities. The study, which included sixth and eighth grade of three Pomurje elementary schools, shows that mostly the students’ parents affect their ways of learning. Moreover, the findings show that the teachers have a bigger influence on school tasks and lesser on home tasks. Additionally, they indicate that the teacher has more influence on girls than on boys, regarding the student’s class and home activities, and more on the sixth-graders than on the eighth-graders.
Keywords:	class, teacher, parents, student, motivation, methodical approach, class methods, class forms, class quality

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