| Opis: | School teaching is usually organized according to the subject principle, but over time this concept is increasingly reaching its limits. On the one hand, new academic areas are constantly emerging, on the other hand, today’s global world is difficult to divide into individual subjects, and it seems more appropriate to view it from multiple perspectives. In this context, the current paper deals with the implementation of these ideas in curricular documents. As a basis for investigation, strategic documents and curricula of two countries, Slovenia and the Czech Republic, are chosen. The aim is to determine to what extent these documents reflect the current development. Prior to that, different terms and conceptions related to the topic will be discussed and compared. Special attention will be paid to foreign language teaching (and especially Teaching German as a Foreign Language), as it bears a high interdisciplinary potential. The analysis has shown that among experts of the Czech Republic and Slovenia, interdisciplinary education is one of the most current and discussed topics. However, a striking discrepancy can be observed between this professional discussion and the idea of interdisciplinary teaching, and its actual implementation in curricular documents in both countries.Šolski pouk je običajno organiziran po posameznih področjih oz. predmetih in zdi se, da je tak princip vse bolj omejen. Po eni strani se nenehno pojavljajo nova znanstvena področja, dejansko število šolskih predmetov pa je omejeno, po drugi strani pa je današnji globalni svet težko razdeliti na posamezne predmete in ga je primerneje obravnavati z več vidikov hkrati. O medpredmetnem pouku zato strokovnjaki že dolgo razpravljajo kot o obliki pouka, ki bi se morala bolj uveljaviti, in sicer ne le iz zgoraj navedenega razloga, temveč tudi zato, ker je veliko bolj realistično, smiselno in razumljivo, če učenci pridobivajo znanja v kontekstu. V okviru teh razmišljanj pričujoči članek obravnava uresničevanje idej medpredmetnosti v kurikularnih dokumentih. Za osnovo raziskave so bili izbrani strateški dokumenti in učni načrti iz dveh držav, Slovenije in Češke, da bi ugotovili, v kolikšni meri te smernice odražajo razvoj, pri čemer so predhodno obravnavani in primerjani različni izrazi in pojmi, povezani s temo. Pri medpredmetnem pouku je posebna pozornost namenjena pouku tujih jezikov (zlasti pouku nemščine kot tujega jezika), saj ta v osnovi ponuja veliko možnosti za medpredmetnost. |
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