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Title:Diferenciacija, individualizacija in personalizacija pri pouku slovenščine : magistrsko delo
Authors:ID Konc, Danijela (Author)
ID Pulko, Simona (Mentor) More about this mentor... New window
Files:.pdf MAG_Konc_Danijela_2026.pdf (2,45 MB)
MD5: BC875222539BBE6305E746F6729C45FC
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract: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.
Keywords:diferenciacija, individualizacija, personalizacija, didaktika slovenščine, srednješolsko izobraževanje
Place of publishing:Maribor
Place of performance:Maribor
Publisher:D. Konc
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (XV, 159 str.))
PID:20.500.12556/DKUM-98594 New window
UDC:37.091.3:811.163.6(043.2)
COBISS.SI-ID:286365955 New window
Publication date in DKUM:29.07.2026
Views:315
Downloads:18
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:23.06.2026

Secondary language

Language:English
Title:Differentiation, Individualization and Personalization in Slovene Language Teaching
Abstract: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.
Keywords:differentiation, individualization, personalization, Slovene language didactics, upper secondary education


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