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PROSTI ČAS MLADIH V TRETJEM VZGOJNO-IZOBRAŽEVALNEM OBDOBJU OSNOVNE ŠOLE
Katarina Kodba, 2015, master's thesis

Abstract: Prosti čas je sestavni del človekovega življenja in delovanja. Dandanes se družbe vedno bolj demokratizirajo, delovni procesi pa avtomatizirajo. Pomanjkanje prostega časa je tako le ena od posledic. Moramo se zavedati, da je prosti čas nujno potreben za vsestranski razvoj posameznika in da je treba za boljše uresničevanje prostega časa le-tega skrbno organizirati. Prosti čas nam pomaga pri oblikovanju lastne osebnosti, nudi nam sprostitev in nam pomaga pri opravljanju vsakodnevnih obveznosti. Prav zato moramo prosti čas izrabiti čim kakovostneje. V teoretičnem delu magistrske naloge smo osmislili pojem prostega časa, zanimalo nas je, kakšne so funkcije prostega časa, podrobneje pa smo si pogledali tudi, kateri so tisti dejavniki, ki vplivajo na prosti čas in njegovo preživljanje. Našteta in opisana so tudi načela prostega časa, ki veljajo kot smernice za dejavnosti prostega časa. Posebno poglavje je namenjeno razvoju interesnih dejavnosti skozi čas, zanimalo pa nas je tudi, kakšen pomen imajo interesne dejavnosti, ki jih obiskujejo osnovnošolci, ter kakšne posledice ima udejstvovanje v interesnih dejavnostih pri preživljanju prostega časa osnovnošolcev. V empiričnem delu naloge smo s pomočjo anketnega vprašalnika raziskali, koliko prostega časa imajo osnovnošolci tretjega vzgojno izobraževalnega obdobja ter kje, kako in s kom največkrat preživljajo svoj prosti čas. Učence, ki smo jih izbrali za vzorec populacije, smo vprašali po njihovem mnenju, kaj jim predstavlja prosti čas in ali imajo v svojem urniku obveznosti dovolj prostega časa. Zanimalo nas je tudi, pri katerih interesnih dejavnostih izven šole sodelujejo in kolikokrat na teden. Ugotavljali smo, zakaj se odločajo za interesne dejavnosti in koliko časa dnevno namenijo učenju oziroma šolskim obveznostim.
Keywords: prosti čas, družbe, interesne dejavnosti, osnovnošolci
Published in DKUM: 25.03.2016; Views: 2010; Downloads: 205
Full text (1,14 MB)

COMPARISON OF 6TH AND 8TH GRADE PRIMARY SCHOOL ENGLISH TEXTBOOKS IN TERMS OF INTERNAL AND EXTERNAL STRUCTURE
Katarina Kodba, 2016, master's thesis

Abstract: A textbook is one of the most important learning tools by which the learner encounters upon entering the school. It is bound to the curriculum and syllabus. Pupils use it as a guide during the learning process in the classes and also for their independent work outside the classrooms. Nowadays, we are encouraged to use modern ICT, which is omnipresent in schools as a result of a quick pace of life and technological progress. Despite the increasing usage of modern ICT in the educational process, a textbook still remains one of the main teaching tools for educational work. With its long tradition in history it remains in step with the times. It helps pupils not only to acquire the necessary skills, but also to develop mental skills, and critical and creative thinking. The theoretical part of the master’s thesis explains the concept of teaching and its purpose as well as the functions and activities of the lessons. Moreover, it describes the factors of the educational process, lists its types and explains who the subjects of the educational process are. The thesis also deals with the structural components of teaching: aims, contents, teaching environment, time and means. The research focuses on the textbook as one of the most important methodical-didactic materials and on the external and internal structure of selected textbooks. In addition, the empirical part of the thesis presents a detailed analysis of pre-prepared criteria.
Keywords: textbook, syllabus, curriculum, internal structure, external structure
Published in DKUM: 25.03.2016; Views: 1463; Downloads: 138
Full text (1,63 MB)

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