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Abstract: V osnovnošolskem predmetnem programu učitelji svoj predmet poučujejo v izoliranem okolju, kar izhaja iz tradicionalnega pojmovanja, da je učitelj avtoriteta, ki zmore samozadostno obravnavati učno snov in voditi aktivnosti v razredu. V magistrski nalogi smo ugotovili, da učitelji medpredmetnemu povezovanju namenijo zelo malo ur, pri svoji samooceni pa v povprečju izpostavljajo, da se medpredmetnega povezovanja pogosto poslužujejo. Trenutno stanje ne izpolnjuje zahtev integrativnega kurikuluma, ki predpostavlja stalno prepletanje disciplin v prid dvigu kakovosti obravnavanih vsebin. Tudi medpredmetno sodelovanje med učitelji je pomembna komponenta k izboljšanju učne izkušnje medpredmetnega povezovanja. Izkazalo se je, da učitelji pri sodelovanju sledijo potrebnim korakom za kakovostno izvedbo učne ure, s tem ko pri samostojni izvedbi manj dosledno uporabljajo priporočene korake, kot so predhodna določitev splošnih ciljev, metod, pregleda literature in evalvacije. Učiteljeve samoocene kažejo, da v visoki meri v svoj predmet vnašajo spretnosti in elemente filozofije za otroke. Izkazalo se je, da so najbolj dosledni pri vnašanju sodelovalnega mišljenja in najmanj kreativnega mišljenja v učno pripravo. Ravno tako smo ugotovili, da učitelji družboslovja in humanistike pogosteje vnašajo skrbnostno mišljenje k pouku kakor učitelji naravoslovja. Problem, ki smo ga zaznali, se nahaja v nepoenoteni definiciji kritičnega mišljenja, učitelji ga pogosto vnašajo v pouk, vendar se je izkazalo, da načini izvedbe ne ustrezajo standardom učenja kritičnega misleca, predvidenega z vidika predmeta filozofija za otroke. Le-ta je v visoki meri prisotna v učnih načrtih pri splošnih ciljih predmetov, po drugi strani pa predstavlja temelj usvajanja splošnih ciljev obveznih predmetov 3. triade. Predmet filozofija za otroke bi si tako zaslužila vsaj omembo v učnih načrtih obveznih predmetov v poglavju »medpredmetne povezave«.
Keywords: medpredmetno povezovanje, medpredmetno sodelovanje, učni načrti, filozofija za otroke, literarno motivacijsko sredstvo.
Published in DKUM: 07.09.2023; Views: 434; Downloads: 64
Full text (2,94 MB)

Abstract: An Equal Music is a novel written by an Indian writer Vikram Seth. The story in this novel is about two talented musicians who lost, found and lost their love again. Seth's writing shows how these two lovers are bound with music that is equal only to them, how music influences their thoughts, emotions, memories, decisions, their mind and nature. In About Vikram Seth several different critiques are presented. On one hand some critics admire Seth's writing ability and his way of describing the beauty of music. On the other hand some critics remind him of forgetting about Indian Diaspora and express dilemma of origin and ethic. They believe that his novels should include Indian themes. However, this is not the case in the novel An Equal Music, which is written in English language, style, and form, but includes exclusively European life, characters and cities. The title Metaphor, music and second chance in Vikram Seth's An Equal Music tells that diploma is divided in three major chapters. First one is shortly dealing with definition of metaphors and with explanation and meaning of metaphors found in the book, like the title of the book, Maggiore Quartet, Bach's Art of Fugue, names of some characters, and violinist. Second chapter is dealing with music, especially classical music and classical composers and compositions which appear in the novel, like Beethoven's piano trio in c minor, Mozart's Sonata in C major, K330, Schubert's The Trout Quintet, Schubert's Die Liebe and the Art of Fugue composed by Bach. In the last chapter second chance as an opportunity in love and life of male protagonist, the legend of Orpheus and Eurydice, and infidelity are mentioned.
Keywords: Ključne besede: Vikram Seth, An Equal Music, metafora, klasična glasba, nova priložnost
Published in DKUM: 05.03.2010; Views: 3470; Downloads: 384
Full text (28,23 MB)