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Title:NAZORNOST POUKA V OSNOVNI ŠOLI S PRILAGOJENIM PROGRAMOM V FUNKCIJI IZKUSTVENEGA UČENJA
Authors:ID Corso, Alenka (Author)
ID Kramar, Marin (Mentor) More about this mentor... New window
Files:.pdf UNI_Corso_Alenka_2013.pdf (1,70 MB)
MD5: 660B0949DA9355BEDB7418EF461294A1
 
Language:Slovenian
Work type:Undergraduate thesis
Typology:2.11 - Undergraduate Thesis
Organization:FF - Faculty of Arts
Abstract:POVZETEK V diplomskem delu raziskujemo, kako pomembna sta učiteljem v osnovni šoli s prilagojenim programom nazornost in izkustveno učenje. Teoretične osnove smo osvetlili z metodo teoretičnega preučevanja ustrezne literature. Nazornost ima pri pouku na osnovni šoli s prilagojenim programom ter pri pouku nasploh izreden pomen. Z nazornimi sredstvi, ki so učiteljem na razpolago, pridobijo na času, razlaga je tako hitrejša in lažja. Lažje pomnjenje in razumljivost učne snovi dosežejo s čutno in z notranjo nazornostjo. Tudi kot motivacijsko sredstvo ima nazornost velik pomen, kajti z njeno pomočjo učitelji pritegnejo in zadržijo pozornost učencev. Na osnovni šoli s prilagojenim programom je treba biti pozoren, da so izbrana ponazorila primerna in da nimajo ravno nasprotnega učinka na nazornost pouka. Učitelji morajo tudi z živo besedo ponazoriti in ustvariti določeno vzdušje. S tem omogočijo učencem lažje razumevanje in pomnjenje. V empiričnem delu smo predstavili rezultate empiričnega raziskovanja zastavljenega problema. Rezultati raziskave kažejo, da učitelji nazornost in izkustveno učenje uvrščajo med zelo pomembne didaktične pojave, značilnosti pouka pri vseh predmetih. Pomembnejša se jim zdita na razredni stopnji pouka, ker mora biti pouk na tej stopnji bolj neposredno doživljajski, hkrati potrebujejo učenci na tej stopnji več konkretnih primerov.
Keywords:Ključne besede: nazornost, izkustveno učenje, osnovna šola s prilagojenim programom.
Place of publishing:Maribor
Publisher:[A. Corso]
Year of publishing:2013
PID:20.500.12556/DKUM-40778 New window
UDC:37(043.2)
COBISS.SI-ID:19963144 New window
NUK URN:URN:SI:UM:DK:L40BQDUF
Publication date in DKUM:08.07.2013
Views:1767
Downloads:174
Metadata:XML DC-XML DC-RDF
Categories:FF
:
CORSO, Alenka, 2013, NAZORNOST POUKA V OSNOVNI ŠOLI S PRILAGOJENIM PROGRAMOM V FUNKCIJI IZKUSTVENEGA UČENJA [online]. Bachelor’s thesis. Maribor : A. Corso. [Accessed 26 March 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=40778
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Secondary language

Language:English
Title:CLARITY OF LESSONS IN PRIMARY SCHOOLS WITH A SPECIAL CURRICULUM IN FUNCTION OF EMPIRICAL LEARNING
Abstract:ABSTRACT In this diploma the importance of explicitness and empirical learning for teachers in Primary School with special curriculum is being researched. Theoretical bases are highlighted with the method of theoretical study of the relevant literature. The explicitness in the class has the utmost importance so at Primary School with special curriculum as in the class in general. With the explicit means, which are available to teachers, they gain time, the explanation is quicker and easier. With the sensory perception and inner explicitness children can memorise and understand the subject matter easier. The explicitness is also very important as motivation, for with its help teachers can attract and keep pupils' attention. At the Primary School with special curriculum teachers must pay a great attention so that the choosen illustrations are suitable and that they don't have the opposite effect on the explicitness of the class. Teachers have to create an atmosphere so that students can understand and memorise easier. In the empirical part we presented the results of the empirical research of the problem. The results of this research show, that according to teachers, the explicitness and empirical learning are very important didactic methods for all subjects. This method is more significant at the lower level of education, for pupils are younger and the class must include more experiences, pupils need more practical examples.
Keywords:explicitness, empirical learning, Primary School with special curriculum.


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