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Title:Mnenja učiteljev o učinkih vpeljave posodobljenih učnih načrtov za matematiko v gimnazijskem in srednjem strokovnem izobraževanju
Authors:ID Nograšek, Mateja (Author)
ID Lipovec, Alenka (Mentor) More about this mentor... New window
ID Repolusk, Samo (Comentor)
Files:.pdf MAG_Nograsek_Mateja_2014.pdf (1,60 MB)
MD5: 1CF2F4715361CEED54DB659B2343A939
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FNM - Faculty of Natural Sciences and Mathematics
Abstract:Učni načrt je ključni element vsake kurikularne prenove. Vanjo je potrebno vključiti širok, a skrbno izbran krog ljudi, ki zajema predmetne znanstvenike, pedagoge, psihologe, didaktike in še zlasti učitelje. Hkrati se moramo ozirati tudi na dobrobit učencev. Razvoj informacijsko-komunikacijske tehnologije, potreba po medpredmetnem povezovanju, prenova osnovnošolskega izobraževanja in povečanje deleža gimnazijcev med srednješolci so bili glavni razlogi za prenovo srednješolskega izobraževanja. Ta je temeljila na poenotenih načelih, ki so učiteljem zagotovila več avtonomije in jim ponudila nove oblike in metode dela. Predstavili smo še novosti posodobljenih učnih načrtov za matematiko v gimnazijskem in srednjem strokovnem izobraževanju in rezultate nekaterih študij o učinkih kurikularne prenove v osnovnošolskem in srednješolskem prostoru. V empiričnem delu smo predstavili raziskavo, ki smo jo izvedli med učitelji gimnazijskega in srednjega strokovnega izobraževanja (velikost vzorca: N=13). Povprašali smo jih po mnenjih o učinkih vpeljave posodobljenih učnih načrtov za matematiko. Ugotovili smo, da so se učitelji srednjega strokovnega izobraževanja do sprememb opredelili bolj kritično kot učitelji gimnazijskega izobraževanja. Učitelji srednjega strokovnega izobraževanja so pogosto opozarjali, da so bile v učni načrt dodane nove učne vsebine, obseg ur, namenjenih pouku matematike, pa se ob tem ni spremenil. Učitelji gimnazijskega izobraževanja so pri svojem delu zaznali tudi večjo avtonomijo kot učitelji srednjega strokovnega izobraževanja.
Keywords:pouk matematike, učni načrti za matematiko, kurikularna prenova, gimnazijsko izobraževanje, srednje strokovno izobraževanje, učitelji matematike
Place of publishing:Maribor
Publisher:[M. Nograšek]
Year of publishing:2014
PID:20.500.12556/DKUM-46683 New window
UDC:37.016:51(043.2)
COBISS.SI-ID:20949256 New window
NUK URN:URN:SI:UM:DK:SHZNKITV
Publication date in DKUM:09.12.2014
Views:1726
Downloads:199
Metadata:XML DC-XML DC-RDF
Categories:FNM
:
NOGRAŠEK, Mateja, 2014, Mnenja učiteljev o učinkih vpeljave posodobljenih učnih načrtov za matematiko v gimnazijskem in srednjem strokovnem izobraževanju [online]. Master’s thesis. Maribor : M. Nograšek. [Accessed 4 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=46683
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Secondary language

Language:English
Title:Teachers' opinions about the effects of updated mathematics curriculums in general and technical upper secondary education
Abstract:The curriculum is the key element of any curriculum reform. A wide and carefully selected group of people, including scientists, educators, psychologists, didactics, and particularly teachers, should be involved in each curriculum reform. At the same time, the welfare of the students needs to be considered. The development of information and communication technology, the need for curriculum integration, and reform of primary education were the main reasons for the renewal of secondary education. It was based on unified principles that provide more autonomy for teachers and offer them new forms and methods of work. A new updated curriculum for mathematics in general and technical upper secondary education and results of some studies about the effects of curriculum reform in primary and secondary education were presented. The empirical part presents the results of the research that was conducted among teachers of general and technical upper secondary education (sample size: N=13). The aim of the research was to explore the teachers' opinions about the effects of updated mathematics curriculums. We found out that the teachers of technical upper secondary education have more critical opinions than teachers of general secondary education and they have often pointed out that some new teaching contents were added within new curriculum; however, the extent of hours intended for mathematics did not changed. Teachers of general secondary education have detected more autonomy as teachers of technical upper secondary education.
Keywords:mathematics classroom, mathematics curriculum, curriculum reform, general secondary education, technical upper secondary education, mathematics teachers


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