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Title:Spreminjanje položaja učenca v Sloveniji v 20. stoletju
Authors:ID Mithans, Monika (Author)
ID Ivanuš-Grmek, Milena (Author)
Files:.pdf Revija_za_elementarno_izobrazevanje_2012_Mithans,_Ivanus-Grmek_Spreminjanje_polozaja_ucenca_v_Sloveniji_v_20._stoletju.pdf (170,16 KB)
MD5: 5974008E886C507B64CC417F425DE8D6
 
URL http://rei.pef.um.si/images/Izdaje_revije/2012/2012_05_st_2-3_revija.pdf
 
Language:Slovenian
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:Položaj učenca je ena od tem v pedagoški teoriji in praksi tako pri nas kot v svetu, ki ji je namenjena pomembna pozornost. Pogled na položaj učenca se je skozi različna obdobja v zgodovini spreminjal, običajno je odseval duh časa, v katerem je nastal. V prispevku na podlagi analize domače strokovne literature analiziramo spreminjanje položaja učenca v vzgojno-izobraževalnem procesu 20. stoletja. Na osnovi analize ugotavljamo, da se je pogled na položaj učenca na Slovenskem prvič pomembno spremenil po prvi svetovni vojni, ko sta se začela poudarjati aktivna vloga učenca pri pouku in možnost svobodnega odločanja. Druga svetovna vojna je prizadevanja za izboljšanje učenčevega položaja prekinila. Že kmalu po njej so pedagoški teoretiki in praktiki jasno opozarjali na pomen vloge učenca pri pouku. Priča smo številnim razpravam o pomenu spremembe položaja učenca iz objekta v subjekt vzgojno-izobraževalnega dela. Prelomen dogodek v razmišljanju o spremenjenem položaju učenca v vzgojno-izobraževalnem procesu je predstavljal referat Ive Šegula na prvem pedagoškem kongresu. Zavzela se je za samodejavnost učencev pri pouku in njihov subjektni položaj. Zahteve za izboljšanje učenčevega položaja so se nadaljevale tudi po osamosvojitvi Republike Slovenije in so aktualne še danes. Žal pa ugotavljamo, da so učenci kljub neprestanim težnjam tako teoretikov kot praktikov pri pouku še vedno preveč poslušalci in premalo dejavni.
Keywords:učenec, položaj učenca, učna aktivnost, učenci, vzgojno-izobraževalni proces
Publication status:Published
Publication version:Version of Record
Year of publishing:2012
Number of pages:str. 55-72
Numbering:Letn. 5, št. 2/3
PID:20.500.12556/DKUM-52229 New window
ISSN:1855-4431
UDC:37.013(497.4)˝19˝
ISSN on article:1855-4431
COBISS.SI-ID:19378440 New window
NUK URN:URN:SI:UM:DK:RKSAO541
Publication date in DKUM:10.07.2015
Views:1830
Downloads:205
Metadata:XML DC-XML DC-RDF
Categories:Misc.
:
MITHANS, Monika and IVANUŠ-GRMEK, Milena, 2012, Spreminjanje položaja učenca v Sloveniji v 20. stoletju. Revija za elementarno izobraževanje [online]. 2012. Vol. 5, no. 2/3, p. 55–72. [Accessed 14 March 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=52229
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Record is a part of a journal

Title:Revija za elementarno izobraževanje
Publisher:Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:1855-4431
COBISS.SI-ID:239555072 New window

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:10.07.2015

Secondary language

Language:English
Title:Changes in pupils' situation in Slovenia in the 20th century
Abstract:Pupils situation is an important topic of pedagogical theory and practice in Slovenia and worldwide. During different periods, the views on pupils situation have changed, generally reflecting the spirit of the time in which they emerged. This article analyses the changes in pupils situation throughout the educational process of the 20th century, based on studying domestic and foreign literature. The analysis discovered that the first vital changes to the situation of pupils in Slovenia were recorded after the First World War, when the active role of pupils and their freedom of choice gained more importance. The Second World War interrupted the effort to improve pupils situation. Soon after the War, pedagogical theorists and practitioners called attention to the meaning of pupils role in class. There are numerous discussions on the significance of changing pupils status from being an object to being a subject of the educational work. The turning point in thinking about the changed pupils situation within the educational process was a paper by Iva Šegula, presented at the first pedagogical congress. She strived for self-activity of pupils in class and for their subjective role. The demands to improve pupils situation continued after Slovenia's independence and are still going on. But unfortunately it was discovered that in spite of continuous efforts by theorists and practitioners alike, pupils are too often mere listeners, not engaging sufficiently in class.
Keywords:learning activity, pupils, educational process, participation


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This document is a part of these collections:
  1. Revija za elementarno izobraževanje

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