https://doi.org/10.59132/viz/2026/2-3/64-70
Skupni cilji področja Zdravje in dobrobit kot ena pomembnih novosti prenove prispevajo k temu, da se učenci učijo poskrbeti za lastno duševno, telesno in socialno dobrobit na način, ki prispeva k njihovemu celostnemu razvoju. Pri pouku je to možno spodbujati skozi temu namenjene učne vsebine in z ustreznimi didaktičnimi pristopi in strategijami. Pomemben pa je tudi vzgojnoodnosni vidik pouka: kako se učitelj odziva na učence, komunicira z njimi in jih vodi ter kako jih sistematično podpira pri krepitvi čustvenih socialnih veščin s konkretnimi aktivnostmi, kar osvetljujemo v tem članku.
Abstract
Common Goals for Health and Wellbeing in Practice
The common goals within the Health and Well-being domain, one of the key innovations of the curriculum reform, help students learn how to take care of their mental, physical, and social well-being in ways that support their holistic development. In educational practice, these goals can be fostered through dedicated learning content as well as through appropriate teaching approaches and strategies. Equally important, however, is the relational dimension of teaching: how teachers respond to students, communicate with and guide them, and systematically support the development of their emotional and social skills through concrete activities. This article explores the role of these relational aspects in promoting students’ health and well-being.