https://doi.org/10.59132/svs/2026/2/28-34
Izvleček
V prispevku je predstavljen hipotetični primer implementacije učnega načrta pri pouku književnosti v 1. letniku gimnazije, način implementacije pa nikakor ni zavezujoč – učitelj ima dovolj avtonomije, da si pouk pri uresničitvi učnega načrta organizira po svoje. Prenovljeni učni načrt pri pouku slovenščine v srednjem splošnem izobraževanju oziroma gimnazijskem programu vnaša veliko novosti in sprememb, to pa od učitelja zahteva temeljit premislek o pristopu k poučevanju in organizaciji lastnega dela. Spremembe bodo vplivale tudi na strukturo ustnega dela maturitetnega preizkusa in Predmetnega izpitnega kataloga, začenši s šolskim letom 2029/2030, ko bo k maturi pristopila prva generacija dijakov, katere pouk bo od jeseni 2026 potekal po prenovljenem učnem načrtu.
Abstract
Planning Literature Instruction in the First Year of the Gymnasium Programme
This article presents a hypothetical example of how to implement the curriculum for literature instruction in the first year of the gymnasium. However, the method of implementation is by no means binding, as teachers have the autonomy to organise their lessons as they see fit within the curriculum. The reformed curriculum for Slovenian language instruction in general secondary education, specifically the gymnasium, introduces many new elements and changes. This necessitates that teachers thoroughly reevaluate their approach to teaching and the organisation of their own work. The changes will also affect the structure of the oral component of the general matura and the Subject Examination Catalogue, taking effect in the 2029–2030 school year, when the first generation of students taught according to the reformed curriculum will take the examination.