Izvleček
Na OŠ Koroški jeklarji nadarjenim učencem že vrsto let nudimo šolsko okolje, kjer lahko svoja znanja in sposobnosti kakovostno razvijajo. Za tovrstne učence smo oblikovali tim za nadarjene, v okviru katerega poskušam skrbeti, da nadarjeni učenci pri pouku slovenščine kar v najvišji meri izkoristijo svoje potenciale. Književna vzgoja je pomemben del pouka slovenskega jezika, saj učenci spoznavajo najrazličnejša literarna besedila. Ob umetnostnih besedilih spoznavajo še ustvarjalce, obdobja, v katerih so živeli in ustvarjali, in njihova dela. Po učnem načrtu v devetem razredu obravnavamo tudi Srečka Kosovela in konstruktivizem. V okviru projekta SKUM sem v šolskem letu 2018/2019 imela priložnost, da omenjeno učno snov podam na drugačen, inovativen način. Pri urah književnosti so devetošolci ustvarjali skupaj z umetnikom Cirilom Horjakom, skupaj z ustvarjalcem sva konstruktivizem prenesla v novo situacijo oz. sva uporabila posebno metodo dela, tj. strip, konstruktivizem so učenci spoznavali tudi na podlagi lastnega okolja (povezava s formami vivami). Tovrsten pouk se je v primerjavi s klasičnim poukom za vse deležnike izkazal kot bolj zanimiv in kakovosten, obogatil je vzgojno-izobraževalno delo, ponuja pa številne izzive za poučevanje književnosti v prihodnosti.
Abstract
Gifted Pupils and Innovative Approaches to Discussing Constructivism
For many years now, the Koroški jeklarji Elementary School has been providing gift ed pupils with a school setting in which they can develop quality knowledge and skills. We have created a gifted education team for such pupils, which makes sure that gift ed pupils make the most of their potential during Slovenian Language lessons. Literary education is an important part of Slovenian Language lessons, as it introduces pupils to different types of literary texts. Besides works of fiction, they also learn about the authors, the historical periods in which they lived and created, and their other works. In line with the curriculum for the 9th grade, we also discuss Srečko Kosovel and constructivism. Under the SKUM project in the 2018/2019 school year, I was given the chance to present this learning content in a different, innovative way. During literature lessons, ninth graders were being creative together with artist Ciril Horjak; he and I transposed constructivism into a new situation, or used a special teaching method, i.e. a comic book. The pupils learned about constructivism also through their own environment (association with openair sculpture parks). Such lessons, compared to conventional instruction, have turned out
to be more interesting and higher-quality for all those involved; they have enriched educational work and pose many challenges for the teaching of literature in the future.