Izvleček
V članku so najprej predstavljena teoretična izhodišča problemsko-ustvarjalnega pouka, nadaljevanje pa se osredotoča na primer problemsko izpeljane obravnave dela učne enote med romantiko in realizmom, ki se po učnem načrtu obravnava v 2. letniku gimnazije. Predstavljeno je, kako so dijaki po korakih raziskovali temo od preučevanja virov, s čimer so usvajali predvsem podatkovno znanje in ga že nadgrajevali v proceduralno, do priprave okrogle mize, na kateri so razpravljali o določenem problemu in pri kateri so morali pridobljeno znanje uporabiti strateško. Utemeljeno je, da so dijaki med drugim s takim načinom dela kompleksno razvijali svojo sporazumevalno zmožnost, zmožnost sodelovanja in literarnovedno zmožnost ter da problemsko-ustvarjalni pouk omogoča hkratno in kompleksno doseganje vseh procesnorazvojnih ciljev, ki jih predvideva učni načrt. Na koncu so povzete prednosti in pasti problemsko-ustvarjalnega pouka, pri čemer so teoretična izhodišča soočena s poučevalno prakso oziroma s predstavljenim konkretnim primerom.
Abstract
Creative Problem-solving Classes in High School: from Studying Sources to Panel Discussion Presentation
The article begins with a theoretical underpinning of creative problem-solving classes and then focuses on the problem-solving approach to the acquisition of the course material “Between Romanticism and Realism in Literature”, which is discussed in the 2nd year of high school. It demonstrates the process step by step, from studying relevant sources, which helped students gain mainly factual knowledge and upgrade it to procedural knowledge, to preparing a panel discussion where they considered various issues, using the acquired knowledge strategically. The method develops students’ literary competence, communication skills and group work participation strategies. Creative problem-solving classes pursue all process and development goals set in the curriculum., Advantages and disadvantages of this teaching method are discussed at the end of the article, illustrated with a specific example.