Izvleček
Predstavili smo uporabo projektnega učnega dela pri spremljanju zimskih olimpijskih iger. S projektom smo želeli razširiti znanje učencev o olimpijskih igrah in športu. Cilj je bil tudi, da z drugačnim pristopom dodatno spodbudimo otroke za športno vadbo. Projekt je bil izveden v več fazah v skladu s stopnjami projektnega učnega dela. Najprej smo učence spodbudili za delo, nato smo izdelali osnutek projekta. Učenci so se samostojno odločili za svoje področje, ki ga bodo preučevali. Zatem so iskali različne informacije, slike in fotografije. Vsaka skupina je izdelala svoj plakat in ga predstavila drugim. Na koncu so plakate izobesili v prostorih osnovne šole. Učenci so izbrali področja glede na svoje interese, prav vsak je moral prispevati svoj delež in biti odgovoren za uspeh svoje skupine. Ker so dejavno sodelovali v vseh stopnjah učnega procesa, so bili za delo ves čas motivirani. Tudi pri urah športa smo izvajali različne dejavnosti, ki so se navezovale na olimpijske igre (poligoni, štafetne igre, elementarne igre). Didaktični pristop projektno učno delo spodbuja dejavno vključevanje učencev, zato lahko trdimo, da je narejen po meri učencev, saj pri tem lahko sprostijo svojo domišljijo, pokažejo ustvarjalnost ter razširijo in poglobijo svoje znanj.
Abstract
Olympics Project
The paper presents project-based learning in the follow-up of the Olympic Winter Games. The project aimed at broadening students’ knowledge about the Olympic Games and sports. Another objective was to encourage them to participate in sports in a new way. The project was carried out following the steps of projectbased learning work. First, the students were encouraged to begin work. Secondly, a project outline was drawn, at which point the students decided independently on their study area. They then searched for different information, pictures and photographs. Each group designed a poster, presented it, and displayed it in their school. The pupils chose the areas according to their interests and contributed to the success of their group. They were motivated to work throughout since they were actively involved in all the stages of the learning process. The sports lessons also included various activities linked to the Olympic Games (i.e., polygons, relay games, elementary games). The didactic approach of project-based learning, which encourages each student’s active involvement, is therefore tailor-made as it allows participants to unleash their imagination, show creativity and broaden and deepen their knowledge.