Povzetek
V obstoječi šolski praksi učenci za pridobivanje znanja in različne šolske dejavnosti potrebujejo čedalje več uvodne motivacije, učitelji pa pri svojem delu čedalje bolj izgorevajo. Naš izobraževalni sistem namreč s predpisi, ki ščitijo učence pred učiteljevim učinkovitim preverjanjem znanja, v resnici podpira njihovo pasivnost in povečuje učiteljevo odgovornost za njihov učni uspeh. Da bi to spremenili, moramo rešitve iskati v spremenjeni praksi poučevanja, v kateri tako učitelj kot učenec prepoznata prednosti drugačnega pristopa k usvajanju novega znanja. V prispevku predstavljam sodobni avtorski didaktični pristop k poučevanju, ki temelji na osebni odgovornosti učenca pri pridobivanju novega znanja, aktivnem, izkustvenem in v učenca usmerjenem raziskovalnem pouku, katerega značilnost je integracija pridobljenega znanja. Za namen naše raziskave smo z učiteljicami tretjih razredov pripravili učne ure, ki smo jih izvajali kot medpredmetno povezovalne in so temeljile na branju in pripovedovanju izbranih pravljic, povezanih s tematiko, ki jo predpisujejo učni načrti za posamezna predmetna področja. Literarno estetsko doživetje smo uporabili kot podlago za pridobivanje stvarnega znanja in z eksperimentalno raziskovalno metodo potrdili, da učenci v tretjem razredu osnovnošolskega izobraževanja lahko samostojno raziskujejo, pridobivajo in usvajajo novo znanje. Rezultati raziskave so na podlagi statističnih izračunov pokazali, da z avtorskim didaktičnim pristopom k poučevanju povečujemo motivacijo in razvijanje trajnega zanimanja za branje leposlovja in strokovnih besedil kot sredstva učenja. Hkrati pa povečujemo učenčevo ustvarjalnost pri obravnavi umetnostnih in neumetnostnih besedil ter stvarno znanje s področja izbranega motiva.
Abstract
Modern Didactic Authorship Approach to Teaching Students in the First Triennium of Elementary School Education
Within the existing educational practice, gaining knowledge and participating in various school activities requires an increase in prior motivation for pupils, while ever more often their teachers tend to burn out in their work. Furthermore, due to regulations which shelter pupils from teachers testing student knowledge efficiently, our education system actually supports pupil passivity and increases teachers’ responsibility for students’ school performance. In order to change this, solutions should be sought in a modified practice of teaching, through which both the teacher and the pupil can recognise the benefits of a changed approach to new knowledge acquisition. This article describes a modern didactic authorship approach to the kind of teaching that builds on pupils’ own personal accountability for new knowledge acquisition, and on an active, experience-based and student-oriented instruction, centred on research and characterised by the integration of the acquired knowledge. For the purpose of this study, special lessons were planned in collaboration with third-year teachers, and then carried out in a cross-curricular way; they were based on reading and storytelling select tales connected to the subject-matter that is imposed by the syllabi for individual subject areas. This literary aesthetic experience was used as a foundation for acquiring factual knowledge and, in turn, our experimental research method confirmed that the third-year elementary school pupils are able to independently undertake research, procure and acquire new knowledge. Based on statistical calculations, our study results have shown that the didactic authorship approach to teaching promotes motivation and the development of a lasting interest in reading literary and technical texts as a means of learning. At the same time, pupils’ creativity in handling literary and non-literary texts is promoted, together with gaining actual knowledge in the field of the selected topic.