Didactic methodical components in Croatian and English history textbooks the comparative analysis

U ovom radu vrši se didaktičko-metodička analiza hrvatskih i engleskih udžbenika za deveti, odnosno osmi razred osnovne škole. Didaktičko-metodičke komponente koje su se promatrale su način oblikovanja, koncipiranja i organiziranja teksta (grafičko uređivanje i priprema, istaknuti prigodni dijelovi sadržaja i odlomaka, način na koji su formulirani naslovi), pisani i slikovni izvori i njihova upotreba te funkcija i struktura pitanja, zadataka i aktivnosti. Cilj istraživanja bio je odrediti uporabne razlike ili sličnosti engleskih i hrvatskih udžbenika te na kakav su oblik rada usmjereni, koje nastavne metode potiču i u kojoj su mjeri odraz nacionalnih kurikuluma i nastavnih programa. Za provedbu analize načinjen je didaktičko-metodički instrumentarij. Pomoću njega utvrđeno je da se velika većina udžbenika pridržava strukture udžbeničke jedinice iako to nije neophodno i presudno za njihovu kvalitetu. Sadržaji većinom odgovaraju onima koji su propisani nastavnim programima i kurikulumima. Hrvatski udžbenici potiču individualni rad dok engleski pored samostalnog rada učenike usmjeravaju i na rad u grupama ili skupinama. Podjednako su zastupljene vizualne i verbalne nastavne metode. Jedan hrvatski udžbenik (Povijest 8) te svi engleski udžbenici (Technology, War and Independence, History – Book 3: Twentieth Century i History Year 9) sadrže kompleksnije aktivnosti koje naglašavaju više misaone procese. Uloga udžbenika je većinom centralna u hrvatskom obrazovnom sustavu, a u Engleskoj marginalna zbog načina na koji se koristi i upotrebljava u nastavi.This paper deals with didactic-methodical analysis of Croatian and English textbooks for the ninth grade (eighth grade in Croatian education system). The didactic-methodological components that were observed were the way the text was formatted, conceptualized and organized (graphic editing and preparation, highlighting appropriate parts of content and paragraphs, the way the titles were formulated), written and pictorial sources and their use and the function and structure of the questions, tasks and other student activities. The aim of the research was to determine the differences or similarities of English and Croatian textbooks, on what kind of work methods they are focused on, what teaching methods they encourage and to what extent they reflect the national curriculum. To perform the analysis a didacticmethodical instrumentarium was made, with its help it was established that the vast majority of textbooks adhere to the structure of the textbook unit, although that is not a important element that affects their quality. The content is largely in line with the curriculum requirements. Croatian textbooks encourage individual student work while the English textbooks in addition to that also encourage work in groups. Visual and verbal teaching methods are equally represented. One Croatian textbook (Povijest 8) and all English ones (Technology, War and Independence, History - Book 3: Twentieth Century and History Year 9) contain more complex activities that emphasize higher cognitive levels of Bloom's Taxonomy (analysis, synthesis, evaluation). The role of textbooks is largely central in the Croatian education system and marginal in England's because of the way they are used in teaching