Changes in learning and teaching Croatian language in the first and second grades of primary school

Diplomski rad usmjeren je na prouĉavanje promjena u nastavnome predmetu Hrvatski jezik u prvom i drugom razredu osnovne škole. Promjene u nastavnome predmetu Hrvatski jezik donijela je kurikularna reforma - Škola za ţivot koja je zapoĉela školske godine 2019./20. za uĉenike 1. i 5. razreda osnovne škole i 1. razreda gimnazije. Eksperimentalni program Škola za ţivot zapoĉeo je školske godine 2018./19. u kojoj je sudjelovalo 48 osnovnih i 26 srednjih škola kako bi se provjerila primjenjivost novih kurikuluma, oblika metoda rada i novih nastavnih sredstava. Cilj je ovog istraţivanja bio utvrditi koje novine donosi reforma, koje su prednosti i nedostatci kurikularne reforme za predmet Hrvatski jezik, usporediti sadrţaje kurikuluma s Nastavnim planom i programom za osnovne škole (2006) te pokazati mogućnosti primjene digitalne tehnologije u pouĉavanju hrvatskog jezika. U istraţivanju je naglasak bio na promjenama u uĉenju slova i pristupu ĉitanju koje su jedne od najistaknutije promjene u nastavnome predmetu Hrvatski jezik. Polazište pisanju ovog rada bilo je prouĉavanje metodiĉke literature, ponajprije Nastavnoga plana i programa za osnovne škole (2006) te Kurikuluma nastavnoga predmeta Hrvatski jezik za osnovne škole i gimnazije (2019).The aim of this reasearch is to analyse changes in school subject Croatian language in first and second grade of primary school. Changes in school subject Croatian language began with curriculum reform – School for life which began school year 2019./20. for students of 1. and 5. grade of primary school and for first grade of gymnasium. Experimental program School for life began school year 2018./19. in which participated 48 primary and 26 high schools with purpose to verify applicability of new curriculum, methods of work and new educational materials. The aim of this reasearch was to identify which innovations are coming from reform, which are advantages and disadvantages of curriculum reform for school subject Croatian language, to compare content of curriculum with Educational plan and program for primary school (2006) and to show possibility of using digital technology in teaching croatian language. Accent in this reasearch was on changes in studying letters and approach to readingII which are one of the most biggest changes in school subject Croatian language. Starting point to write this reasearch was analyzing methodical references, in first place Educational plan and program for primary school (2006) and Curriculum of school subject Croatian language for primary schools and gymnasiums (2019)