Methodical approach in primary, secondary and higher education

Metode pouka so osrednji del širšega dogajanja v pouku, v katerem se prepletajo poučevanje, učenje, vzgajanje, razvijanje sposobnosti in oblikovanje celotne osebnosti učencev. Metodično ravnanje pa se nanaša na delovanje subjektov izobraževalnega procesa, torej na splet različnih individualnih in skupinskih aktivnosti učiteljev in učencev, ki niso omejene samo na obravnavo konkretne učne snovi, temveč zajemajo tudi drugo dogajanje v izobraževalnem procesu. Namen diplomskega dela je bil preučiti metodično ravnanje učiteljev v osnovnem, srednjem in visokem izobraževanju ter kontinuiteto in razvoj metodičnega ravnanja skozi vse tri ravni izobraževanja. V teoretičnem delu je bilo opredeljeno metodično ravnanje v izobraževalnem procesu in predstavljene posamezne metode pouka. Namen empiričnega dela diplomskega dela je bil raziskati značilnosti prevladujočega metodičnega ravnanja v osnovnem, srednjem in visokem izobraževanju. V ta namen je bil sestavljen anketni vprašalnik, ki ga je rešilo 143 učencev, dijakov in študentov. Analiza rezultatov vprašalnika je pokazala, da se metodično ravnanje učiteljev razlikuje glede na raven izobraževanja. V osnovnem izobraževanju učitelj pri pouku uporablja različne metode in oblike dela, medtem ko se v srednjem in visokem izobraževanju osredotoča na eno metodo in s tem zavira razvoj metodičnega ravnanja. Zato ne moremo neposredno govoriti o razvoju metodičnega ravnanja skozi vse tri ravni izobraževanja. Zato si večina dijakov in študentov želi, da bi učitelj obravnavano snov posredoval na bolj zanimiv in življenjski način ter da bi podal več primerov iz vsakdanjega življenja, s katerimi bi olajšal razumevanje obravnavane snovi. Prav tako si želijo tudi več skupinskega dela, s katerim bi se izboljšali odnosi med učiteljem in učenci ter učenci samimi.Class methods are a central part of broader events in classes. They combine teaching, education, development of skills and children’s whole personality. Methods apply to subjects of educational process and thus to a knot of different individual and group activities of teachers and students, which are not limited only to processing the lecture content, but also other events in the educational process. The aim of this diploma paper was to study teachers\u27 teaching methods in primary, secondary and higher education, together with the continuity and development of methods through all three levels of education. Theoretical part of the paper defines methods in the educational process and presents individual class methods. The goal of empirical part was to research characteristics of prevailing methods in primary, secondary and higher education. Questionnaire was created and answered by 143 students from all three levels of education. Analysis of the results showed that teachers\u27 methods differ according to level of education. In primary school, teachers use different methods in class while in secondary school and university, teachers focus on one method, thus hindering their development. Because of that fact, we cannot directly talk about the development of methods through all three levels of education. Most secondary school and university students want teachers to present the lectures in a more interesting and vital may and giving more examples from everyday life which would enable easier understating of the lecture. Students also want more team work which would improve relations between students and teachers and among students themselves