CHECKING THE SKILLS OF STUDENTS WITH DIFFERENT METHODS OF TEACHING TECHNIQUE ON THE COMPETENCE-BASED CURRICULUM

V zadnjem času smo učitelji v slovenskih osnovnih šolah priče nenehnim spremembam na področju učnih načrtov in »drugačnim – inovativnim« načinom dela ter poučevanja. Učni načrti so bili nazadnje posodobljeni leta 2011. Pri prenovi se ohranjajo splošni cilji in opredelitev predmeta. Veliko več je rezervnih ur, saj so nekatere vsebine skrajšane ali celo ukinjene. V ospredju so projektni pristop, individualizacija in diferenciacija pouka ter medpredmetno povezovanje. Rezervni čas je namenjen predvsem utrjevanju snovi. V novem UN pa se je pričelo razmišljati tudi o kompetencah. Tako so kompetence vključene v splošne in operativne cilje ter standarde znanja. Večina avtorjev ugotavlja, da je kompetenca kompleksno zgrajena iz več razsežnosti, torej gre za kompleksen pojem. Povzamemo lahko, da so kompetence spretnosti, sposobnosti, znanje in izkušnje posameznika za opravljanje nekih nalog ter vlog in so predvsem rezultat učenja. Posameznik jih pridobi v različnih življenjskih situacijah. Kompetence so kompleksni sistemi, ki vključujejo kognitivno, čustveno in motivacijsko področje. Čustveno področje zajema pripravljenost za delovanje in odnos do aktivnosti, predvsem, kako se lotiti aktivnosti, da bomo uspešni. Zato pa je potrebna tudi motivacija, da je posameznik svoje potenciale in znanje pripravljen uporabiti. Kompetence na določenem področju vključujejo posameznikove sposobnosti reševanja problemov, analitičnega, kritičnega in divergentnega mišljenja, spretnosti odločanja ter zadostno količino znanja, ki je vezano na določeno področje. Ena izmed delitev kompetenc je delitev po ravneh – na ključne in poklicne kompetence. Poklicne se delijo se na generične, poklicno specifične in organizacijsko specifične. V disertaciji se posvečamo predvsem problemu razvijanja in preverjanja spretnosti učencev v okviru generičnih kompetenc. Te spretnosti so: zbiranje informacij, analiza in organizacija informacij, interpretacija, sinteza zaključkov, učenje in reševanje problemov, prenos teorije v prakso, uporaba matematičnih idej in tehnik, prilagajanje novim situacijam, skrb za kakovost, sposobnost samostojnega in timskega dela, organiziranje in načrtovanje dela, verbalna in pisna komunikacija, medosebna interakcija ter varnost pri delu. V prvem delu predstavimo teoretična izhodišča. Izhajamo s področja generičnih kompetenc in kompetenčno zasnovanega kurikuluma. Podrobneje proučimo temeljne sestavine kompetence, znanje, spretnosti in stališča. Poudarek je predvsem na razvijanju spretnosti v okviru štirinajstih generičnih kompetenc. Spretnosti razdelimo v tri skupine, socialne (afektivne), komunikacijske in delovne (psihomotorične). Natančno jih opredelimo in v vsako skupino razvrstimo štirinajst spretnosti, ki so v okviru generičnih kompetenc. V nadaljevanju opišemo tradicionalne in sodobne metode poučevanja. Pri slednjih je poudarek na projektnem delu, ki vključuje problemski in raziskovalni pouk, eksperiment in (tehniško) analizo. Zelo pomembno je poudariti, da so spretnosti, ki jih mora učenec obvladati, razvrščene na nižji in višji taksonomski (»kompetenčni«) ravni, kar pri pouku omogoča diferenciacijo in individualizacijo. Omogoča pa tudi lažje spremljanje in preverjanje spretnosti. Zato v nadaljevanju proučimo taksonomije na vzgojno-izobraževalnem področju. Poskušamo najti kombinacijo taksonomij na vseh treh področjih, kognitivnem, afektivnem in psihomotoričnem, in jih združiti v kompetenčne taksonomske stopnje, kar nam omogoča razvijanje in preverjanje spretnosti učencev na nižji in višji taksonomski ravni. V zaključku teoretičnega dela povzamemo ključne spremembe Učnega načrta za tehniko in tehnologijo, naredimo kratek zgodovinski pregled in se osredotočimo na uvedbo devetletne osnovne šole. Posebno pozornost namenimo preverjanju in ocenjevanju znanja učencev, kjer lahko ponovno ugotovimo, da je največji poudarek na znanju, spretnosti pa so postavljene v ozadje. V drugem, empiričnem delu, predstavljamo raRecently, teachers in Slovenian primary schools have been witnessing continual changes in curricula and " different - innovative " ways of working and teaching. Curricula were last updated in 2011. The definition of the object and general objectives are maintained in its renewal. There is much more spare time, since some of the contents have been shortened or even canceled. At the forefront there is the project approach, individualisation and differentiation of lessons and cross-curricular integration. Spare time is meant primarily for revising. In the new curriculum thinking about competencies began. Competencies are therefore included within general and operational objectives of the subject as well as the standards of knowledge. Most authors have noticed that competence is complexly built with multiple dimensions. It is therefore a complex concept. It can be concluded that competences are skills, abilities, knowledge and experience of the individual to perform some tasks and roles and are primarily the result of learning. An individual obtains them in different life situations. Competencies are complex systems that include the cognitive, emotional and motivational field. The emotional field covers operational readiness and attitude towards the activities, in particular, how to deal with the activities in order to be successful. Therefore, motivation is also necessary for an individual to be ready to use his skills to their full potential. Competences in a certain area include the individual\u27s problem-solving abilities, his analytical, critical and divergent thinking, his decision-making skills and a sufficient amount of knowledge, which is tied to the particular subject area. One of the divisions of competences is the division by levels into key and professional ones. Professional competences are divided into generic, job - specific and organization – specific ones. This thesis is mainly devoted to the problem of the development and verification of pupils\u27 skills in the context of generic competences. These skills include: information gathering, analysis and organization of information, interpretation, synthesis of findings, learning and problem solving, transference of theory into practice, the use of mathematical ideas and techniques, adapting to new situations, caring for the quality, having the ablility of independent and teamwork, organization and planning of work, verbal and written communication, interpersonal interaction and safety at work. In the first part we present the theoretical starting-points. We ensue from the field of generic competences and competence-based curricula. We examine more specifically the fundamental components of competences, knowledge, skills, and attitudes. The focus is on developing skills in the context of a 14 generic competences. Skills are divided into three groups: social (affective ), communicational and working skills ( psychomotor skills). We define them accurately and arrange the 14 skills in each group in the context of generic competences. We proceed with the description of traditional and modern teaching methods. In modern methods of teaching the emphasis is on project work, which includes research and problem-solving teaching, experimentation and ( technical ) analysis. It is important to emphasize that the skills a student must master are classified into lower and higher taxonomic \u27competence\u27 level, which allows differentiation and individualization in the classroom. It also allows easier monitoring and checking of skills. Therefore, as we proceed, we examine the taxonomies in the educational field. We try to find a combination of taxonomies in all three areas: the cognitive, affective and psychomotor one, and combine them into taxonomic levels of competence, which enables us to develop and monitor pupils\u27 skills at the lower and higher taxonomic level. In the conclusion of the theoretical part of the thesis we summarize the key changes in the Curriculum of Technics and Technology, we make a brief historical overview and focus on the introduction of the nine-yea