MODERN APPROACHES IN TEACHING LITERATURE IN PRIMARY SCHOOL

Čeprav je mnenje večine, da so načini poučevanja zastareli in je z njimi težje dosegati nadpovprečne rezultate, so zaenkrat še vedno podprti v učnih načrtih in kurikulumih in ponujajo lažjo rešitev za preobremenjene učitelje po slovenskih osnovnih in srednjih šolah. A vseeno – ali pa morda ravno zato – je potrebno iskati nove, raznolike načine, kako snov podati učencu, pa tudi učitelju prijazno, brez prevelikega stresa, a še vedno z največjo učinkovitostjo. Da dosežemo to, je potrebno pogledati širše, iskati temelje v psihologiji, sociologiji in ostalih “mehkih” vedah ter na njihovi podlagi kreirati vsebine, ki so potrebne, da učenci usvojijo predpisano znanje. Pomembno vlogo igra tudi okolje, urejenost učilnic in splošno vzdušje na šoli. Podajanje vsebine skozi pristope, ki vzpodbudijo razmišljanje in omogočijo lažjo konzumacijo podane snovi ter lažjo memorizacijo, se vedno znova izkazuje za bolj učinkovito. To od učitelja sicer zahteva za priprave in izvedbo več časa, a učenci snov zato tudi težje pozabijo. Diplomsko delo je sestavljeno iz dveh delov. V prvem bom predstavil in raziskoval razlike med tradicionalnimi in sodobnimi pristopi poučevanja, opisal sodobne učne oblike, pristope in metode pri pouku, v drugem delu pa skozi izobraževalne projekte, ki potekajo na osnovnih in srednjih šolah v okviru kulturnih dnevov, šolskih ur ali izvenšolskih dejavnosti, opisal primere dobrih praks.Although the majority believes that teaching methods are outdated and make achieving above-average results difficult, they are still supported in the curricula and offer the simplest solution for overburdened teachers in Slovenian primary and secondary schools. But nevertheless – or perhaps precisely because of that – we have to search for new, diverse ways to deliver lectures to pupils, while make it teacher-friendly, without too much stress, but still with maximum efficiency. To achieve this, we have to look at a wider picture, to search foundations in psychology, sociology and other “soft” sciences and on their basis create contents that are necessary for pupils to acquire the required knowledge. The environment, organization of classrooms and the general atmosphere at schools also play and important role. Delivering lectures through approaches that encourage thinking and facilitate acquisition of lectures and memorisation is repeatedly proving to be more effective. This demands more time for the preparation and execution from teachers, but makes it harder for pupils to forget the lecture. This diploma thesis consists of two parts. The first part presents and explores differences between traditional and modern teaching approaches, describes modern teaching forms, approaches and methods in class. The second part uses educational projects, carried out in primary and secondary schools as part of cultural days, lessons or extracurricular activities, to describe examples of good practices