PRILOGA 10 Opisi predmetov oz. učni načrti predmetov

Opisi predmetov oz. uni narti predmetov
KAZALO Alternativni pedagoki koncepti ............................................................................................................................... 5 Alternative Pedagogical Concepts Avtentine oblike preverjanja in ocenjevanja znanja ............................................................................................... 8 Authentic Forms of Knowledge Assessment Badminton in ciljni fitnes ........................................................................................................................................ 10 Badminton and Target Fitness Angleina za akademske namene ....................................................................................................................... 13 English for Academic Purposes Delo z otroki s posebnimi potrebami ..................................................................................................................... 16 Work with Clildren with Special Needs Didaktika ................................................................................................................................................................ 19 Didactics Didaktika slovenskega jezika 1 .............................................................................................................................. 22 Slovene Language Didactics 1 Didaktika slovenskega jezika 2 ............................................................................................................................. 26 Slovene Language Didactics 2 Didaktika slovenskega jezika 3 .............................................................................................................................. 30 Slovene Language Didactics 3 Didaktika slovenske knjievnosti 1 ........................................................................................................................ 34 Slovene Literature Didactics 1 Didaktika slovenske knjievnosti 2 ........................................................................................................................ 38 Slovene Literature Didactics 2 Didaktika slovenske knjievnosti 3 ........................................................................................................................ 42 Slovene Literature Didactics 3 Disciplina in vodenje razreda ................................................................................................................................. 46 Discipline and Classroom Management Dvojezinost in ola ............................................................................................................................................... 49 Bilingualism and School Ekspresionizem in socialni realizem v slovenski knjievnosti ............................................................................... 52 Expressionism and Social Realism in Slovene Literature Elektronska komunikacija ...................................................................................................................................... 55 Electronic Communication Elementi realistinega izobraevanja uiteljev ...................................................................................................... 57 Elements of Realistic Teacher Education Etika v vzgoji in izobraevanju ............................................................................................................................... 59 Moral Issues in Education Evropska romantina in simbolistina poezija ....................................................................................................... 63 European Romantic and Symbolistic Poetry Evropski literarni kanon ......................................................................................................................................... 65 European Literary Canon Humor in satira v sodobni slovenski dramatiki ...................................................................................................... 67 Humor and Satyre in Contemporary Slovene Dramatic Igre in pouk ............................................................................................................................................................ 69 Games in Teaching Interdisciplinarna opazovalna praksa .................................................................................................................... 71 Interdisciplinary Observer Practice Interpretacija sodobne poezije ............................................................................................................................... 78 Contemporary Poetry Interpretation Izbrana poglavja iz slovenskega jezika ................................................................................................................. 80 Selected Chapters from the Slovene Language Izobraevanje odraslih ........................................................................................................................................... 83 Education of Adults Izobraevanje v sodobnih drubah (izbirni) ........................................................................................................... 86 Education in Contemporary Societies Izrazna podoba slovenskega jezika ....................................................................................................................... 90 Expressinal Image of Slovene Language Jezik otrok in mladine ............................................................................................................................................ 93 Language of Children and Youths Kratka pripovedna proza v drugi polovici 20. stoletja ............................................................................................ 96 Short Narrative Prose in Second Half of the 20th Century Literarnoprogramski in estetski koncepti v slovenski knjievnosti ......................................................................... 99 Literary-Program and Aesthetic Concepts in Slovene Literature
Magistrski izpit ..................................................................................................................................................... 102 Master Degree Examination Magistrsko delo .................................................................................................................................................... 104 Master degree Dissertation Metodologija pedagokega raziskovanja ............................................................................................................. 107 Methodology of pedagogical research Multimedija ........................................................................................................................................................... 110 Multimedia Nareja pri pouku slovenskega jezika ................................................................................................................. 113 Dialects in Slovene Language Class Nemina za druboslovce in humaniste 1 ......................................................................................................... 116 German Language for Social Sciences and Humanities Students 1 Odbojka z aerobno vadbo.................................................................................................................................... 119 Volley-ball with aerobics Osebni proces v edukaciji .................................................................................................................................... 122 Personal Process in Education Pedagogika .......................................................................................................................................................... 124 Pedagogy Pedagoki praktikum Slovenski jezik 1 ................................................................................................................ 127 Pedagogy Practicum Slovene Language 1 Pedagoki praktikum Slovenski jezik 2 ................................................................................................................ 130 Pedagogy Practicum Slovene Language 2 Pedagoki praktikum Slovenska knjievnost 1 .................................................................................................... 133 Pedagogy Practicum Slovene Literature 1 Pedagoki praktikum Slovenska knjievnost 2 .................................................................................................... 136 Pedagogy Practicum Slovene Literature 2 Praktina stilistika za uitelja ............................................................................................................................... 139 Practical Stylistic for Teachers Pravopisna in pravorena normativnost v sodobnih besedilih slovenskega jezika ............................................. 142 Orthographic and Pronunciation Normativity in Contemporary Slovene Language Texts Pristop k besedilu ................................................................................................................................................ 145 Approach to Text Profesionalnost in profesionalni razvoj uiteljev .................................................................................................. 148 Professionalism and Professional Development of Teachers Psihologija uenja in razvoj mladostnika ............................................................................................................. 151 Psychology of Learning and Development Raba normativnih prironikov pri pouku slovenskega jezika ............................................................................... 154 Use of Normative Manuals in Slovene Language Class Razvoj olstva na Slovenskem ............................................................................................................................ 157 Development of the School Institutions on the Territory of Slovenia Simbol in metafora v knjievnosti ........................................................................................................................ 160 Symbol and Metaphore in Literature Slovenska mladinska proza ................................................................................................................................. 162 Slovene Juvenile Prose Slovenska moderna ............................................................................................................................................. 165 Slovene Modern Slovenski jezikoslovci, slovniarji in slovaropisci pri pouku slovenskega jezika ................................................. 168 Slovene Linguists, Grammaticians and Vocabulary Writers in Slovene Language Class Slovensko pravopisje in pravoreje v lui olskih besedilnih vrst ....................................................................... 171 Slovene Ortography and Pronunciation in the Light of Word Sorts Slovenina kot uni jezik in jezik komunikacije v razredu .................................................................................. 174 Slovene Language as Language of Teaching and Language of Communication in the Classroom Sodobna knjievnost in mediji ............................................................................................................................. 177 Contemporary Literature and Media Sodobne slovenske knjievnice ........................................................................................................................... 180 Contemporary Slovene Female Authors Sodobni slovenski roman..................................................................................................................................... 182 Contemporary Slovene Novel Spoznavanje jezika in komunikacije v razredu .................................................................................................... 185 Learning of Language and Communication in the Classroom Strokovni jezik pri pouku ...................................................................................................................................... 188 Professional Language in School Supervizija in skupinski proces ............................................................................................................................ 191 Supervision and Group Process in Education ola v naravi ........................................................................................................................................................ 193
Outdoor Learning olski esej ............................................................................................................................................................ 196 School Essay Teorija in praktikum medijske vzgoje ................................................................................................................... 199 Concepts and Implementation of Media in Education Umetnostna besedila ........................................................................................................................................... 203 Artistic Texts Vejezinost v oli ............................................................................................................................................... 206 Multilingualism in the School
Univerza v Mariboru University of Maribor
lanica UM
Študijski program Study programme
Študijska smer Study field
jezik in knjievnost 1. 2.
Univerzitetna koda predmeta / University subject code:
Predavanja
15 15 60 3
Nosilec predmeta / Lecturer: izr. prof. dr. Edvard Protner, hab.: oba pedagogika
Jeziki / Languages:
Pogoji za vkljuitev v delo oz. za opravljanje študijskih obveznosti:
Prerequisits:
Kurikularne znailnosti sodobnih alternativnih ol in konceptov.
Pedagoka upravienost in kritika alternativnih pedagokih konceptov
Fundamental concepts: alternative schools, liberal schools, private schools; alternative pedagogics, antipedagogics, pedagogics as a science.
Spiritual, sociopolitical as well as cultural backgrounds of school criticism and pedagogical reformational endeavours in the end of the 19th and the beginning of the 20th centuries.
Common characteristics and the most popular projects of reformational pedagogics in Europe (Montessori, Waldorf, Freinet, Decroly,the Jena plan, Summerhill…).
Common characteristics and the most popular projects of progressive pedagogics in the USA(Dewey, the method of projects, the Dalton plan, the Winnetka plan.
Curricular characteristics of modern alternative schools and concepts.
Pedagogical justification and criticism of alternative pedagogical concepts.
Temeljni literatura in viri / Textbooks:
Ravitch, D. 2001: Left back: a century of failed school reforms. New York idr.: A Touchstone Book.
Matijevi, M. 2001: Alternativne škole. Zagreb: Tipex.
Fischer-Kowalski, M.; Pelikan, J.; Schandl, H. 1995: Grosse Freiheit für kleine Monster: Alternativschulen und Regelschulen im Vergleich. Wien: Verlag für Gesellschaftskritik.
Edmunds, F. 1991: Umetnost waldorfske vzgoje. Ljubljana: Slovensko drutvo raziskovalcev olskega polja.
Cilji: Objectives:
Cilj predmeta je usposobiti tudentke in tudente za prepoznavanje alternativnih pedagokih konceptov kot pomembne obogatitve tradicionalne pedagoke misli in jim hkrati ponuditi teoretski aparat, ki omogoa kritino vrednotenje
The objective of this course is to enable the students to recognise alternative pedagogical concepts as important enrichments of traditional pedagogical thoughts and to offer the students simultaneously a theoretical apparatus which enables critical evaluation.
Predvideni študijski rezultati: Intended learning outcomes:
Znanje in razumevanje: tudenti
razumejo kurikularne znailnosti alternativnih pedagokih konceptov v odvisnosti od njihovih idejnih ozadij;
spoznajo vrsto pedagokih inovacij, ki so se razvile znotraj alternativnih pedagokih konceptov in se usposobijo za njihovo prepoznavanje znotraj javnega dravnega olskega sistema;
ozavestijo omejitve pri prenaanju alternativnih pedagokih konceptov v javni dravni olski sistem.
Knowledge and Understanding: The students
capture the fundamental conceptual apparatus which enables a professional understanding and a debate over alternative pedagogical concepts related to school policies, ideological, social and cultural extensions;
understand the curricular characteristics of alternative pedagogical concepts in relation to the backgrounds of ideas;
get acquainted with a range of pedagogical innovations which have evolved within alternative pedagogical concepts and they qualify for their recognition within the public state school system;
conceptualise the limitations of the transfer of alternative pedagogical concepts into the public state school system.
Prenesljive/kljune spretnosti in drugi atributi:
sposobnost razumevanja in uporabe pedagokih idej;
strpnost do druganosti in sposobnost argumentiranega izraanja kritinih stali;
sposobnost sodelovanja in timskega dela;
usposobljenost za strokovno pisno izraanje in uporabo tujega jezika.
Transferable/Key Skills and other attributes:
the ability of understanding and the usage of pedagogical ideas;
tolerance to what is different and the ability of argumentative expression of critical standpoints;
the ability of co-operation and team work;
he competence of professional writing skills and the use of a foreign language.
Metode pouevanja in uenja: Learning and teaching methods:
predavanja,
50 % 40 % 10 %
Materialni pogoji za izvedbo predmeta : Material conditions for subject realization
Predavalnica za interaktivno delo s tudenti, multimedijsko opremljena.
Lecture room equiped for interactive work with students, with multimedia equipment.
Obveznosti študentov: Students’ commitments:
Sodelovanje pri predavanjih in pri seminarju, seminarska naloga z zagovorom. Pri uni enoti Alternativni pedagoki koncepti ni predvideno konno preverjanje znanja.
Collaboration in lectures and in a seminar, completed seminar paper and its presentation.
REFERENCE NOSILCA: PROTNER, Edvard (ur.), WAKOUNIG, Vladimir (ur.). Nove podobe vzgoje in uitelja v lui starih idej reformske pedagogike, (Sodobna pedagogika, letn. 58, t. 4). Ljubljana: Zveza drutev pedagokih delavcev Slovenije, 2007 PROTNER, Edvard, WAKOUNIG, Vladimir. Podobe reformske pedagogike. Sodob. pedagog., 2007, letn. 58, t. 4, str. 6-22. PROTNER, Edvard. "Alte Schule" versus "neue Schule" - Relativität der Wertedefinition. V: PROTNER, Edvard (ur.), WAKOUNIG, Vladimir (ur.), KROFLI, Robi (ur.). Pädagogische Konzeptionen zwischen Vergangenheit und Zukunft : Ambivalenzen, Begriffsverwirrungen und Reformeifer, (Erziehung in Wissenschaft und Praxis, Bd 4). Frankfurt am Main: Peter Lang, 2009, str. 109-123. PROTNER, Edvard. Pedagogika in izobraevanje uiteljev (1919-1941). Nova Gorica: Educa, 2000. 159 str. ISBN 961-6039-42-3.
lanica UM
Predavanja
15 15 60 3
Nosilec predmeta / Lecturer: izr. prof. dr. Milena Ivanu Grmek, hab.: didaktika
Jeziki / Languages:
Predavanja / Lecture: slovenina /Slovene
Vaje / Tutorial: slovenina /Slovene
Pogoji za vkljuitev v delo oz. za opravljanje študijskih obveznosti: Pogojev ni.
Prerequisites: None.
- Preverjanje in ocenjevanje znanja v unem procesu. Uiteljeve zahteve pri preverjanju in ocenjevanju znanja.
- Vrste in oblike preverjanja in ocenjevanja znanja. Tradicionalno in avtentino preverjanje in ocenjevanje znanja. Umeenost avtentinega preverjanja in ocenjevanja znanja v uni proces.
- Znailnosti in vrste avtentinih oblik preverjanja in ocenjevanja znanja: Portfelj. Avtentini testi. Samoocenjevanje. Projektno delo.Odnos med tradicionalnim in avtentinim preverjanjem in ocenjevanjem znanja.
- Priprava razlinih avtentinih oblik preverjanja in ocenjevanja znanja.
- Knowledge assessment and grading in educational process. Teachers demands at knowledge assessment and grading.
- Types and forms of assessing and grading knowledge. Traditional and authentic forms of knowledge assessment. Inclusion of authentic forms of knowledge assessment in educational process.
- Types and forms of authentic forms of knowledge assessment and grading: Portfolio. Authentic Tests, Self-assessment. Project work. Relationship between traditional and authentic forms of knowledge.
- Preparation of different types of authentic forms of knowledge.
Temeljni študijski viri / Textbooks:
1. Gipps, C.V. (2004). Beyond Testing. Towards a theory of educational assessment. London and New York: RoutledgeFalmer.
2. Ivanu Grmek, M.& Javornik, Krei, M. (2004). Impact of external examinations (Matura) on school lessons. Educational Studies, 30, t. 3, str. 319-329.
3. Ivanu Grmek, M.& Javornik, Krei, M. (2004). Zahteve uiteljev pri ocenjevanju znanja in razirjenost avtentinih oblik ocenjevanja znanja v osnovni oli. Sodobna pedagogika, 55, t. 1, str. 58-69.
4. Mabry, L. (1999). Portfolio Plus: A Critical Guide to Alternative Assessment. Thousand Oaks: A Sage Publications Company.
5. Razdevek Puko, C. (2004). Formativno preverjanje znanja in vloga povratne informacije. Sodobna pedagogika, 55, t. 1, str. 126-139.
Cilji: Objectives:
- pozna povezanost pouevanja, uenja, preverjanja in ocenjevanja znanja,
- pozna prednosti in pomanjkljivosti razlinih avtentinih oblik preverjanja in ocenjevanja znanja.
Student:
- gets trained for responsible realization of knowledge assessment and grading,
- knows the connectedness of teaching, learning, and knowledge assessment and grading,
- is familiar with advantages and disadvantages of different types of authentic forms of knowledge assessment and grading.
Predvideni študijski rezultati: Intended learning outcomes:
Znanje in razumevanje:
- Opredeli vlogo povratne informacije za uenev napredek.
- Opredeli razline avtentine oblike preverjanja in ocenjevanja znanja in se zna v unem procesu smiselno odloiti zanje.
Knowledge and Understanding:
- Knows how to put knowledge assessment and grading inside the lesson context
- Defines the role of feedback information for a pupil's progress
- Defines different types and forms of authentic knowledge assessment and knows when in the educational process to use them
- Zna nartovati preverjanje in ocenjevanje znanja.
- Zna pripraviti primere avtentinih oblik preverjanja in ocenjevanja znanja
- Zna jih smiselno uporabljati pri svojem delu.
- Knows how to plan knowledge assessment and grading.
- Knows how to prepare different types of authentic forms of knowledge assessment.
- Knows how to use them reasonably at work
Metode pouevanja in uenja: Learning and teaching methods:
Visokoolsko predavanje, metoda razgovora, metoda prikazovanja, metoda primera, metoda reevanja problemov, kooperativno uenje, individualno uenje.
Higher education lesson, method of discourse, method of presentation, method of example, method of problem resolving, cooperative learning, individual learning.
Naini ocenjevanja: Dele (v %) / Weight (in %)
Assessment:
- Predavalnica z AV-opremo - tudijska literatura
- A lecture room with AV equipment - Study literature
- pisni izpit - projektna naloga
- written examination - project assignment
REFERENCE NOSILCA: IVANU-GRMEK, Milena, JAVORNIK KREI, Marija. Impact of external examinations (Matura) on school lessons. Educ. stud., september 2004, vol. 30, no. 3, str. [319]-329. IVANU-GRMEK, Milena, JAVORNIK KREI, Marija. Zahteve uiteljev pri ocenjevanju znanja in razirjenost avtentinih oblik ocenjevanja znanja v osnovni oli. Sodob. pedagog., 2004, letn. 55, t. 1, str. 58-69. IVANU-GRMEK, Milena, JAVORNIK KREI, Marija, VRNIK PERE, Tina, RUTAR LEBAN, Tina. Zahteve gimnazijskih uiteljev pri ocenjevanju znanja. Šol. polje (Tisk. izd.). [Tiskana izd.], pomlad 2008, letn. 19, t. 1/2, str. 119-130.
lanica UM
Subject Title: Badminton and Target Fitness
Predavanja
15 30 45 3
Nosilec predmeta / Lecturer: red. prof. dr. Joe Vauhnik, hab.: didaktika portne vzgoje
Jeziki / Languages:
Pogoji za vkljuitev v delo oz. opravljanje študijskih obveznosti:
Prerequisites:
Badminton: Karakteristike igre (zgod. razvoj, organiziranost v svetu in pri nas, pravila, igrie, oprema, rekviziti). Izpopolnjevanje osnovnih tehninih elementov in taktike igre: dra loparja, poloaj igralca na igriu, tehnika gibanja po igriu, vrste udarcev in let oge, izvedba udarcev, njihova osnovna taktina uporaba Ciljni fitness: Osnovne zakonitosti portne vadbe,spoznavanje razlinih sodobnih programov kondicijske priprave, vrednotenje spremljave gibalnih in funkcionalnih sposobnosti. Opremljenost Fitnes-studija in seznanitev z uporabo in temeljnim namenom posameznih trenaerjev. Sploen in specialni program vadbe. Nartovanje enostavnih programov vadbe. Pravila vadbe v fitnesu.
Vaje za razvoj in izpopolnjevanje eksplozivne in repetativne moi, hitrosti, koordinacije gibanja, gibljivosti in vzdrljivosti …
Badminton: Game characteristics (historic development, organizational aspects of the sport in the world and in Slovenia, rules, equipment, requisites). Upgrading basic technical elements and tactics: racquet position, player position in the court, forms of hits and flying amplitude of the ball, performing the hits, their basic tactical usage. Target fitness: Basic elements of sports exercise, acquainting with different modern programs for endurance build-up, evaluation of monitoring the movement and functional abilities. Equipments in Fitness-studio and acquitance with particular trainagers. General and specific work-out programs. Planning of simple training programs. Rules of training in fitness. Exercises for developing and further upgrading explosive and repetitive strength, speed, movement coordination, flexibility and endurance …
Pureber, Z.: Igra badmintona. Ljubljana, 2000 Anderson, B., Burke,E., Pearl, B.: Fitness za sve. Programi treninga za ene i mukarce, Gopal d. o. o. 1997 Niin, .: Fitness Beograd, 2003
Cilji: Objectives:
Izpopolniti tehniko in taktiko igre badmintona, osvojiti pravila igre.
Osvojiti pomen ciljnega fitnesa in izgraditve programa za razvoj posameznih vrst moi ali pa za posamezno skupino miic (razline vaje in sredstva za enako skupino miic).
Improving badminton techniques, master rules of the game. Understanding of technique and tactics of target fitness, forming program for different muscle group development (different exercises and means for the same group pf muscles).
Predvideni študijski rezultati:
Intended learning outcomes:
Znanje in razumevanje: Razumeti vpliv portne vadbe na zdravje in dobro poutje, razumeti odzivanje organizma na napor in prilagoditev na razline oblike vadbe, poznati dejavnike tveganja v vsakdanjem ivljenju, poznati primerno prehrano ob doloenih portnih aktivnostih, hidracijo in uporabo vitaminov, poivil in preparatov, ki vsebujejo hormone, razumeti preventivno vlogo porta v ozaveanju proti razlinim oblikam zasvojenosti in drugim patolokim pojavom sodobne drube (nasilje, samomorilstvo). Poznati pomen porta v turizmu gospodarstvu in rehabilitaciji.
Knowledge and understanding: Understanding the influence of sports exercise on the health and wellbeing, understanding reaction of the organism to the pressure and adjusting to the various forms of exercise, knowing diet suitable for various forms of sports activities, hydration and usage of vitamins, stimulators and hormones, understanding preventing role of sports in educating about various forms of addiction and other pathological happenings of the modern society (violence, suicide). Knowing the role of sports for tourism en economy.
Prenesljive/kljune spretnosti in drugi atributi: Pridobivanje in razvijanje z gibanjem povezane motorine izkunje in poglobitev portnih znanj in doivetij. Izboljanje gibalnih spretnosti in motorinih sposobnosti, ki se izraajo v portnem znanju posameznika kar se kae v medsebojni odvisnosti in uspenosti v portu. Dojemanje pomena vsakodnevnega gibanja kot temeljnega dejavnika za odklanjanja pogostih faktorjev tveganja v sodobnem ivljenju: stres, alkohol, nikotin, droge, prevelika telesna tea itd. Poznavanje koordinativnega delovanje lokomotornega, kardiovaskularnega in ivnega sistema. Razumevanje pomena nartovane vadbe in v okviru pridobivanja portnega znanja znati nartovati svojim prirojenim in pridobljenim sposobnostim primerno vadbo. Znanje samostojnega vzdrevanja ravni gibalnih in funkcionalnih sposobnosti ter obvladovanje spremljave razvoja lastnih gibalnih in funkcionalnih sposobnosti in izbira ustreznih oblik in sredstev za izboljanje e doseene ravni.
Transferable/Key skills and other attributes: Experience connected to moving abilities as well as upgrading knowledge and experience about the latter. Improvement of moving abilities as well as basic knowledge due to coherence and constant changes in field of sports. Understanding the meaning of everyday exercise as factor of declining modern life risks such as stress, alcohol, nicotine, illegal drugs, increased body weight. Understanding locomotive, cardiovascular and nerve systems. Understanding the meaning of exercise planning and ability to plan ones own exercise. Ability to maintain the level of ones own moving and functional capabilities, ability to master the monitoring process of the latter as well as the ability to choose suitable forms and means to improve the level of ones own moving and functional capabilities.
Metode pouevanja in uenja:
Teaching and learning methods:
V programu bodo uporabljene naslednje metode in oblike pouevanja: - metoda razlage in razgovora (predavanja) -
frontalna una oblika; - metoda demonstracije – skupinska in
individualna una oblika (vaje); - metoda praktinih del - kibernetina una
oblika (seminar).
Following methods and forms of teaching will be used in the program: - explanation and discussion method (lecture) -
frontal learning; - method of demonstration - group learning; - method of practice - cybernetic learning.
Naini ocenjevanja:
Demonstracija elementov tehnike porta ocena praktinega dela
15 % 85 %
Materialni pogoji za izvedbo predmeta: Material conditions for subject realization:
predavalnica, športni rekviziti, Fitness- studio, športna dvorana oziroma športni tereni in naravno okolje
Lecture hall, sport requisites, sport hall or sport fields
Obveznosti študentov:
demonstracija elementov tehnike športa - enostavne rekreacijske igre
attendance of field work (at least 75%)
oral examination on knowledge of sport rules
practical demonstration of sport element techniques
REFERENCE NOSILCA: Vauhnik, Joe, Seebauer, Renate. Slowenien und Europa - Slowenen in Europa : Aspekte nationaler und europäischer Identität. Europa - Nachdenken und Vordenken / Renate Seebauer (Hg.). - Wien ; Münster : LIT, cop. 2007. - (Europäische Identität ; Bd. 1). - ISBN 978-3-7000-0542-1. - Str. 146-161.
Vauhnik, Joe. Effetto mototerapeutico del programma di attività fisiche a struttura coordinata in scolari e scolare di otto anni con modesti handicaps nello sviluppo fisico-mentale : 1a parte. V: Chinesiologia. Cuneo: Unione nazionale chinesiologi, 10 (1992), 1 ; str. 10-17.
Vauhnik, Joe, Seebauer, Renate. Slovenia and Europe - Slovenia in Europe : aspects of national and European identity = Slovenen en Europa – Slovenen in Europa : aspekten van nationale en Europese identiteit. From identities in Europe to European identities / Renate Seebauer, Zdenk Helus, Emmanuel Koliadis (eds.). - Brno : Paido, 2005. - ISBN 80-7315-091-3. - Str. 217-240.
lanica UM
Subject Title: English for Academic Purposes
Predavanja
Nosilec predmeta / Lecturer: izr. prof. dr. Slavko Cvetek, hab.: didaktika anglekega jezika
Jeziki / Languages:
Prerequisites:
Znanje angleine na nivoju srednje ole (B2). Mastery of English at secondary-school level (B2)
Vsebina: Contents (Syllabus outline):
znailnosti; razlike med ustnim in pisnim
sporoanjem v akademskem kontekstu;
sodelovanje v skupinskih diskusijah
znailnosti pisnega diskurza; struktura
akademskih besedil; beleenje; citiranje,
pisanje esejev in poroil; pregledovanje in
urejanje besedil; doseganje ustreznega tona in
stila v akademskem pisanju
ustni ali pisni obliki; branje in posluanje za
razline namene (npr. kot uvod v nalogo, za
namen razvijanja posebnih bralnih/slunih
Razvijanje jezikovnih znanj: slovnica,
Oral academic communication: purposes and characteristics; differences between oral and written communication in academic context; interactional and linguistic aspects of oral communication; creative and critical thinking; preparation and practice of academic presentations; participation in group discussions.
Written academic communication: purposes and characteristics of written discourse; the structure of academic texts; note-taking; quoting, paraphrasing and summarising; referencing; writing essays and reports; reviewing and editing texts; achieving appropriate tone and style in academic writing
Reading and listening in academic context; understanding content and structure of information in oral and written form; reading and listening for various purposes (e.g. as an introduction to task, for developing special reading/listening skills; use of dictionaries, thesauruses etc.
Development of language knowledge and skills: grammar, lexis, pronunciation.
Cox , K. & Hill , D.: English for Academic Purposes. Longman, 2004 Izvajalci predmeta bodo sproti pripravljali una gradiva, ki bodo prilagojena potrebam in predznanju tudentov Lecturers will be preparing study materials, adapted to students needs and previous knowledge.
Cilji: Objectives:
Cilj predmeta je usposobiti tudente za aktivno uporabo anglekega jezika v kontekstu tudija na univerzi in za potrebe akademskih in visoko profesionaliziranih okolij.
The course aims to enable students for active use of English language in the context of university study and for the needs of academic and highly professionalized environments.
Znanje in razumevanje: Po zakljuku tega predmeta bo tudent sposoben:
aktivno uporabljati angleki jezik v kontekstu
tudija na univerzi oz. dela v akademskem ali
visoko profesionaliziranem okolju
teme, vpraanja ali problema na nain in v
obliki, ki ustreza kriterijem, ki veljajo za
akademsko ustno sporoanje
veljajo za akademsko pisanje.
podane v ustni ali pisni obliki) za razline
namene, povezane s tudijem ali poklicnim
delom.
Knowledge and understanding: On completion of the course students will be able to:
actively use English language in the context of university study and for the needs of academic and highly professionalized environments
prepare and deliver oral presentations on specific topics, issues or problems in the way and form which meets the criteria for academic oral communication
write, review and edit professional and/or academic texts in the way and form which meets the criteria for academic written communication
understand the content and structure of information (oral or written) for various purposes related with study or professional work.
Prenosljive/kljune spretnosti in drugi atributi:
Spretnosti komuniciranja: pisno in ustno izraanje, javno nastopanje,
Delo v skupini: reevanje skupnih nalog in problemov, sodelovalno uenje
Transferable/Key skills and other attributes:
Communication skills: written and oral communication, public presentation
Working in groups: solving common tasks and problems, collaborative learning
Learning and teaching methods:
jezikovne vaje (jezikovno ozaveanje)
language development (language awareness activities)
simulation, roleplay
student portfolio
Assessment:
CD predvajalnik, DVD predvajalnik, grafoskop, prenosni raunalnik, LCD projektor, TV sprejemnik, dostop do interneta
CD player, DVD player, overhead projector, portable computer, projector, TV, Internet access
aktivno sodelovanje,
REFERENCE NOSILCA: Cvetek, S., Facilitating creativity by incorporating uncertainty and randomness in ELT. V English language, literature and culture in aglobal context / edited by Nada abec. - Maribor : Oddelek za slovanskejezike in
knjievnosti, Filozofska fakulteta, 2008. - Zora ; 57. – ISBN 978-961-6656-20-7. - Str. 175-183. Cvetek, S., Becoming critical : an inquiry into student teachers' conceptions of teaching and their role as (future) teachers.V Teacher education, facing the intercultural dialogue / 33rd Conference of the Association for Teacher Education in Europe, 23-27 August 2008, Brussel. - Brussel : Vrije Universiteit : ATEE, 2008. - str. 110-111. Cvetek, S., Introduction to English language teaching, 2. izd. Maribor : Pedagoka fakulteta, 1999, 87 str. : ilustr. ; 30 cm
lanica UM
Subject Title: Work with Clildren with Special Needs
Univerzitetna koda predmeta / University subject code: X
Predavanja
Nosilec predmeta / Lecturer: izr. prof. dr. Majda Schmidt, hab.: specialna pedagogika
Jeziki / Languages:
Pogoji za vkljuitev v delo oz. za opravljanje študijskih obveznosti
Prerequisites:
Terminologija povezana z motnjami, primanjkljaji, ovirami;
Zgodnje odkrivanje in zgodnja obravnava motenj ter vzroki nastanka motenj;
Opredelitev inkluzivne vzgoje in izobraevanja, filozofska izhodia inkluzije, socialni model obravnave v inkluziji;
Razvojne, une in socialno-emocionalne znailnosti posameznih kategorij otrok z motnjami ter prilagoditve pri delu z njimi;
Nova koncepcija vzgoje in izobraevanja v Sloveniji, usmerjanje, programi vzgoje in izobraevanja za otroke s PP, dodatna strokovna pomo, individualizirani programi, vloga ol in zavodov za vzgojo in izobraevanje otrok s PP v integraciji/inkluziji;
Sodelovanje in timsko delo uiteljev, specialnih pedagogov in drugih strokovnjakov integraciji/inkluziji;
Sodelovanje s stari otrok s posebnimi potrebami (ovire v procesu sodelovanja s stari, pomo starem, sodelovalno – partnerski model vkljuevanja starev)
tudija primera s poudarkom na kvalitativnem pristopu.
The system of societal support for children with special needs (SN);
Termonology in connection with disabilities, impairments, handicaps;
Early identification and intervention of disabilities, aetiology of disabilities;
Inclusive education, philosophical backgrounds of inclusion, social model of treatment in inclusion;
Developmental, learning and socio-emotional characteristics of different categories of children with disabilities, adaptations for children with SN;
New concept of education in Slovenia, the process of direction, educational programs for children with SN, additional professional support, individual plans, the role of schools and institutions for children with SN in the process of integration/inclusion,
Cooperation and team work of teachers, special educators and other professionals in integration/inclusion;
Cooperation with parents of children with SN (impedients in the process of cooperation, support to parents, cooperation – partnership model of inclusion the parents);
A case study by focus on qualitative approach.
-Schmidt, M. (2001). Socialna integracija otrok s posebnimi potrebami v osnovno šolo. Maribor: Pedagoka fakulteta.
-Schmidt, M., agran, B. (2006). Gluhi in naglušni uenci v integraciji/inkluziji. Zbirka Zora, 43. Slavistino drutvo, Maribor.
-Lebari, N., Kobal Grum, D., Kolenc, J. (2006). Socialna integracija otrok s posebnimi potrebami. Didakta, Radovljica.
-Lipec-Stopar, M. (1999). Vloga defektologa pri timskem delu z uenci s posebnimi potrebami v osnovni oli. V: Hytonen, J., Razdevek-Puko, C., Smyth, G. (ur.). Izobraevanje uiteljev za prenovljeno šolo. Ljubljana: Pedagoka fakulteta, str. 65-72.
-Integracija, inkluzija v vrtcu, osnovni in srednji oli (2003). Sodobna pedagogika, 54, (120), Posebna izdaja. -Upotevanje druganosti – korak k oli enakih monosti (2006). Sodobna pedagogika, 57 (123), Posebna izdaja.
Cilji:
Objectives:
Cilj tega predmeta je seznaniti tudente s sistemom drubene podpore za otroke s PP, s termini in razumevanjem le-teh, seznaniti s procesom odkrivanja posebnih potreb ter predstaviti mone prilagoditve vzgojno- izobraevalnega procesa, ponuditi znanje o osnovnih specialno-pedagokih naelih in pristopih pri delu z uenci s PP, uvesti v poznavanje inkluzivne vzgoje in izobraevanja ter izpostaviti novosti koncepcije izobraevanja otrok s PP, osvetliti pomen timskega dela in sodelovanja na podroju inkluzije, vzpodbuditi znanje o temeljnih pristopih pri delu s stari otrok s PP ter predstaviti uporabo tudije primera na podroju integracije/inkluzije.
The objective of this course is: to acquant students with system of societal support for children with SN, with terminology and understanding of it, to acquant with the process of identification of SN and present the possibilities for adapting educational process, to offer the knowledge about the basic special- educational principles and approaches in treatment of learners with SN, to initiate the knowledge of inclusive education and find out the novelities of educational concept, to highlight the significance of team work and cooperation on the field of inclusion, to encourage the knowledge of basic principles when working with parents with children with SN and introduce an application of case study on the field of integration/inclusion.
Znanje in razumevanje: Po zakljuku tega predmeta bo tudent sposoben:
Izkazati znanje o sistemu drubene podpore za osebe s PP,
Prepoznavati in upotevati interindividualne razlike in posebne potrebe uencev,
Predstaviti inkluzivni sistem vzgoje in izobraevanja ter novosti koncepcije izobraevanja,
Razumeti vpliv inkluzije za otrokov razvoj in napredek,
Poznati in razumeti uvajanje prilagoditev v vzgojno-izobraevalni proces,
Poznati in upotevati pomen timskega dela in sodelovanja v inkluziji,
Poznati in upotevati posebnosti sodelovanja s stari otrok s PP
Knowledge and Understanding: On completion of this course the students will be able to:
Demonstrate the knowledge about the system of societal support for persons with SN,
Recognise and respect interindividual differences and special needs of learners,
Introduce an inclusive system of education and novelities of educational concept,
Understand the impact of inclusion on childs' development and progress,
Recognise and understand the implementing adaptations into educational process,
Recognise and understand significance of team work and cooperation in inclusion,
Recognise and understand particularities of cooperation with parents of children with SN
Prenesljive/kljune spretnosti in drugi atributi: Pri tudiju in kasneji poklicni karieri bo tudent sposoben:
Izbrati prilagoditve vzgojno-izobraevalnega procesa glede na posebne potrebe uencev,
Upotevati individualiziran pristop pri delu z uenci s PP,
Razvijati inkluzivno kulturo v neposredni praksi,
Transferable/Key Skills and other attributes: In studing process and later professional career the student will be able to:
Select adaptations in educational process with focus on special needs of learners,
Respect individual approach when working with learners with SN,
Develop inclusive culture into direct practice,
Detect and analyse the problems on the field of
Identificirati, analizirati probleme s podroja vzgoje in izobraevanja skupaj s specialnimi pedagogi in drugimi strokovnjaki,
Povezati osnovna specialno-pedagoka znanja z znanji iz razvojne psihologije in znanji drugih podroij ter jih uporabiti pri delu z uenci in stari,
Stalnega strokovnega izpopolnjevanja,
Izgrajevati profesionalno etiko.
education together with special educators and other professionals,
Integrate basic special educational knowledge with knowledge of developmental psychology and with knowledge of other areas and apply it in work with learners and parents,
Participate in in permanent professional training,
Create professional ethics.
seminarji, tudija primera, sodelovalno uenje in timsko delo,
individualne konzultacije
seminars, case study, cooperation learning and team work,
individual consultation
Assessment:
Uilnica z ustrezno AV-opremo. Classroom with appropriate AV-equipment
Obveznosti študentov:
Students’ commitments:
Seminarske vaje – predstavitev v skupini,
pisni izpit
exam
SCHMIDT, Majda, RESLOVNIK, Helena. Une navade dijakov s posebnimi potrebami v programu nijega poklicnega izobraevanja. Šol. polje (Tisk. izd.). [Tiskana izd.], 2010, letn. 21, t. 1/2, str. 127-145. [COBISS.SI- ID 17782536]
SCHMIDT, Majda, AGRAN, Branka. Self-concept of students in inclusive settings. International Journal of Special Education, 2008, vol. 23, no. 1, str. 8-17. http://www.internationalsped.com/documents/2%20Self%20Concept.doc. [COBISS.SI-ID 15949832] SCHMIDT, Majda, AGRAN, Branka. Razredna klima v inkluzivnem razredu. Sodob. pedagog., 2005, letn. 56, t. 4, str. 24-40. [COBISS.SI-ID 14310152] SCHMIDT, Majda, FRI, Darko (ur.). Socialna integracija otrok s posebnimi potrebami v osnovno šolo, (Knjina zbirka Monografije, 4). Maribor: Pedagoka fakulteta, 2001. 130 str. ISBN 86-80693-62-6. [COBISS.SI-ID 46612737] SCHMIDT, Majda, AGRAN, Branka. Gluhi in naglušni uenci v integraciji/inkluziji, (Zbirka Zora, 43). Maribor: Slavistino drutvo, 2006. 157 str. ISBN 961-6320-37-8. [COBISS.SI-ID 57552641]
1. 1.
Predavanja
Nosilec predmeta / Lecturer: izr. prof. dr. Martin Kramar, hab.: didaktika
Jeziki / Languages:
Prerequisites:
1. Izobraevanje in pouk Temeljni didaktini pojavi in pojmi: izobraevanje, pouk; pouevanje, uenje; uitelj, uenec; izobraevalni program, uni nart; ola, olski sistem; didaktika. 2. Pouk Znailnosti, znanstvene teoretine, strokovne empirine in podlage in zakonitosti, vloge in naloge, uiteljev in uencev v pouku, odnosi in komunikacija. 3. Zgradba, oblikovanje in priprava izobraevalnega procesa - struktura, strukturne sestavine, vodila in kriteriji
za izbiro in didaktino oblikovanje sestavin, strukture in procesa pouka,
- didaktino pomembna dokumentacija, - artikulacija izobraevalnega procesa:
didaktina enota uni nart, izobraevalni program (kurikulum),
- uiteljeva priprava izobraevalnega procesa. 4. Izvajanje izobraevalnega procesa - pouka.
- metodino ravnanje uiteljev in uencev,, - metode, oblike in didaktini sistemi
(strategije) izobraevanja (pouevanja in pouka) za pridobivanje in utrjevanje znanja,
- preverjanje, vrednotenje in ocenjevanje dosekov uencev v izobraevalnem procesu.
1. Education and lessons Basic didactical phenomena and notions: education, lessons; teaching, learning; teacher, student; educational programme, curriculum; school, school system; didactics.
2. Lessons Characteristics, scientfic, theoretical, expert, empirical, rules, roles and assignments of the teachers and the students, relationships and communication.
3. Structure, forming and preparation of the education process
- structure, component, guidance and criteria at selecting and forming the components, structure and the course of the lesson,
- didactically important documentation, - articulation of the education process: didactical
unit, educational programme (curriculum), - teacher's preparation for the education process.
4. Realization of the education process - methodical activities of the teachers and the
students, - methods, form and the didactical systems
(strategies) of education for acquiring and consolidating knowledge.
5. Monitoring, analysis and evaluation of the
education process - monitoring, reflection, analysis, evaluating of the
education process, reflective learning of the
5. Spremljanje, analiza in vrednotenje izobraevalnega procesa - pouka - spremljanje, refleksija, analiza, vrednotenje
vzgojno-izobraevalnega procesa, uiteljevo refleksivno uenje,
- izboljanje izobraevalnega procesa in razvoj nove kakovosti izobraevanja.
teacher, - improving the education process and developing
the new quality of education.
Been, A. e tal. (1993) . Osnove didaktike – Zagreb : kolske novine Blai, M., Ivanu M. Kramar, M. Strmnik, F. (2004) Didaktika. Novo mesto – Visokoolsko sredie (glavni vir) Bognar, L., Matijevi, M. (1992). Didaktika – Zagreb : kolska knjiga Kramar, M. (1990). Uenci v vzgojno-izobraevalnem procesu sodobne ole. Radovljica : Didakta Kramar, M. (1993). Nartovanje in priprava izobraevalno-vzgojnega procesa v oli - Nova Gorica : Educa Poljak, V. (1989, …) . Didaktika - Zagreb : kolska knjiga Bela knjiga o vzgoji in izobraevanju v R Sloveniji (1995) olska zakonodaja (1996) – Zakoni o olskem izobraevanju.
Cilji:
Objectives:
njihove znailnosti in zakonitosti, - spozna znailnosti pouka, njegove strukturne
sestavine ter didaktina razmerja med njimi, - spozna artikulacijo, nartovanje in pripravo
pouka, - razvije strokovni interes za vzgojno-
izobraevalno delo in za lasten profesionalni razvoj.
Student: - acquires basic didactical ideas and features,
their characteristics and principles, - gets to know characteristics of lessons, their
structural components and the didactical relations between them,
- acquires the articulation, planning and the preparation of the lesson,
- develops professional interest in educating and personal professional development.
Znanje in razumevanje Študent : - usvoji temeljne didaktine pojme in razume
zakonitosti didaktinih pojavov, - razume artikulacijo pouka, razmerja med
posameznimi fazami in dogajanje v posameznih fazah,
- razume uiteljevo vlogo v izobraevalnem procesu, odnose z uenci, znailnosti in pomen didaktine komunikacije,
- zna preverjati, vrednotiti in ocenjevati znanje oz. doseke uencev, spremljati, analizirati in spreminjati lastno delo.
Prenesljive/kljune spretnosti in drugi atributi tudent: - zna izbrati in didaktino oblikovati vsebino, cilje
pouka, didaktina sredstva, didaktino okolje in oblikovati metode in oblike pouka,
- zna izdelati uni nart, etapno in sprotno (neposredno) pripravo pouka,
- zna preverjati, vrednotiti in ocenjevati doseke uencev,
- zna analizirati svoje delo, uvajati spremembe in novosti pouk ter razvijati kakovost izobraevanja,
- ima interes za vzgojno-izobraevalno delo, za stalno izboljevanje ter razvojno spreminjanje pouka,
- ima razvit interes za lasten profesionalni razvoj in razvito profesionalno etiko.
Knowledge and understanding Student: - adopts the basic didactical ideas and
understands the principles of the didactical phenomena,
- understands the articulation of the lesson, relations between its phases and the activities in those phases,
- understands the role of the teacher, relationships with students, characteristics and meaning of didactical communication,
- knows how to verify, evaluate and assess the students' knowledge or achievements and how to monitor, analyse and develop his own work.
Transferable/Key Skills and other attributes Student: - knows how to select and form the objectives,
content, didactical instruments, environment; the methods and the form of the education process,
- knows how to make the curriculum, stage and direct preparation,
- knows how to verify, evaluate and assess the students' achievements,
- knows how to analyse his own work, introduce novelties and develop quality education,
- has the interest in education, in constant improvement and development,
- has the interest in his own professional development and professional ethics.
Naini ocenjevanja: Dele (v %) / Weight (in %)
Assessment:
20 %
80 %
Potrebna tudijska literatura, uilnica opremljena s sredstvi IKT.
Study literature, classroom equipped with ICT.
Obveznosti študentov: Students’ obligations:
REFERENCE NOSILCA: KRAMAR, Martin. Metode pouka in izobraevanja : teoretine didaktine razsenosti. Sodobna pedagogika. - ISSN 0038-0474. - Letn. 54, t. 5 (2003), str. 116-138. KRAMAR, Martin. Avtonomija ole in didaktini koncept izobraevalnega procesa. Sodobna pedagogika. - ISSN 0038-0474. - Letn. 53, t. 1 (2002), str. 98-112. KRAMAR, Martin. Didaktini vidiki uiteljevega vpliva na kvaliteto izobraevalno-vzgojnega procesa. Pedagoka obzorja. - ISSN 0353-1392. - Letn. 14, t. 3-4 (1999), str. [123]-127. KRAMAR, Martin, Erulj, Justina. Didaktina analiza izobraevalno-vzgojnega procesa. Ljubljana : ola za ravnatelje, 1999. 91 str. : graf. prikazi, tabele ; 24 cm. KRAMAR, Martin: Didaktika analiza u funkciji razvijanja kvalitetne nastave. Odgojne znanosti. – ISSN 1846- 1204 UDK 371(05). Vol. 8, broj 1(11), str. 131 – 156.
lanica UM
Subject Title: Slovene Language Didactics 1
jezik in knjievnost 1.
Predavanja
Nosilec predmeta / Lecturer: doc. dr. Simona Pulko, hab.: didaktika slovenskega jezika in knjievnosti
Jeziki / Languages:
Prerequisites:
Content (Syllabus outline):
1. Naloge, vsebine in metode didaktike slov. jezika kot znanstvene discipline. Raziskovalni pristopi in usmerjenost v reevanje problemov.
2. Zgodovina razvoja didaktike slov. jezika ter smernice njenega razvoja.
3. Poslanstvo in znailnosti pouka slovenskega jezika: zastopanost v slovenskem izobraevalnem sistemu.
4. Dejavniki pouka jezika (vsebine in naloge jezikovnega pouka, uenec pri jezikovnem pouku, uiteljeva usposobljenost za pouk jezika).
5. Nartovanje jezikovnega pouka: uni narti in katalogi znanj, ciljev (splonih, operativnih /funkcionalnih in izobraevalnih/)jezikovnega pouka v osnovni oli in razlinih tipih srednjih ol. Uiteljeva letna, tematska in urna una priprava na pouk slovenskega jezika.
6. Didaktini kompleti in una sredstva za jezikovni pouk. Literatura in viri za uenca in uitelja.
7. Uni prostor: uilnica za jezikovni pouk, knjinica (knjini kotiek) in kabinet.
1. Tasks, contents and methods of didactics of Slovene language as a scientific discipline. Research approaches and orientation towards solving of problems.
2. History of development of didactics of Slovene language and guidelines of its development.
3. Mission and characteristics of the teaching of Slovenian language: representation in the Slovene educational system.
4. Factors of language teaching (contents and tasks of language educational course, pupil in the language educational course, teacher's skill for language teaching).
5. Planning of language educational course: syllabus and catalogues of knowledge, goals (general, operative/functional and educational) of language educational course in primary school and different types of secondary schools. The teacher's annual, thematical plan and lesson plan for the Slovene language course.
6. Didactic sets and teaching instruments for language teaching. Literature and sources for the pupil/student and the teacher.
7. Teaching space: classroom for language course, library, teacher's office.
Beter, M., Kriaj Ortar, M., Krinik, E., Pouk slovenine malo drugae. Trzin, 1994. Beter, M., Funkcionalna (ne)pismenost v Sloveniji. Jezik in slovstvo, 1994/95, t. 1-2. Beter Turk, M., Sodobno pojmovanje pismenosti in pouk slovenskega jezika v olah Republike Slovenije. 39. seminar slovenskega jezika, literature in kulture, Ljubljana, 2003. Pulko, S., Sporoanje v osnovni oli. Maribor, 2007.
Kunst Gnamu, O., Sporazumevanje med eljo, resnico in uinkom. Ljubljana, 1991.
agar, F., Didaktika slovenskega jezika v osnovni oli. Maribor, 1996.
Cilji:
Objectives:
pedagogike in psihologije na nartovanje, izvajanje in evalviranje jezikovnega pouka;
- se seznanijo z zgodovinojezikovnega pouka in z novejim razvojem ter trendi v jezikovni didaktiki;
- spoznajo didaktino dokumentacijo za izvajanje jezikovnega pouka in razumejo pomen nenehnega posodabljanja in razvijanja olskega kurikuluma (unih nartov, unega gradiva);
- znajo uporabiti uni nart za pouk slovenine (s poudarkom na pouku jezika) v razlinih tipih ol in une narte za izbirne obvezne predmete, ki jih lahko pouujejo uitelji slovenine, ter ustrezne kataloge znanj;
- usposabljajo se za premiljeno nartovanje, izvajanje in vrednotenje unih priprav;
- usposabljajo se za naine pouevanja, ki miselno aktivirajo uence in jih motivirajo za uenje jezika;
- razumejo pomen ustrezno opremljene uilnice in kabineta za uspeno pouevanje jezika, zavedajo se vloge knjinice;
- usposabljajo se za samostojno pripravo osnovnih uil.
Students: - apply the knowledge from the field of general
didactics, pedagogics and psychology to planning, implementing and evaluating language course;
- get acquainted with the history of language teaching and with recent development and trends in linguistic didactics;
- get acquainted with the didactic documentation for implementation of linguistic course and understand the meaning of continuing updating and developing of school curriculum (course syllabus, teaching materials);
- know how to use the syllabus for the teaching of Slovene language (with emphasis on language teaching) in different types of schools and syllabus for obligatiry elective subjects which can be taught by teachers of Slovene, and appropriate catalogues of knowledge;
- train for a thoughtful planning, implementing and evaluating of teaching plans;
- train for ways of teaching which mentally activate students and motivate them for language learning;
- understand the meaningo of appropriately equipped classroom and teacher's room for language teaching, they are aware of the role of the library;
- train for independent preparation of basic teaching instruments.
-
strategijah za aktiviranje uencev. - Sposobnost ustvarjanja vzduja, ki spodbuja
uenje slovenskega jezika. - Sposobnost oblikovanja unega okolja, v
katerem poteka pouevanje in uenje slov. jezika.
- Sposobnost izdelave unih gradiv in preprostih unih ponazoril. Sposobnost prilagajanja unega narta specifinemu izobraevalnemu kontekstu in unim potrebam ter zmonostim uencev.
- Usposobljenost za opravljanje uno-
- skills in different motivation stategies and activating of students;
- ability for creating an atmosphere which encourages learning of Slovene language;
- ability to create learning environment for the teaching and learning of slovene language;
- ability for preparation of teaching materials and simple demonstration instruments;
- ability for adjusting the syllabus to specific educational context and learning needs and abilities of pupils;
- skills for performing teaching-conselling work in the language course;
svetovalnega dela pri jezikovnem pouku. - Sposobnost vrednotenja unih gradiv in
pripomokov za jezikovni pouk. - Sposobnost predvideti in uvajati nove
izobraevalne potrebe v jezikovni pouk v osnovni oli.
- Sposobnost za refleksijo in vrednotenje rezultatov svojega dela.
- Sposobnost za reevanje konkretnih problemov z uporabo znanstvenih metod in postopkov.
- ability to evaluate teaching materials and instruments for language teaching;
- ability to anticipate and introduce new educational needs in the language teaching in primary school;
- ability for reflection and evaluation of the results of proper work;
- ability to solve concrete problems by using scientific methods and procedures.
Prenesljive/kljune spretnosti in drugi atributi: - Sposobnost za reevanje problemov z
uporabo znanstvenih metod in postopkov. - Sposobnost uinkovitega komuniciranja s
skupinami in posamezniki. - Spretnosti komuniciranja: ustno in pisno ter
grafino izraanje. - Sposobnost za samorefleksijo in
vrednotenje rezultatov dela. - Spretnosti in veine organizacije dela ter
komunikacije in dela v skupini bodo lahko uporabili tako v asu tudija kot pri poklicnem udejstvovanju.
- Sposobnost raziskovalnega pristopa in usmerjenosti v reevanje problemov ter odgovornega usmerjanja lastnega profesionalnega razvoja v procesu vse- ivljenjskega uenja. Usposobljenost za uporabo IKT.
Transferable/Key Skills and other attributes: - ability to solve problems with the use of
scientific methods and procedures; - ability for effective communication with
groups and individuals; - communication skills: oral, written and
graphic expressing; - ability of self reflection and evaluation of
results of proper work. - Students will be able to use the ability and
skills of organization of work and communication, and work in group during their studies as well as in their professional work.
- ability of a scientific approach and orientation towards solving of problems and responsible guidance of own professional development in the process of lifelong learning.
- - ability to use ICT.
Naini ocenjevanja:
- pisni izpit
50% 50%
- written exam
Materialni pogoji za izvedbo predmeta:
Material conditions for subject realization:
- didaktina uilnica - AV oprema, TV studio - dostop do interneta - programska orodja - knjinica
- didactic classroom - AV equipment, TV studio - Access to internet - ICT tools - library
Obveznosti študentov: Student´s commitments
- aktivna prisotnost na predavanjih in seminarskih vajah;
- pisna izdelava in ustna predstavitev seminarskih vaj;
- preizkus znanja (izpit).
- Written assignment and oral presentation od seminar papers;
- exam.
Opomba: Navedene sestavine so obvezna sestavina unega narta predmeta kot ga doloajo Merila za akreditacijo visokošolskih zavodov in študijskih programov v 7. lenu (Ur. l. RS, št. 101/2004) Note: Stated contents are obligatory contents of subject curriculum, defined in the Measures for accreditation of universities and study programmes – article 7.
REFERENCE NOSILCA: PULKO, Simona. Jezik v sporoanju uencev. V: JAN, Zoltan (ur.). Slovensko jezikoslovje danes in jutri, (Zbornik Slavistinega drutva Slovenije, 10). 1. natis. Ljubljana: Zavod Republike Slovenije za olstvo, 2000, str. [236]–244. [COBISS.SI-ID 10150920] PULKO, Simona. Sporoanje v osnovni šoli, (Zora, 45). Maribor: Slavistino drutvo, 2007. 237 str., ilustr., tabele. ISBN 978-961-6320-39-9. [COBISS.SI-ID 58712833] PULKO, Simona. Dialekti in usvajanje knjinega jezika v osnovni oli. V: KOLETNIK, Mihaela (ur.), SMOLE, Vera (ur.). Diahronija in sinhronija v dialektoloških raziskavah, (Zbirka Zora, 41). Maribor: Slavistino drutvo, 2006, str. 467–474. [COBISS.SI-ID 14547976]
Opomba:
Pri nosilki za Didaktiko slovenskega jezika 1, Didaktiko slovenskega jezika 2 in Didaktiko slovenskega jezika 3 se doloene reference ponavljajo zaradi kontinuiranosti predmeta (pojasnilo: v starem tudijskem programu je bil to enotni predmet, ki se je izvajal 4 semestre).
Predavanja
Predavanja / Lecture: Slovenski/Slovene
Vaje / Tutorial: Slovenski/Slovene
Prerequisites:
Didaktika slovenskega jezika 1 v obsegu 3 ECTS. Eden od pedagoko-didaktino-psiholokih t. predmetov v obsegu 5 ECTS.
Sloven Language Didactic 1 in range of 3 ECTS. One among pedagogy-psychology study subjects ranging 5 ECTS.
Vsebina:
Content (Syllabus outline):
1. Didaktina naela pouka jezika. 2. Motivacija in uenje jezika. 3. Sporazumevalna zmonost in razvijanje le-
te. 4. Didaktina struktura pouka jezika (cilji in
metode pouka jezika). 5. Bralne une strategije. 6. Uni zapisi pri jezikovnem pouku. 7. Diferenciacija in individualizacija pri
jezikovnem pouku. 8. Medpredmetne povezave z drugimi
olskimi predmeti.
1. Didactic principles of language learning. 2. Motivation and language learning. 3. Communication skill and ability to develop it. 4. Didactical structure of language teaching
(goals and methods of language teaching). 5. Reading learning stategies. 6. Learning notes in language course. 7. Differenciation and individualization in
language learning. 1. Crosscurriculum connections with other school
subjects.
Beter, M., Kriaj Ortar, M., Krinik, E., Pouk slovenine malo drugae. Trzin, 1994. Beter, M., Funkcionalna (ne)pismenost v Sloveniji. Jezik in slovstvo, 1994/95, t. 1-2. Beter Turk, M., Sodobno pojmovanje pismenosti in pouk slovenskega jezika v olah Republike Slovenije. 39. seminar slovenskega jezika, literature in culture, Ljubljana, 2003. Gradiar, A., Pejak, S., Bralne une startegije. Ljubljana, 2002. Grosman, M., Razsenosti branja. Ljubljana, 2006. Rupnik Vec, T., et al. ,Igra vlog in simulacija kot una metoda, ZRS, Ljubljana. 2003.
Cilji: Objectives:
- spoznajo uni nart za slovenino in izbirne obvezne predmete, ki jihlahko pouujejo uitelji slovenine ter ustrezne kataloge znanj;
- seznanijo se z izbranimi oblikami in metodami pouevanja jezika ter se usposabljajo za njihovo izvajanje v skladu s funkcionalnimi in z izobraevalnimi cilji jezikovnega pouka;
- usposabljajo se za premiljeno nartovanje, izvajanje in vrednotenje unih rezultatov uenevega in svojega dela;
- usposabljajo se za organizacijo in izvedbo olskih ekskurzij;
- usposabljajo se za organizacijo razlinih oblik dejavnosti uencev pri jezikovnem pouku in pri drugih izvenrazrednih in izvenolskih oblikah jezikovnega izobraevanja;
- usposabljajo se za koherentno obvladanje jezikovnega znanja, sposobnost povezovanja znanja z razlinih podroij in aplikacije le-tega v vzgojno- izobraevalni proces.
- Students: - apply knowledge from the field of general
didactics, pedagogy and psychology to planning, implementing and evaluating of language teaching;
- get acquainted with the syllabus for Slovene language and the electiev subjects which the teachers of Slovene can teach, and with the appropriate knowledge catalogues;
- get acquainted with the chosen forms and methods of language teaching and train for their implementation in accordance with functional and educational goals of language course;
- train for thoughtful planning, implementing and evalueating of results of the pupils and own work;
- train for organization and implementation of school excursions;
- train for organization of different forms of activities of students in language course and other forms of language learning outside the class and school;
- - train for a coherent competence of language knowledge, ability to connect different kinds of knowledge from different fields and for the application of it in the educational and schooling process
- Sposobnost uinkovitega komuniciranja s skupinami in posamezniki.
- Zmonost prepoznati razlike med uenci in kompleksnost v procesu uenja.
- Sposobnost ustvarjanja vzduja, ki spodbuja uenje slovenskega jezika. Sposobnost izboljevanja unega okolja, v katerem poteka pouevanje in uenje slovenskega jezika.
- Sposobnost izdelave unih gradiv in preprostih unih ponazoril in zmonost prepoznati razlike med uenci in kompleksnosti v procesu uenja.
- Usposobljenost za opravljanje uno- svetovalnega dela pri pouku geografije in predvideti nove izobraevalne potrebe v jezikovni pouk.
- Sposobnost za reevanje konkretnih izobraevalno-vzgojnih problemov z uporabo znanstvenih metod in postopkov.
The students acquire: - ability for planning, implementing and
evaluating the language course; - ability for professional participation in
numerous teaching/learning strategies and endeavours for the progress and succes of pupils;
- ability for effective communicaton woth groups and individuals;
- ability to recognize the differences among students and the complexity in the process of learning;
- skills for individualization and differentiation of pupils' work in a group of pupils with different abilities;
- ability to create an atmosphere which encourages learning of Slovene language; ability to improve the learning environment in which the proces of teaching and learning of Slovene langues takes place.
- ability to prepare teaching materials and simple demonstation instruments and the ablility to recognize changes among students and complexity in the process of learning.
- ability to perform teaching-counselling work in the language course and anticipate new educational needs for the language course.
- ability to reflect on and evaluate the results of proper work;
- -ability to solve concrete educational problems by the use of scientific methods and procedures.
- Sposobnost za samorefleksijo in vrednotenje rezultatov dela. Spretnosti in veine organizacije dela ter komunikacije in dela v skupini bodo lahko uporabili tako v asu tudija kot pri poklicnem udejstvovanju.
- Sposobnost ugotavljanja monih povezav med vidiki predmetnega znanja in njihovo uporabo v vzgojnoizobraevalne namene .
- Sposobnost raziskovalnega pristopa in usmerjenosti v reevanje problemov ter odgovornega usmerjanje lastnega profesionalnega razvoja v procesu vse ivljenjskega uenja. Usposobljenost za nove naloge delo zunaj razreda: na oli in s socialnimi partnerji.
- Ability for selfreflection and evaluation of the results of work. The students will be able to use abilities and skills for organization of work and communication, and work in a group during their studies and in performing their profession.
- Ability for finding possible connections among the aspects of subject knowledge and their use for educational purposes.
- - Ability of research approach and orientation towards solving of problems and responsible guidance of own professional development in the process of lifelong learning. Ability for new tasks outdside the class: in school and with social partners..
Naini ocenjevanja:
- pisni izpit 50 % 50 %
- written exam
- didaktina uilnica - AV oprema, TV studio - dostop do interneta - programska orodja - knjinica
- didactic classroom - AV equipment, TV studio - Access to iinternet - Software tools - library
Obveznosti študentov: Student´ s commitments
- ustna in pisna predstavitev seminarskih
nalog - aktivna udeleba na seminarju, sem. vajah, - pisni izpit.
- Oral and written presentation of seminar
work - Active participation in seminar, seminar
exercises, - Written exam.
Opomba: Navedene sestavine so obvezna sestavina unega narta predmeta kot ga doloajo Merila za
akreditacijo visokošolskih zavodov in študijskih programov v Note: Stated contents are obligatory contents of subject curriculum, defined in the Measures for
accreditation of universities and study programmes
REFERENCE NOSILCA: PULKO, Simona. Sporoanje v osnovni šoli, (Zora, 45). Maribor: Slavistino drutvo, 2007. 237 str., ilustr., tabele. ISBN 978-961-6320-39-9. [COBISS.SI-ID 58712833] PULKO, Simona. Vpraanje slovenskega unega jezika (druga polovica 19. stoletja). as. zgod. narodop., 2008, letn. 79 = n. v. 44, t. 1/2, str. 219–229. [COBISS.SI-ID 16156168] PULKO, Simona, ZEMLJAK JONTES, Melita. Raba zemljepisnih razlikov slovenskega jezika glede na stopnjo izobraevanja in razline govorne poloaje. V: SMOLE, Vera (ur.). Slovenska nareja med sistemom in rabo, (Obdobja, Metode in zvrsti, 26). 1. natis. Ljubljana: Znanstvena zaloba Filozofske fakultete, 2009, str. 353–369. [COBISS.SI-ID 17484808]
lanica UM
Predavanja
Jeziki / Languages:
Prerequisits:
Didaktika slovenskega jezika 1 in 2 v obsegu 8 ECTS.
Sloven Language Didactic 1 and 2 in range of 8 ECTS.
Vsebina:
1. Diferenciacija in individualizacija pouka jezika. Uenci s posebnimi unimi potrebami pri jezikovnem pouku. Nadarjeni in pouk slovenskega jezika.
2. Vrednotenje unega procesa in unih dosekov uencev pri pouku slovenskega jezika.. Utrjevanje, preverjanje in ocenjevanje znanja.
3. Slovenski jezik (delo z neumetnostnim besedilom) na NPZ v devetletni osnovni oli. Slovenina (jezikovni del) na maturi (tudi poklicni).
4. Aplikativni pomen jezikovne izobrazbe za poklicno uspenost in odgovorno dravljanstvo.
5. Kompetence uiteljev slovenskega jezika in razvijanje lastne profesionalnosti.
6. Intitucije, ki skrbijo za razvoj slovenskega jezika in jezikovne didaktike.
1. Diferenciation and individualization of language teaching. Pupils with special learning needs in language course. The talented and the Slovene language course.
2. Evaluation of the learning process and achievements in the Slovene language course. Revising, testing and evaluating of knowledge.
3. Slovene language (work with non-fiction text) at NPZ in nine-year primary school. Slovene language (linguistic part) at matura examination (also professional).
4. Aplicative meaning of linguistic education for professional success and responsible citizenship.
5. Competences of teachers of Slovene language and developing own professionality.
6. Institutions which are involved in the development of Slovene language and linguistic didactics.
Beter, M., Kriaj Ortar, M., Krinik, E., Pouk slovenine malo drugae. Trzin, 1994. Grmek Ivanu,M., Krei Javornik, M., Kolenc-Kolnik,K., Konenik Kotnik E., Uitelji mentorji in visokoolski uitelji o kompetencah tudentov-bodoih uiteljev. Didactica Slovenica – pedagoka obzorja, letnik 22, t. 1-2.lNovo mesto, 2007. Hudej, S., olske ure besediloslovja. Ljubljana, 1994. Kriaj Ortar, M., Beter, M., Prenova jezikovnega pouka pri predmetu slovenina. Jezik in slovstvo, 1995/96. Kriaj Ortar, M., Beter, M., Sodobni pouk slovenskega jezika v olah Republike Slovenije. Sodobni jezikovni poloaj na Poljskem in v Sloveniji. Ljubljana, 2003. Kunst Gnamu, O., Sporazumevanje in spoznavanje jezika. Ljubljana, 1992. Pulko, S., Sporoanje v osnovni oli. Maribor, 2007.
Cilji:
Objectives:
- usposabljajo se za premiljeno nartovanje, izvajanje in vrednotenje unih rezultatov uenevega in svojega dela;
- usposabljajo se za naine pouevanja, ki aktivirajo razlino zmogljive uence in jih motivirajo za uenje jezika in prenos usvojenih znanj v vsakodnevno ivljenje (funkcionalnost znanja);
- razumejo pomen ustrezno izbranih unih sredstev, unih metod in unih oblik za uspeno uenje in pouevanje jezika razlino zmogljivih uencev;
- usposabljajo se za organizacijo razlinih oblik dejavnosti uencev pri jezikovnem pouku in pri drugih izvenrazrednih in izvenolskih oblikah jezikovnega izobraevanja;
- usposabljajo se za uporabo raznolikih unih metod in oblik preverjanja ter ocenjevanja znanja;
- usposobijo se za oblikovanje kriterijev za ocenjevanje znanja;
- oblikujejo lik uitelja slovenskegajezika sodobne ole;
- usposabljajo se za koherentno obvladanje jezikovnega znanja, sposobnost povezovanja znanja z razlinih podroij in aplikacije le-tega v vzgojno- izobraevalni proces.
Students:
apply knowledge from the field of general didactics, pedagogics and psychology to planning, implementing and evaluating of language teaching;
train for thoughtful planning, implementing and evaluating of teaching results of the pupils and own work;
train for ways of teaching which activate pupils with different abilities and motivate them for language learning and transfer of acquired knowledge into everyday life (functionality of knowledge);
understand the importance of sucessfuly chosen teaching instruments, methods and forms for successful language teaching and learning of pupils with different abilities;
train for the organization of different forms of pupils' activities in language learning and other forms of language education outside the class and the school;
train for the use of various teaching methods and forms of testing and evaluation of knowledge;
train for the formation of criteria for evaluation of knowledge;
form the model of the contemporary Slovene language teacher;
- train for a coherent command of language, ability of connecting of knowledge from different fields and the applications of in the educational process.
- Sposobnost za nartovanje, izvajanje in evalviranje jezikovnega pouka v srednji oli (upotevajo razline tipe).
- Usposobljenost v tevilnih pouevanjskih / uenjskih strategijah in prizadevanje za napredek in uspenost uencev.
- Usposobljenost za individualizacijo in diferenciacijo unega dela z razlino zmogljivim uenci.
- Sposobnost uinkovitega komuniciranja s skupinami in posamezniki.
- Sposobnost ustvarjanja vzduja, ki spodbuja uenje jezika. Sposobnost ocenjevanja unih izidov in dosekov
- ability for planning, implementing and evaluating of language teaching in secondary school (considering different types);
- skills in different teaching/learning strategies and endeavours for peogress and success of students;
- skills for individualization and differentiation of pupils' work in a group of pupils with different abilities;
- ability for effective communication with groups and individuals;
- ability to create an atmosphere which encourages learning of Slovene language;
uencev ter odzivanja na razline potrebe uencev.
- Sposobnost izboljevanja unega okolja, v katerem poteka pouevanje in uenje jezika.
- Sposobnost izdelave unih gradiv in preprostih unih ponazoril. Sposobnost prilagajanja unega narta specifinemu izobraevalnemu kontekstu in unim potrebam ter zmonostim uencev.
- Zmonost prepoznati razlike med uenci in kompleksnosti v procesu uenja.
- Sposobnost vrednotenja unih gradiv in pripomokov za pouk jezika v srednji oli.
- Sposobnost predvideti in uvajati nove izobraevalne potrebe v pouk jezika v srednjii oli (upotevajo razline tipe S).
- Sposobnost za reevanje konkretnih izobraevalno-vzgojnih problemov z uporabo znanstvenih metod in postopkov.
ability to asses learning outcomes and achievements of students and to respond to different needs of students;
- ability to improve the learning environment in which the proces of teaching and learning of Slovene langues takes place.
- ability to prepare teaching materials and simple demonstation instruments; ability to adjust the curriculum to the specific educational context and learning needs and abilities of students;
- ability to recognize the differences among students and the complexity in the process of learning;
- ability to evaluate teaching materials and instruments for the language teaching in secondary school;
- ability to anticipate and introduce new educational needs in the language teaching process in secondary school (considering different types of secondary schools);
- ability to reflect on and evaluate the results of proper work;
- -ability to solve concrete educational problems by the use of scientific methods and procedures.
Prenesljive/ kljune spretnosti in drugi atributi: - Sposobnost za refleksijo in vrednotenje
rezultatov svojega dela. - Spretnosti in veine organizacije dela ter
komunikacije in dela v skupini bodo lahko uporabili tako v asu tudija kot pri poklicnem udejstvovanju.
- Sposobnost ugotavljanja monih povezav med vidiki predmetnega znanja in njihovo uporabo v vzgojnoizobraevalne namene .
- Sposobnost raziskovalnega pristopa in usmerjenosti v reevanje problemov ter odgovornega usmerjanje lastnega profesionalnega razvoja v procesu vse- ivljenjskega uenja. Usposobljenost za nove naloge delo zunaj razreda: na oli in s socialnimi partnerji.
- Usposobljenost za uporabo IKT v izobraevalnem procesu .
Transferable/Key Skills and other attributes: - Ability for selfreflection and evaluation of the
results of work - The students will be able to use abilities and
skills for organization of work and communication, and work in a group during their studies and in performing their profession.
- Ability for finding possible connections among the aspects of subject knowledge and their use for educational purposes.
- Ability of research approach and orientation towards solving of problems and responsible guidance of own professional development in the process of lifelong learning. Ability for new tasks outdside the class: in school and with social partners.
- -Skills for using ICT in educational process
Naini ocenjevanja:
- didaktina uilnica, - AV oprema, - dostop do interneta, - programska orodja, - knjinica.
- Didactic class room, - AV equipment, - Internet access, - Software tools, - library
Obveznosti študentov: Student´ s commitments
- ustna in pisna predstavitev projektne
naloge, - aktivna udeleba na seminarju, sem. vajah, - pisni izpit.
- Project assignment oral and written
presentation, - active participation in seminar, seminar
exercises, - written exam.
Opomba: Navedene sestavine so obvezna sestavina unega narta predmeta kot ga doloajo Merila za
akreditacijo visokošolskih zavodov in študijskih programov v 7. lenu (Ur. l. RS, št. 101/2004). Note: Stated contents are obligatory contents of subject curriculum, defined in the Measures for
accreditation of universities and study programmes – article 7.
REFERENCE NOSILCA: STRAMLJI BREZNIK, Irena, ZEMLJAK JONTES, Melita, PULKO, Simona, VALH LOPERT, Alenka, KRAJNC IVI, Mira. Jezikovnokulturni vidik oglaevanja. Slov. šoli, 2009, letn. 13, [t.] 4, str. 3–14. [COBISS.SI-ID 1329788] PULKO, Simona, ZEMLJAK JONTES, Melita. Raba zemljepisnih razlikov slovenskega jezika glede na stopnjo izobraevanja in razline govorne poloaje. V: SMOLE, Vera (ur.). Slovenska nareja med sistemom in rabo, (Obdobja, Metode in zvrsti, 26). 1. natis. Ljubljana: Znanstvena zaloba Filozofske fakultete, 2009, str. 353–369. [COBISS.SI-ID 17484808] STRAMLJI BREZNIK, Irena, ZEMLJAK JONTES, Melita, PULKO, Simona, VALH LOPERT, Alenka, KRAJNC IVI, Mira. Tako je bolje: prironik z nasveti, kako odpraviti nekatere najpogostejše jezikovne teave v prodajnih katalogih trgovcev. Maribor: Filozofska fakulteta, Oddelek za slovanske jezike in knjievnost, 2008. 84 str., ilustr. ISBN 978-961-6656-14-6. [COBISS.SI-ID 61178369] PULKO, Simona. Tradition and inovations in language teaching. V: Tradiciju ir novaciju darna kuriant atvira visuomene: moksliniu straipsniu rinkinys: research papers. Kaunas: Akademija, 1999, str. 181–184. [COBISS.SI-ID 9135368]
Opomba:
Subject Title: Slovene Literature Didactics 1
jezik in knjievnost 1.
Predavanja
Jeziki / Languages:
Prerequisites:
1. Naloge, vsebine in metode didaktike slov. knjievnosti kot znanstvene discipline. Raziskovalni pristopi in usmerjenost v reevanje problemov.
2. Zgodovina razvoja didaktike slov. knjievnosti ter smernice njenega razvoja.
3. Poslanstvo in znailnosti pouka knjievnosti: zastopanost v slovenskem izobraevalnem sistemu.
4. Dejavniki pouka knjievnosti (knjievnost pri pouku knjievnosti, uenec pri pouku knjievnosti, uiteljeva usposobljenost za pouk knjievnosti).
5. Nartovanje pouka knjievnosti: uni narti in katalogi znanj ciljev (splonih, operativnih /funkcionalnih in izobraevalnih/) pouka knjievnosti v osnovni oli in razlinih tipih srednjih ol. Uiteljeva letna, tematska in urna una priprava na pouk knjievnosti.
6. Didaktini kompleti in una sredstva za pouk knjievnosti. Literatura in viri za uenca in uitelja.
7. Uni prostor: uilnica za pouk knjievnosti, knjinica (knjini

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PRILOGA 10 Opisi predmetov oz. učni načrti predmetov

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