63 KB175 KB62 KB200520252011Bečaj, Janezštevilka:1letnik:62 = 128str. 56-75ISSN:0038-0474COBISSID:45385314URN:URN:NBN:SI:doc-AKGJMTSEslZveza društev pedagoških delavcev SlovenijeSodobna pedagogikaconstructionismcurriculumeducational reformsknowledgekonstrukcionizemkurikulumlearninglifelong learningpoučevanjeSloveniaSlovenijašolske reformeteachingučenjevseživljenjsko učenjeznanjeSkupaj mislimo in se pogovarjamo - torej znamo|The findings of the international studies as well as of the national assessment of knowledge show mostly average results of our pupils and students and that they have more distinct problems achieving aims on higher taxonomical levels. This is in accordance with the empirical data relating to our education system, where the traditional view of knowledge, teaching and learning are still very present. This way of teaching is not aligned with the goals of curriculum reform to make students and pupils more active, independent, critical and creative. There is a need for changing teaching that is now oriented towards quantity to quality. However, this change is considered to be so big that some people justly call it a paradigm shift. This new way of teaching shares ideas with constructionism and shifts the attention from the question "what knowledge do we need" to "what is adequate learning and teaching and how it is possible to achieve it?" Instead of knowledge, which is defined by the curriculum, learning is put into the forefront as a necessary life learning process as well as an individual and social process. To achieve the necesarry change in thought pattern, the predominant beliefs about the purpose and different ways of teaching and learning should be the subject of constant critical assessments. Therefore, schools as learning communities need a good collaborative culture and effective professional leadership. Moreover, decentralization and higher autonomy for schools are also needed to achieve this, which was recommended by the committee of the Organization for Economic Co-operation and Development (OECD) more than ten years agoTako mednarodne raziskave kot tudi nacionalno preverjanje znanja nam ob pretežno povprečnih rezultatih naših učencev in dijakov kažejoizrazitejše težave pri doseganju ciljev na višjih taksonomskih stopnjah. To se ujema z empiričnimi podatki o našem vzgojno-izobaževalnem sistemu, ki kažejo tradicionalno pojmovanje znanja, poučevanja in učenja. Tak način poučevanja ni naklonjen ciljem kurikularne prenove, po katerih naj bi naši učenci postali bolj aktivni, samostojni, kritični in ustvarjalni. Potrebna je sprememba kvantitativne naravnanosti poučevanja v kvalitativno, ki pa je tako velika, da jo nekateri upravičeno označujejo kot paradigmatski premik. Povezuje se s konstrukcionizmom in pozornost s tega "kakšno znanje potrebujemo", preusmerja v vprašanje, "kakšno je ustrezno učenje in poučevanje" ter kako ga je mogoče doseči. S tem namesto znanja, kot ga določa učni načrt, stopa v ospredje učenje kot nujen vseživljenjski, individualni in socialni proces. Potrebno spremembo miselnosti je mogoče doseči s podporo tistih procesov, ki zagotavljajo, da so prevladujoča prepričanja o smislu poučevanja inučenja, različnih načinih, ciljih in njihovem doseganju ves čas na kritičnem "prepihu". Zato je v šolah kot učečih se skupnostih potrebna dobra sodelovalna kultura in učinkovito strokovno vodenje. Da bi to delovalo, sta potrebni tudi decentralizacija in povečana avtonomija šol, kot nam je že pred več kot desetimi leti priporočala tudi komisija Organizacije za ekonomsko sodelovanje in razvoj (OECD)TEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaZveza društev pedagoških delavcev Slovenije