Učenik - istražitelj prošlosti: novi smjerovi u nastavi povijesti
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Croatian English |
| Veröffentlicht: |
Zagreb
Školska Knjiga
2005
|
| Ausgabe: | 2., izminjeno izd. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | 269 Seiten Illustrationen, graphische Darstellungen |
| ISBN: | 9530502311 |
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Datensatz im Suchindex
| _version_ | 1806961765471223808 |
|---|---|
| adam_text |
ZAKLJUČAK
Dosadašnja ideološka utemeljenost nastave povijesti (raznih orijentacija) sprečavala
je da se metodika nastave povijesti razvije kao znanstveni sustav te se nisu mogli ostvariti
važni zadaci povijesnog obrazovanja. Učenici se u takvoj nastavi nisu mogli uživjeti u
povijesni svijet svoje zajednice i pripremati se za budućnost na temelju vrijednosti stvorenih
u toj zajednici.
U ovoj se knjizi, uz prikaz svjetskih tendencija u nastavi povijesti, nude mnoga rješenja
koja su provjerena u nastavnoj praksi. Nastavi povijesti polazište više ne može biti „zdra-
vorazumski pristup" već to polazište valja utemeljiti u znanosti i usavršenom umijeću
nastavnika. Eksperimenti spomenuti u ovoj knjizi daju znanstveno obilježje metodici
nastave povijesti, ali uz znanstvenu sastavnicu svaka metodika sadrži važnu neznanstvenu
sastavnicu koja se vezuje za umijeće nastavnika. Bez nastavnikova stvaralačkog čina svakoj
didaktičkoj inovaciji prijeti opasnost od neuspjeha. Nastavnicima sadržaj ove knjige treba
poslužiti za selektivno obogaćivanje vlastita rada. Osim toga, praktičari se upućuju na
važnu literaturu bez koje se ne može unaprijediti nastava.
Skromna svrha ove knjige je edukacija edukatora, a iz sadržaja je vidljivo da je ta
edukacija vrlo zamršena. Nadam se da će naši praktičari, uza sve nedostatke ove knjige,
dobiti inspiraciju u traženju putova ostvarenja ciljeva nastave povijesti, oslanjajući se na
našu bogatu tradiciju i usmjeravajući učenike prema budućnosti.
SUMMARY
In the past ten years, in Croatian democracy, the goal of history learning has not been
adequately conceived; important didactic innovation has not been realised, nor was
knowkledge of history structured according to the demands of contemporary science of
history. The author tackles these problems in the hope to improve the teaching of his¬
tory.
In the first chapter of the book, the author debates new goals of education, particularly
in history teaching. Continuing the line started in the 30's by Croatian pedagogue Mr. S.
Matičević,
after whom the development of Croatian pedagogical thought has been forcibly
cut, the authors return to Croatian tradition and aim to use it as foundation for educational
goals. Together with the return to tradition, the necessity of turning once again towards
the principle of "Knowing one's self" is stressed, together with the development of
responsibility in youth. The return to tradition and self-awareness is thus necessary in
order for one to realise "to which given axes one can lean in order to take new and hitherto
unseen daring steps towards higher humanity" (T.
Sagi Bunić).
Today the realisation of
education as regards democratic values is stressed as an important philosophical and
pedagogical problem, with particular importance attached to the necessity of structuring
the didactics of values.
The author pays a great deal of attention to the teaching of history in the "new" Eu¬
rope, specifically introducing the reader to the actions of the Council of Europe as re-
242
gards history teaching. Informing the readers on the directions of history teaching in
Europe, the author stresses the importance of history teaching in the promotion of demo¬
cratic values and tolerance, as well as providing the Recommendation No.
1283
on his¬
tory and teaching of history in Europe in full.
The book further discusses the didactic problems in history teaching. It is stressed that
in Croatia today the methods of history teaching is structured as a synthetic science of
interdisciplinary importance, with contemporary science of history as its primary substance,
with necessary contacts with other sciences necessary in the educational process. How¬
ever, the methods also include the skill of the teacher, which can hardly be defined on a
scientific basis. The creation of didactic communication is a problem in contemporary
history teaching today world-wide, and Croatia is no exception. The author proposes the
creation of communication with no coercion, through quality co-operation between the
teacher and the students, with particular effort made to turn the students into subjects,
thus helping them develop their intellectual abilities. The author stresses the importance
of history in the creation of connection between curriculum subjects, quoting here im¬
portant opinions from other authors.
The second chapter discusses higher didactic systems (programmed and problem
teaching) developed through long years in teaching practice. Commenting didactic and
psychology problems, the author warns that the 20th century has seen a number of di¬
dactic theories, but teaching problems remain too complex to explain through one theory
alone, but rather need to be looked through a number of different theories, in which
common elements can be found. Not even the effects of humanistic education spurred
by psychologists have so far been proven in practice, which does not mean that the pre¬
cepts of humanistic psychologists need not be taken into account. The choice of the
practical teacher, who needs to be a person of quality, will definitely lean towards diver¬
sity. Creators of history teaching programmes, as well as the teachers themselves, need
to choose and didactically work through diverse history materials which must on no ac¬
count be based exclusively on dry sketches of political history. Furthermore, together with
material restructuring, planning of didactical systems is also necessary, allowing the stu¬
dents to really become teaching subjects, through working on the materials offered them¬
selves, and having the pleasure to control the success of their work themselves. Through
such methods, the role of the teacher itself changes. Instead of a near-exclusive speaker
and judge, the teacher becomes advisor, with all the respect, direction, and incitement-
provider elements such a position entails, finally providing a just and justified assessment
of the final success to mutual satisfaction.
The author discusses the perception of die past as a process, and the result of such a
process. Psychology can help us in improving the development of cognitive function in
teaching, but die usage of instruments offered by this sciences depends on "dynamic inter-
human relations with which the teacher becomes involved in practice, which depends
on the decision of die teacher as educator, and not just psychology" (J.
Marinković).
The
process of perception mostly happens in teaching, impossible to conceive without phi¬
losophy. Philosophy appears in die teaching through the definition of its goals, aims and
methods (J.
Marinković).
The philosophical point of view influences the choice of ach¬
ing contents, but also of the principles according to which the contents are presented.
Teaching methods, no matter how much they rely on psychology, need to be gno-
243
seologically founded as well. Thus, perception as a process happening within teaching
becomes highly complex, due to the dynamic inter-personal relations in which commu¬
nication is developed. It has a psychological foundation, but also includes important
philosophical components and, finally, the creative act of teachers and students happen¬
ing in the ethical habitus. The entirety of the process is thus almost impossible to follow
scientifically. The author, through consulting rich literature, aims to explain the key con¬
cepts: historical thought (determined by the science of history, not by psychology), and
historical knowledge (the result of the perception). Thus, through didactic experiment
using factor-analysis, the author shows that the experimental factor (higher didactic sys¬
tems) can influence the creation of a general knowledge of history, in which all catego¬
ries of knowledge and intellectual abilities (according to Bloom's classification) are in a
higher correlation, due to the development of historical thought and comprehension
through perception process. In classic teaching such a factor is not created. Discussing
didactic problems, the author stresses the necessity to develop the ability to abstract and
create concepts representing the thought on the essence of the subject. Thus history teach¬
ing can create communication in the language of contemporary science of history.
The book represents higher didactic systems: programmed and problem teaching. The
genesis of the systems is explained, as well as the possibilities of usage of the systems in
history teaching. Examples are quoted previously used in teaching practice. Apart from
higher didactic systems, other important didactic problems (exemplary teaching, plan¬
ning, methods and forms) are also presented, allowing the teachers to modernise their
work. Particular attention is paid to grading systems, quoting available literature.
The third chapter introduces the teacher to contemporary didactic solutions. The reader
is first informed on the possibilities of connection between the methods of history teach¬
ing and contemporary science of history methodology. Here the author stresses the need
to introduce new sciences which will help the students better understand the behaviour
of people in the past (psychohistory, sociology etc.). Thus the students will develop
methodological abilities important for the acquisition of the subject. At the same time,
history teaching needs to include five areas of human activities: social sphere, political
sphere, science and technology, economy, and culture (philosophy-religion-aesthetics),
lhe
reader can further discover new American standards in history teaching in great detail,
thus seeing a good example of innovation. The author stresses the need to research the
strength of the narrative structure and conservatism in Croatian history teaching. Accord¬
ing to the author, the narrative structure, in which the student is mostly reduced to the
state of object, is persistently maintained since the old Austro-Hungarian education sys¬
tem up until today. Narrative history (which must, of course, not be completely excluded
from the teaching process), needs to finally be combined with student research, The book
provides information on history textbooks and methodology of textbook analysis, using
international experiences.
The readers can discover the examples used by the author in teaching practice. The
examples explain the psychoanalytical and sociological approach in an interesting man¬
ner. Describing the examples explaining spatial orientation and chronology study, the
author acknowledges the precepts of the classic history teaching, but also offers numer¬
ous solutions based on higher didactic systems. Examples of source study, some of which
have not been used in methodics, are also explained on the basis of higher didactic sys-
244
terns. Similarly, the usage of literature and art in history teaching is recommended with
full acknowledgement of traditional methods but also new literature. The author proposes
history teaching to be connected with religious education, thus allowing the students to
find out more about the values in other religions and learn about ecumenical possibili¬
ties. Finally, the author notices that self-guided student research includes the danger of
creating a piecemeal situation, while Croatian education is founded on systematic approach
to knowledge. To prevent this, examples of
systématisation
from teaching practice are
quoted.
The fourth chapter discusses history teaching in an early age. General concept is in¬
troduced first, followed by doubts regarding early history learning, presented through
(mostly American) literature. Today, the opinion that history teaching can begin at a very
early age, with appropriate adaptations, is prevalent. However, the author refers to the
problem of history learning at age
9-Ю.
This is the age when formal operations are only
emerging, but students learn subject-matter distant both space and time-wise (ancient
history). This should be replaced, as is the case in other countries, by teaching local his¬
tory. In order to strengthen the readers' perception of the problem, the author introduces
American standards for early history learning. Furthermore, a number of practice-based
examples are offered.
The fifth chapter is close to the fourth. Starting from
Matičeviďs
words, the author
explains the significance of local or ambient history. Within the new approach, the teacher
will try to avoid pre-defining this subject matter as far as teaching procedure is concerned.
Aiming to connect the teaching with the students' context and circumstances, their abili¬
ties, characteristics and problems which surround them, the teacher will try to educate
the students not only in orientation in their environment, with the goal of improving the
students' self-reliance, but also to introduce them to the concept of active participation
in the creation of the environment, facilitating for the students the process of self-organi¬
sation, experienced learning. In a modern concept, the so-called "open programme", with
the foundation not in the systemised knowledge complex drawing from different sub¬
ject-matters treated as separate "subject", but rather in a detailed, in-depth analysis, thinking
and understanding the contents of the environment in which
tlie
students are growing,
as well as the conditions necessary to accept and fulfil the students' development and
actual needs, interests and rights. The teacher thus needs only to sketch out
tlie
elements
of connection in the context of one theme drawn from the environment and living con¬
text of the students, in order to facilitate the process of experience self-organisation in
the students.
In the sixth chapter,
tlie
author develops standards for Croatian history up until the
Іб"1
centuiy, in the following manner:
PERIOD I. Croatians and the world up until
1102.
Defining student knowledge
STANDARD
1
Methodology basis for the understanding of early Croatian history
STANDARD
2
Ethnogenesis of Croiitians in the Illyric
245
STANDARD
3
Social and cultural
development of Croatia up until
1102
ЗА
Characteristics of Croatian Medieval state and its organisation
3B Croatian society after the arrival
3C Cultural achievements in the ancient Croatian state
PERIOD
Π
Croatian history
1102-1526
Defining student knowledge
STANDARD
1
Croatian political and popular space
STANDARD
2
Directions of social development in Croatian lands from 12th to
Іб"1
centuries
STANDARD
3
Croatian society and culture from the 12th century to the Turkish
invasion
ЗА
Composition of society, religion and psychological behaviour
3B Cultural achievements and assessment of Croatian Middle Ages
PERIOD
ІП
Croatia in the early New Ages (16th and 17th centuries)
Defining student knowledge
STANDARD
1
Croatian space and communication in
16*
and 17th centuries
STANDARD
2
Croatian society in the times of foreign rale
STANDARD
3
Croatian culture in
16*
and 17th centuries
PERIOD
W
Croatia in 18th century
Defining student knowledge
STANDARD
1
Croatian space and communication in the 18th century
STANDARD
2
Croatian economy and society in the 18th century
STANDARD
3
Bosnia and
Hercegovina
under the Ottoman rule
STANDARD
4
Croatian culture in the 18th century
Apart from defining student knowledge, the standards determine what the students
need to understand, and propose examples of student achievements. Subject-matter struc¬
tured according to the standards has been used in a didactic experiment by the author.
In the seventh chapter, the author explains
historiographie
and didactic meaning of
the standards for Croatian history teaching up until the end of the
16*
century in the second
246
grade
of secondary school. A didactic experiment has proven that the realisation of stand¬
ards in programmed and problem teaching influences the creation of different student
attitudes towards the subject, the teacher, self-evaluation, subject evaluation and teach¬
ing evaluation, when compared to traditional methods. Apart from attitude change, stu¬
dents from the experiment group achieved a significantly higher level of knowledge than
the control group students, in a shorter time. They also assessed the experimental hand¬
book with higher marks than control group students gave to the classic textbook.
The author concludes that the book's modest purpose is a complex matter of educating
the educators, and hopes that teachers in practice will be inspired in the search for ways
to realise history teaching goals by leaning on the rich Croatian tradition and directing
their students towards the future.
247
Sadržaj
PREDGOVOR
.1
UVOD
.4
I. SUVREMENA NASTAVA POVIJESTI
.11
1.1.
Ciljevi nastave povijesti u demokratskoj Hrvatskoj
.11
1.2.
Učenje povijesti u „novoj" Europi
.14
1.3.
Didaktička problematika nastave povijesti
.23
II.
VIŠI DIDAKTIČKI SUSTAVI U NASTAVI POVIJESTI
.27
2.1.
Didaktički i psihologijski problemi
.27
2.2.
Spoznaja prošlosti i značenje pojmova u nastavi povijesti
.31
2.3.
Didaktički sustavi
.38
2.4.
Načelo egzemplarnosti u nastavi povijesti
.51
2.5.
Planiranje
.52
2.6.
Metode i oblici u nastavi povijesti
.56
2.7.
Ocjenjivanje u nastavi povijesti
.60
III. SUVREMENA DIDAKTIČKA RJEŠENJA
.64
3.1.
Susret metodike nastave povijesti sa suvremenom metodologijom povijesne
znanosti
.64
3.2.
Američki standardi za učenje povijesti kao primjer inovacije
.67
3.3.
Od narativne strukture prema
učeníkovu
istraživanju
.75
3.4.
Suvremeni udžbenik povijesti
.77
3.5.
Primjeri iz nastavne prakse
.79
3.6.
Povezanost nastave povijesti
s
vjerskim odgojem
.148
3.7.
Primjer usporedne povijesno-društvene analize: od Kvarnerskog primorja preko
Dalmatinske zagore do Slavonije
.
152
IV.
UČENJE POVIJESTI U MLAĐOJ DOBI
.162
4.1.
Problemi učenja povijesti u mladoj dobi
.162
4.2.
Kako realizirati učenje povijesti u mladoj dobi?
.171
V.
ZAVIČAJNA POVIJEST ILI AMBIJENTALNI PRISTUP
.178
5.1.
Zastoje za učenike važna zavičajna povijest?
.178
52.
Primjeri iz prakse
.
179
VI.
STANDARDI ZA HRVATSKU POVIJEST DO
18.
STOUEČA
.192
VII.
EKSPERIMENT U NASTAVI POVIJESTI
.
219
7.1.
Didaktički eksperiment u drugom razredu gimnazije
(ispitivanje standarda za hrvatsku povijest do
16.
stoljeća
u programirano-problemskoj nastavi)
.
219
7-2.
Interpretacija rezultata i zaključak
.
230
269
PRILOG
1.232
PRILOG
2.233
PRILOG
3.241
ZAKUUČAK
.242
SUMMARY
.242
LITERATURA
.248
KAZALO IMENA
.259
KAZALO POJMOVA
.263 |
| adam_txt |
ZAKLJUČAK
Dosadašnja ideološka utemeljenost nastave povijesti (raznih orijentacija) sprečavala
je da se metodika nastave povijesti razvije kao znanstveni sustav te se nisu mogli ostvariti
važni zadaci povijesnog obrazovanja. Učenici se u takvoj nastavi nisu mogli uživjeti u
povijesni svijet svoje zajednice i pripremati se za budućnost na temelju vrijednosti stvorenih
u toj zajednici.
U ovoj se knjizi, uz prikaz svjetskih tendencija u nastavi povijesti, nude mnoga rješenja
koja su provjerena u nastavnoj praksi. Nastavi povijesti polazište više ne može biti „zdra-
vorazumski pristup" već to polazište valja utemeljiti u znanosti i usavršenom umijeću
nastavnika. Eksperimenti spomenuti u ovoj knjizi daju znanstveno obilježje metodici
nastave povijesti, ali uz znanstvenu sastavnicu svaka metodika sadrži važnu neznanstvenu
sastavnicu koja se vezuje za umijeće nastavnika. Bez nastavnikova stvaralačkog čina svakoj
didaktičkoj inovaciji prijeti opasnost od neuspjeha. Nastavnicima sadržaj ove knjige treba
poslužiti za selektivno obogaćivanje vlastita rada. Osim toga, praktičari se upućuju na
važnu literaturu bez koje se ne može unaprijediti nastava.
Skromna svrha ove knjige je edukacija edukatora, a iz sadržaja je vidljivo da je ta
edukacija vrlo zamršena. Nadam se da će naši praktičari, uza sve nedostatke ove knjige,
dobiti inspiraciju u traženju putova ostvarenja ciljeva nastave povijesti, oslanjajući se na
našu bogatu tradiciju i usmjeravajući učenike prema budućnosti.
SUMMARY
In the past ten years, in Croatian democracy, the goal of history learning has not been
adequately conceived; important didactic innovation has not been realised, nor was
knowkledge of history structured according to the demands of contemporary science of
history. The author tackles these problems in the hope to improve the teaching of his¬
tory.
In the first chapter of the book, the author debates new goals of education, particularly
in history teaching. Continuing the line started in the 30's by Croatian pedagogue Mr. S.
Matičević,
after whom the development of Croatian pedagogical thought has been forcibly
cut, the authors return to Croatian tradition and aim to use it as foundation for educational
goals. Together with the return to tradition, the necessity of turning once again towards
the principle of "Knowing one's self" is stressed, together with the development of
responsibility in youth. The return to tradition and self-awareness is thus necessary in
order for one to realise "to which given axes one can lean in order to take new and hitherto
unseen daring steps towards higher humanity" (T.
Sagi Bunić).
Today the realisation of
education as regards democratic values is stressed as an important philosophical and
pedagogical problem, with particular importance attached to the necessity of structuring
the didactics of values.
The author pays a great deal of attention to the teaching of history in the "new" Eu¬
rope, specifically introducing the reader to the actions of the Council of Europe as re-
242
gards history teaching. Informing the readers on the directions of history teaching in
Europe, the author stresses the importance of history teaching in the promotion of demo¬
cratic values and tolerance, as well as providing the Recommendation No.
1283
on his¬
tory and teaching of history in Europe in full.
The book further discusses the didactic problems in history teaching. It is stressed that
in Croatia today the methods of history teaching is structured as a synthetic science of
interdisciplinary importance, with contemporary science of history as its primary substance,
with necessary contacts with other sciences necessary in the educational process. How¬
ever, the methods also include the skill of the teacher, which can hardly be defined on a
scientific basis. The creation of didactic communication is a problem in contemporary
history teaching today world-wide, and Croatia is no exception. The author proposes the
creation of communication with no coercion, through quality co-operation between the
teacher and the students, with particular effort made to turn the students into subjects,
thus helping them develop their intellectual abilities. The author stresses the importance
of history in the creation of connection between curriculum subjects, quoting here im¬
portant opinions from other authors.
The second chapter discusses higher didactic systems (programmed and problem
teaching) developed through long years in teaching practice. Commenting didactic and
psychology problems, the author warns that the 20th century has seen a number of di¬
dactic theories, but teaching problems remain too complex to explain through one theory
alone, but rather need to be looked through a number of different theories, in which
common elements can be found. Not even the effects of humanistic education spurred
by psychologists have so far been proven in practice, which does not mean that the pre¬
cepts of humanistic psychologists need not be taken into account. The choice of the
practical teacher, who needs to be a person of quality, will definitely lean towards diver¬
sity. Creators of history teaching programmes, as well as the teachers themselves, need
to choose and didactically work through diverse history materials which must on no ac¬
count be based exclusively on dry sketches of political history. Furthermore, together with
material restructuring, planning of didactical systems is also necessary, allowing the stu¬
dents to really become teaching subjects, through working on the materials offered them¬
selves, and having the pleasure to control the success of their work themselves. Through
such methods, the role of the teacher itself changes. Instead of a near-exclusive speaker
and judge, the teacher becomes advisor, with all the respect, direction, and incitement-
provider elements such a position entails, finally providing a just and justified assessment
of the final success to mutual satisfaction.
The author discusses the perception of die past as a process, and the result of such a
process. Psychology can help us in improving the development of cognitive function in
teaching, but die usage of instruments offered by this sciences depends on "dynamic inter-
human relations with which the teacher becomes involved in practice, which depends
on the decision of die teacher as educator, and not just psychology" (J.
Marinković).
The
process of perception mostly happens in teaching, impossible to conceive without phi¬
losophy. Philosophy appears in die teaching through the definition of its goals, aims and
methods (J.
Marinković).
The philosophical point of view influences the choice of ach¬
ing contents, but also of the principles according to which the contents are presented.
Teaching methods, no matter how much they rely on psychology, need to be gno-
243
seologically founded as well. Thus, perception as a process happening within teaching
becomes highly complex, due to the dynamic inter-personal relations in which commu¬
nication is developed. It has a psychological foundation, but also includes important
philosophical components and, finally, the creative act of teachers and students happen¬
ing in the ethical habitus. The entirety of the process is thus almost impossible to follow
scientifically. The author, through consulting rich literature, aims to explain the key con¬
cepts: historical thought (determined by the science of history, not by psychology), and
historical knowledge (the result of the perception). Thus, through didactic experiment
using factor-analysis, the author shows that the experimental factor (higher didactic sys¬
tems) can influence the creation of a general knowledge of history, in which all catego¬
ries of knowledge and intellectual abilities (according to Bloom's classification) are in a
higher correlation, due to the development of historical thought and comprehension
through perception process. In classic teaching such a factor is not created. Discussing
didactic problems, the author stresses the necessity to develop the ability to abstract and
create concepts representing the thought on the essence of the subject. Thus history teach¬
ing can create communication in the language of contemporary science of history.
The book represents higher didactic systems: programmed and problem teaching. The
genesis of the systems is explained, as well as the possibilities of usage of the systems in
history teaching. Examples are quoted previously used in teaching practice. Apart from
higher didactic systems, other important didactic problems (exemplary teaching, plan¬
ning, methods and forms) are also presented, allowing the teachers to modernise their
work. Particular attention is paid to grading systems, quoting available literature.
The third chapter introduces the teacher to contemporary didactic solutions. The reader
is first informed on the possibilities of connection between the methods of history teach¬
ing and contemporary science of history methodology. Here the author stresses the need
to introduce new sciences which will help the students better understand the behaviour
of people in the past (psychohistory, sociology etc.). Thus the students will develop
methodological abilities important for the acquisition of the subject. At the same time,
history teaching needs to include five areas of human activities: social sphere, political
sphere, science and technology, economy, and culture (philosophy-religion-aesthetics),
lhe
reader can further discover new American standards in history teaching in great detail,
thus seeing a good example of innovation. The author stresses the need to research the
strength of the narrative structure and conservatism in Croatian history teaching. Accord¬
ing to the author, the narrative structure, in which the student is mostly reduced to the
state of object, is persistently maintained since the old Austro-Hungarian education sys¬
tem up until today. Narrative history (which must, of course, not be completely excluded
from the teaching process), needs to finally be combined with student research, The book
provides information on history textbooks and methodology of textbook analysis, using
international experiences.
The readers can discover the examples used by the author in teaching practice. The
examples explain the psychoanalytical and sociological approach in an interesting man¬
ner. Describing the examples explaining spatial orientation and chronology study, the
author acknowledges the precepts of the classic history teaching, but also offers numer¬
ous solutions based on higher didactic systems. Examples of source study, some of which
have not been used in methodics, are also explained on the basis of higher didactic sys-
244
terns. Similarly, the usage of literature and art in history teaching is recommended with
full acknowledgement of traditional methods but also new literature. The author proposes
history teaching to be connected with religious education, thus allowing the students to
find out more about the values in other religions and learn about ecumenical possibili¬
ties. Finally, the author notices that self-guided student research includes the danger of
creating a piecemeal situation, while Croatian education is founded on systematic approach
to knowledge. To prevent this, examples of
systématisation
from teaching practice are
quoted.
The fourth chapter discusses history teaching in an early age. General concept is in¬
troduced first, followed by doubts regarding early history learning, presented through
(mostly American) literature. Today, the opinion that history teaching can begin at a very
early age, with appropriate adaptations, is prevalent. However, the author refers to the
problem of history learning at age
9-Ю.
This is the age when formal operations are only
emerging, but students learn subject-matter distant both space and time-wise (ancient
history). This should be replaced, as is the case in other countries, by teaching local his¬
tory. In order to strengthen the readers' perception of the problem, the author introduces
American standards for early history learning. Furthermore, a number of practice-based
examples are offered.
The fifth chapter is close to the fourth. Starting from
Matičeviďs
words, the author
explains the significance of local or ambient history. Within the new approach, the teacher
will try to avoid pre-defining this subject matter as far as teaching procedure is concerned.
Aiming to connect the teaching with the students' context and circumstances, their abili¬
ties, characteristics and problems which surround them, the teacher will try to educate
the students not only in orientation in their environment, with the goal of improving the
students' self-reliance, but also to introduce them to the concept of active participation
in the creation of the environment, facilitating for the students the process of self-organi¬
sation, experienced learning. In a modern concept, the so-called "open programme", with
the foundation not in the systemised knowledge complex drawing from different sub¬
ject-matters treated as separate "subject", but rather in a detailed, in-depth analysis, thinking
and understanding the contents of the environment in which
tlie
students are growing,
as well as the conditions necessary to accept and fulfil the students' development and
actual needs, interests and rights. The teacher thus needs only to sketch out
tlie
elements
of connection in the context of one theme drawn from the environment and living con¬
text of the students, in order to facilitate the process of experience self-organisation in
the students.
In the sixth chapter,
tlie
author develops standards for Croatian history up until the
Іб"1
centuiy, in the following manner:
PERIOD I. Croatians and the world up until
1102.
Defining student knowledge
STANDARD
1
Methodology basis for the understanding of early Croatian history
STANDARD
2
Ethnogenesis of Croiitians in the Illyric
245
STANDARD
3
Social and cultural
development of Croatia up until
1102
ЗА
Characteristics of Croatian Medieval state and its organisation
3B Croatian society after the arrival
3C Cultural achievements in the ancient Croatian state
PERIOD
Π
Croatian history
1102-1526
Defining student knowledge
STANDARD
1
Croatian political and popular space
STANDARD
2
Directions of social development in Croatian lands from 12th to
Іб"1
centuries
STANDARD
3
Croatian society and culture from the 12th century to the Turkish
invasion
ЗА
Composition of society, religion and psychological behaviour
3B Cultural achievements and assessment of Croatian Middle Ages
PERIOD
ІП
Croatia in the early New Ages (16th and 17th centuries)
Defining student knowledge
STANDARD
1
Croatian space and communication in
16*
and 17th centuries
STANDARD
2
Croatian society in the times of foreign rale
STANDARD
3
Croatian culture in
16*
and 17th centuries
PERIOD
W
Croatia in 18th century
Defining student knowledge
STANDARD
1
Croatian space and communication in the 18th century
STANDARD
2
Croatian economy and society in the 18th century
STANDARD
3
Bosnia and
Hercegovina
under the Ottoman rule
STANDARD
4
Croatian culture in the 18th century
Apart from defining student knowledge, the standards determine what the students
need to understand, and propose examples of student achievements. Subject-matter struc¬
tured according to the standards has been used in a didactic experiment by the author.
In the seventh chapter, the author explains
historiographie
and didactic meaning of
the standards for Croatian history teaching up until the end of the
16*
century in the second
246
grade
of secondary school. A didactic experiment has proven that the realisation of stand¬
ards in programmed and problem teaching influences the creation of different student
attitudes towards the subject, the teacher, self-evaluation, subject evaluation and teach¬
ing evaluation, when compared to traditional methods. Apart from attitude change, stu¬
dents from the experiment group achieved a significantly higher level of knowledge than
the control group students, in a shorter time. They also assessed the experimental hand¬
book with higher marks than control group students gave to the classic textbook.
The author concludes that the book's modest purpose is a complex matter of educating
the educators, and hopes that teachers in practice will be inspired in the search for ways
to realise history teaching goals by leaning on the rich Croatian tradition and directing
their students towards the future.
247
Sadržaj
PREDGOVOR
.1
UVOD
.4
I. SUVREMENA NASTAVA POVIJESTI
.11
1.1.
Ciljevi nastave povijesti u demokratskoj Hrvatskoj
.11
1.2.
Učenje povijesti u „novoj" Europi
.14
1.3.
Didaktička problematika nastave povijesti
.23
II.
VIŠI DIDAKTIČKI SUSTAVI U NASTAVI POVIJESTI
.27
2.1.
Didaktički i psihologijski problemi
.27
2.2.
Spoznaja prošlosti i značenje pojmova u nastavi povijesti
.31
2.3.
Didaktički sustavi
.38
2.4.
Načelo egzemplarnosti u nastavi povijesti
.51
2.5.
Planiranje
.52
2.6.
Metode i oblici u nastavi povijesti
.56
2.7.
Ocjenjivanje u nastavi povijesti
.60
III. SUVREMENA DIDAKTIČKA RJEŠENJA
.64
3.1.
Susret metodike nastave povijesti sa suvremenom metodologijom povijesne
znanosti
.64
3.2.
Američki standardi za učenje povijesti kao primjer inovacije
.67
3.3.
Od narativne strukture prema
učeníkovu
istraživanju
.75
3.4.
Suvremeni udžbenik povijesti
.77
3.5.
Primjeri iz nastavne prakse
.79
3.6.
Povezanost nastave povijesti
s
vjerskim odgojem
.148
3.7.
Primjer usporedne povijesno-društvene analize: od Kvarnerskog primorja preko
Dalmatinske zagore do Slavonije
.
152
IV.
UČENJE POVIJESTI U MLAĐOJ DOBI
.162
4.1.
Problemi učenja povijesti u mladoj dobi
.162
4.2.
Kako realizirati učenje povijesti u mladoj dobi?
.171
V.
ZAVIČAJNA POVIJEST ILI AMBIJENTALNI PRISTUP
.178
5.1.
Zastoje za učenike važna zavičajna povijest?
.178
52.
Primjeri iz prakse
.
179
VI.
STANDARDI ZA HRVATSKU POVIJEST DO
18.
STOUEČA
.192
VII.
EKSPERIMENT U NASTAVI POVIJESTI
.
219
7.1.
Didaktički eksperiment u drugom razredu gimnazije
(ispitivanje standarda za hrvatsku povijest do
16.
stoljeća
u programirano-problemskoj nastavi)
.
219
7-2.
Interpretacija rezultata i zaključak
.
230
269
PRILOG
1.232
PRILOG
2.233
PRILOG
3.241
ZAKUUČAK
.242
SUMMARY
.242
LITERATURA
.248
KAZALO IMENA
.259
KAZALO POJMOVA
.263 |
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| author | Rendić Miočević, Ivo 1935- |
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| geographic | Kroatien (DE-588)4073841-3 gnd |
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| id | DE-604.BV023217208 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:14:33Z |
| indexdate | 2024-08-10T01:23:45Z |
| institution | BVB |
| isbn | 9530502311 |
| language | Croatian English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016403170 |
| oclc_num | 237237360 |
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| physical | 269 Seiten Illustrationen, graphische Darstellungen |
| publishDate | 2005 |
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| spelling | Rendić Miočević, Ivo 1935- Verfasser (DE-588)104681737X aut Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti Ivo Rendić Miočević 2., izminjeno izd. Zagreb Školska Knjiga 2005 269 Seiten Illustrationen, graphische Darstellungen txt rdacontent n rdamedia nc rdacarrier Text kroatisch mit Zusammenfassung in englischer Sprache Innovation (DE-588)4027089-0 gnd rswk-swf Geschichtsunterricht (DE-588)4020533-2 gnd rswk-swf Kroatien (DE-588)4073841-3 gnd rswk-swf Kroatien (DE-588)4073841-3 g Geschichtsunterricht (DE-588)4020533-2 s Innovation (DE-588)4027089-0 s DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016403170&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016403170&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Rendić Miočević, Ivo 1935- Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti Innovation (DE-588)4027089-0 gnd Geschichtsunterricht (DE-588)4020533-2 gnd |
| subject_GND | (DE-588)4027089-0 (DE-588)4020533-2 (DE-588)4073841-3 |
| title | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti |
| title_auth | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti |
| title_exact_search | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti |
| title_exact_search_txtP | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti |
| title_full | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti Ivo Rendić Miočević |
| title_fullStr | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti Ivo Rendić Miočević |
| title_full_unstemmed | Učenik - istražitelj prošlosti novi smjerovi u nastavi povijesti Ivo Rendić Miočević |
| title_short | Učenik - istražitelj prošlosti |
| title_sort | ucenik istrazitelj proslosti novi smjerovi u nastavi povijesti |
| title_sub | novi smjerovi u nastavi povijesti |
| topic | Innovation (DE-588)4027089-0 gnd Geschichtsunterricht (DE-588)4020533-2 gnd |
| topic_facet | Innovation Geschichtsunterricht Kroatien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016403170&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016403170&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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