hrvatski

Učenik - istražitelj prošlosti: Novi smjerovi u nastavi povijesti

U prvom poglavlju raspravlja se o novim ciljevima nastave povijesti koja bi trebala biti utemeljena u tradiciji i upoznavanju vrijednosti vlastitog naroda. Autor analizira djelatnost Vijeća Europe i na njenoj osnovi obogaćuje našu nastavu. Razrađuje se komunikacija jezikom povijesne znanosti i naglašava se značaj povijesti u povezivanju predmeta. U drugom poglavlju opisuju se viši didaktički sustavi ( programirana i problemska nastava ) u kojima se mijenja uloga nastavnika. U eksperimentalnim istraživanjima autor je ustanovio da viši sustavi utječu na stvaranje generalnog faktora povijesnog znanja. U trećem poglavlju navode se primjeri iz autorove prakse i ističe se značenje razvoja metodoloških vještina učenika. Četvrto i peto poglavlje objašnjavaju kako valja učiti povijest u mlađim uzrastima i kako valja organizirati učenje lokalne povijesti. Šesto poglavlje definira standarde za hrvatsku povijest do XVIII stoljeća, a u sedmom poglavlju navode se rezultati eksperimenta koji dokazuju da se pomoću viših sustava i restrukturiranog gradiva postiže veća razina znanja i da se mjenjaju stavovi učenika.ABSTRACT In the past ten years, in Croatian democracy, the goal of history learning has not been adequately cocieved ; important didactic innovation has not been realised, nor was knowlwdgw 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 history. In the first chapter of the book, the athor debates new goals of education, particulary in history teaching. Today the authors return to Croatian tradition return to tradition and aim to use it as foundation for educational goals.. The realisation of education as regards democratic values is stressed as important philosophical and pedagogical problem, with particular importance attached to the necessity of structuring didactical values. The author pays a great deal of attention to the teaching of history in the "new" Europe specifically introducing the reader to the actions of the Council of Europe as regards history teaching. Informating the readers on the directions of history teaching in Europe, the author stresses the importance of history teaching in the promotion of democratic values and tolerance. The book further discusses the didactic problems in history teaching. The creation of didactic communication is a problem in contemporary history teaching today world-widw, and Croatia is no exception. The author proposes the creation of communication (in the language of contemporary science of history) with no coercion, through quality co-operation between the teacher and the students, with particular effort made to return the students into subjects, thaus helping them develop their intellectual abilities. The author stresses the importance of history in the creation of connection between curriculum subjects. The second chapter discusses higher didactic systems (programmed and problem teaching) developed through long years in teaching practice. Through such methods, the role of teacher itself changes. Instead of a near-exclusive speaker and judge, the teacher becomes advisor. Through didactic experiment using factor analysis, the shows that the experimental factor (higher didactic systems) can influence the creation of a general factor of history knowledge, in which all actegories of knowledge and intellectual abilities are in a higher correlation, due to the development of historical thought and comprehesion through perception process. In classic teaching such a factor is not created. 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 importanta didactic problems (exemplary teaching, planning, methods and forms) are also presented, allowing the teacher to moderise their work. Particular attention is paid to grading systems, quoting avaliable literature. The third chapter introduces the teacher to contemporary didactic solutions. The reader is first informed on the possibilities of connection between methods of history teaching and contemporary science of history methodology. Here author stresses the need to introduce new siciences 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. The readers can discover the examples used by the author in teaching practice. The fourth chapter discusses history teaching in an early age. General concept is introduced first, followed by doubts regarding early history learning, ppresented through literature. Today, the opinion that history teaching can begin in a very early age, with appropriate adaptations, is prevalent The fifth chapter is close to the fourth. The author explains the significance of local or ambiental history. In the sixth chapter, the author develops standards for Croatian history up until the 18th century. In the seventh chapter, the author explains historiographic and didactic meaning of the standards for Croatian history teaching in the second grade of secondary school. A didactic experiment has proven that the realisation of standards in programmed and problem teaching influences the creation of different students attitudes towards the subject, the teacher, self-evaluation, subject evaluation and teaching evaluation, whwn compared to traditional methods. Apart from attitude change, students from the experiment group achieved a significantlu higher level of knowlledge than the control group, in a shorter time. They also assessed the experimental hand-book with higher marks than control group students gave to the classic book.

novi ciljevi; didaktička komunikacija; programirana i problemska nastava; generalni faktor povijesnog znanja; rano doba; lokalna povijest; standardi; eksperiment

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