engleski

Towards Didactic Teaching Method for the Net Generation

The current learning environment and communication media are fundamentally different from when the aforementioned class-subject-hour didactic system was established (in the middle of the 17th century). In recent centuries, serious criticism has been aimed at this didactic system by a large number of authors (Pestalozzi, Rousseau, Tolstoy, Dewey, Montessori, Steiner, Freinet, Petersen, Bruner, Hentig, Glasser, Gardner). These critics of the class-subject-lesson system have suggested (and still suggest) improvements or more radical changes in the organisation of teaching and learning in primary and secondary education. This author considers that didactic theories established in the 20th century require radical didactic changes in classrooms and in other places where learning is organised. Special regard is given to the representation and analysis of curriculum theories, constructivist theories, and the theory of multiple intelligences. The findings of educational neuroscience are also taken into account, as are the opportunities for didactical change related to these findings. The results of the author’s latest research show that the current generation of teenagers willingly participate in didactic scenarios where they are asked to engage in different activities other than just sitting, listening and watching. They also readily participate in didactic scenarios organised outside the classic classrooms arranged for lecture-based teaching. The author believes that it is now more appropriate to think of didactics as a theory of teaching and lifelong learning. This sort of didactics should be concerned not only with the principles of education and teaching at school, but also with the period when students are not participating in school activities. The key ideas are summarised in several didactic axioms: it is impossible not to learn ; every experience in life or at school is an opportunity to learn ; the classroom is not the only place where interesting teaching and learning activities of high didactic quality can be organised ; there is no student who does not like to learn ; students do not like to be forced to participate in didactic scenarios where they are not active ; school grades are not the only way to encourage students to study ; students expect frequent changes in the teaching media, in the learning location, and in strategies.

didactics, class-subject system, didactic theories, didactic axioms, learning theories

nije evidentirano