ROLE OF HOMEWORKS IN PUPIL'S LEARNING ACTIVITY AT HOME AND AT SCHOOL
Autor: | Klaučič, Nina |
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Přispěvatelé: | Kramar, Martin |
Jazyk: | slovinština |
Rok vydání: | 2012 |
Předmět: | |
Zdroj: | Maribor |
Popis: | Domače naloge niso le naloge. Kadar razmišljamo o njih, lahko vedno znova odpiramo nove teme in poglavja. Ne gre samo za področje didaktike, navezujejo se tudi na področja sociologije (vloga vrstnikov, staršev …), psihologije (preobremenjenost, učinkovitost …), medicine (vloga prostočasnih aktivnosti …). Od domačih nalog je odvisna tudi uspešnost učenčevega domačega dela, zato le-te predstavljajo odgovornost učenca. Šola spodbuja ali zavira učenčev razvoj, znotraj nje pa je učitelj tisti, ki kontrolira uresničevanje dogovorjenih načinov učinkovitega izvrševanja domačih nalog. Zato sem v teoretičnem delu diplomske naloge predstavila pomembnost in pravilen način posredovanja domačih nalog. Predvsem sem se osredotočila na funkcije, ki jih imajo domače naloge, njihovo učinkovitost in preobremenjenost z njimi ter kakšno vlogo imajo pri tem starši in socialno okolje, v katerem učenci živijo. Temeljnega pomena za učenčev uspeh je prav tako odnos, ki vlada med učitelji, učenci in starši. V empiričnem delu diplomskega dela sem žal ugotovila, da so v praksi domače naloge preredko posredovane in niso temeljito preverjene, učitelji ne uvajajo raznolikih oblik in tehnik domačega dela, naloge navadno niso diferencirane, niti individualizirane. Starši z otroki le redko komunicirajo o domačih nalogah, zaradi le-teh z njimi tudi ne preživljajo skupnega časa. Starši bi morali sodelovati z učenci in kazati interes za njihove šolske obveznosti, saj je le-to temeljnega pomena za ustvarjanje spodbudnega učnega okolja. Zadovoljujoče je dejstvo, da so učenci pri domačih nalogah notranje motivirani, ne rešujejo jih zaradi grožnje ali prisile učiteljev, ampak se zavedajo, da z njimi utrjujejo in nadgrajujejo svoje znanje. S pomočjo domačih nalog bi se morali učenci naučiti samostojnosti, odgovornosti, naučiti se učiti se. Z domačimi nalogami bi morali učenci vzpostaviti odnos med tem, kar se učijo v šoli, in svetom, v katerem živijo. Od učitelja pa je odvisno, ali bo to uveljavljal v pedagoški praksi. Homework is not just work. When thinking about it, we can always create new subjects and new chapters. This is not just the area of didactics, but also the area of sociology (the role of coevals and parents ...), psychology (overtaxing, efficiency ...) and medicine (free-time activities ...). Homework is pupil’s responsibility since efficient work at home depends upon it. School stimulates or obstructs pupil’s development and teacher is the key factor that supervises realization of arranged common and specific ways of efficient homework fulfilment. In theoretical part of my diploma paper I presented significance and the right way of presenting homework. Above all I focused on homework’s function, its efficiency and overloading, and on the role of parents and social environment in which pupils live. Relation between teachers, pupils and parents is also fundamental for pupil’s success. In empirical part of my diploma paper I discovered that homeworks in usage are too rarely presented and are not thoroughly checked. Teachers do not introduce different forms and techniques of homework, homeworks are usually not differential, not even individualised. Parents rarely talk to their children about homework and do not spend enough time with them. Parents should collaborate with pupils and show interest in their school obligations, since this is fundamental for creation of stimulative teaching environment. It is a satisfying fact that pupils are inner-motivated when writing their homework. They do not write homework because of teachers’ threats and restraint they realize that they consolidate and upgrade their knowledge. By writing homework pupils should learn how to be independent, responsible and how to learn properly pupils should re-establish relation between the school knowledge and the world they live in. It is up to the teacher if he/she will give effect to this in pedagogical work. |
Databáze: | OpenAIRE |
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