Proces i efekti problemski orijentisanog intelektualnog vaspitanja

Abstract

Istraživanja procesa rešavanja problema, teorijsko zasnivanje i iskustva realizacije problemske nastave ukazuju na velike mogućnosti koje pruža problemski orijentisano obrazovanje, u okviru celine procesa intelektualnog vaspitanja. Pojedine karakteristike problemske nastave ukazuju na prisustvo značajno višeg nivoa misaone aktivnosti učenika u ovom modelu nastave, što sam model nastave čini efikasnim načinom realizacije osnovnih ciljeva i zadataka intelektualnog vaspitanja. Misaone aktivnosti učenika odvijaju se primenom različitih pristupa i postupaka rešavanja problema, kao i upražnjavanjem širokog spektra misaonih operacija, kao što su analiza, upoređivanje, zaključivanje i drugi. Nerazdvojni deo postupka rešavanja bilo kog problemskog zadatka u nastavi jesu i složene aktivnosti otkrivanja, odnosno učenja putem otkrića. Svako samostalno otkriće učenika u problemskoj nastavi savladavanjem konstituisane kognitivne prepreke ima višestruki značaj u procesu intelektualnog vaspitanja, koji se ogleda u unapređenju određenih kognitivnih svojstava, ali i razvoju intrinzičke motivacije kod učenika i kompetitivnosti. Ishodi problemske nastave ogledaju se u značajnom unapređivanju kompetencija otkrivačkog i istraživačkog mišljenja, što je jedna od ključnih karakteristika intelektualnog vaspitanja zasnovanog na problemski orijentisanom obrazovanju i problemskoj nastavi.

Research of the process of solving problems, theoretical basis and experience of the realization of problem teaching, point at the great possibilities which problem oriented education offers, within the whole process of intellectual pedagogical work. Some characteristics of problem teaching point at the existence of significantly higher level of thoughtful activity of students in this model of teaching, and this makes the model of teaching more efficient ways of realization basic aims and tasks of intellectual pedagogical work. Thoughtful activities of students occur applying different approaches and ways of soling problems, as well as applying a wide scope of thoughtful operations, such as analysis, comparison, concluding and others. Inseparable part of soling any problem task in teaching is complex activities of revealing, i.e. learning by discovering. Each individual relation of students in problem teaching, overcoming continuous cognitive obstacle has a many-folded importance in the process of intellectual pedagogical work, which is determined in improving certain cognitive factors, and intrinsic motivation of students and their competencies. Outcomes of problem teaching are reflected in significant improving of competencies of revelation and research thinking and this is one of the key characteristics of intellectual pedagogical work based on problem oriented educational and problem teaching.