Raznovrsnost nastavnih metoda u našim školama

Abstract

Budući da su nastavne metode i odnos prema njima u načelu zasnovane na određenom shvatanju obrazovanja i nastave, podaci o njima predstavljaju dobar pokazatelj prihvaćene koncepcije obrazovanja i pristupa nastavi, te su element za građenje slike o kvalitetu nastave u celini. Zato je predmet empirijskog istraživanja koje predstavljamo u ovom radu raznovrsnost nastavnih metoda u školama u Srbiji, a istraživanjem se nastoji saznati koje se metode sreću, koliko su zastupljene pojedine metode i na koji način su organizovane u nastavnom procesu. Podaci su prikupljeni posmatranjem 354 nastavna časa u školama različitih vrsta i nivoa obrazovanja, tokom tri školske godine, u periodu 2012-2014. godina. Rezultati pokazuju da se u nastavi primenjuju različite metode, ali je njihova zastupljenost neujednačena, pri čemu dominiraju oni načini rada i organizacija metoda na času koji su zasnovani na transmisiji znanja. Najviše se koristi metoda predavanja, a ona se u toku časa najčešće javlja zajedno s ispitivanjem u funkciji ponavljanja gradiva. Na osnovu dobijenih podataka može se zaključiti da je raznovrsnost načina rada na časovima u našim školama mala i u neskladu sa savremenim tendencijama u konceptualizovanju nastavnih metoda.

Since teaching methods and the attitudes towards them are based, in principle, on a certain concept of education and teaching, the data about teachers' attitudes are a good indicator of the accepted educational concept and approach to teaching, and are at the same time an element for forming a view of the quality of teaching in general. That is why the subject of the empirical research, which we present in this article, is the variety of teaching methods in Serbia. By research we tried to find out which methods are common, how much individual methods are used and how they are organized in the teaching process. The data were gathered by observing 354 teaching lessons in the schools of different types and levels of education, during three academic years, in the period of 2012 - 2014. The results show that, in practice, different methods are used, but the frequence of individual methods use are uneven, and that those ways of work and the organization of methods based on transmission of knowledge dominate. Lecturing is the most commonly used, combined with examining in the function of the repetition of the matter. It can be concluded that the diversity of work forms in our schools is small and not in accordance with modern conceptualizations of the teaching methods.