Dramski postupak u nastavnoj praksi: istorijska perspektiva
Dramatic method in the teaching practice: a historical perspective
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Šira primena dramskog postupka u nastavi realizovana je u okviru pokreta za novo vaspitanje i novu školu, uglavnom između dva svetska rata. Na jugoslovenskom prostoru nova škola bila je prisutna kroz koncept radne škole koji se razvio u reformski pokret sa velikim brojem pristalica iz svih vaspitno-obrazovnih domena. U ovom radu bavimo se iskustvima praktičara koji su među prvima na našim prostorima izveštavali o primenama dramskog postupka u nastavi. Uvodni deo rada posvećen je pozicioniranju ovog postupka u odnosu prema teorijskim okvirima radne škole. U centralnom delu rada izneta su shvatanja praktičara radne škole u vezi sa opštim pitanjima primene navedenog postupka, prikazana je i analizirana njegova primena u obradi proznih tekstova za decu, deklamacija, narodnog stvaralaštva i nastave matematike. Izvori koji sadrže informacije o navedenoj temi jesu prilozi u kojima su nastavnici prikazivali svoj praktičan rad, objavljivani u časopisu Učitelj od 1933. do 1940. godine.
This study examines the early stages of implementing dramatic methods in education from a
historical perspective. Specifically, we present and analyze the experiential knowledge of
elementary school teachers who are proponents of the work school concept regarding the use
of dramatic action in teaching. The extensive application of this approach in education was
developed within the movement for new education and a new, work-oriented school. The
work school is a pedagogical reform movement that emerged at the end of the 19th and
beginning of the 20th century mainly in Europe and the United States, gaining momentum in
the Yugoslav region between the two world wars. Several authors have attempted to define
the concept of “work” as a fundamental concept and operationalize it for the needs of school
practice. Within the movement for the new/work school, dramatization has been recognized
as a teaching method. In this paper, we focus on the experiences of practitioners who were
amo...ng the first to implement dramatic action in teaching in our context. The introductory
section of the paper is dedicated to positioning dramatisation in relation to the theoretical
framework of the work school. In the central part, the understanding of teachers regarding
general issues of the dramatic method in teaching was presented, in the following areas: in
the teaching of prose texts, declamation, folk creation, and mathematics instruction. The
historical sources on the subject matter are papers published by teachers in the journal
“Učitelj” during the period 1933-1940.
Кључне речи:
Časopis Učitelj / nova škola / radna škola / dramatizacija u nastavi maternjeg jezika / dramatizacija u nastavi matematike / dramatic method in teaching / new school movement / the movement for work school / dramatic method in teaching the native language / dramatic method in teaching mathematicsИзвор:
Metodički vidici, 2023, 14, 2, 345-362Издавач:
- Filozofski fakultet, Novi Sad
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200163 (Универзитет у Београду, Филозофски факултет) (RS-MESTD-inst-2020-200163)
Институција/група
Pedagogija / PedagogyTY - JOUR AU - Ilić Rajković, Aleksandra PY - 2023 UR - http://reff.f.bg.ac.rs/handle/123456789/5936 AB - Šira primena dramskog postupka u nastavi realizovana je u okviru pokreta za novo vaspitanje i novu školu, uglavnom između dva svetska rata. Na jugoslovenskom prostoru nova škola bila je prisutna kroz koncept radne škole koji se razvio u reformski pokret sa velikim brojem pristalica iz svih vaspitno-obrazovnih domena. U ovom radu bavimo se iskustvima praktičara koji su među prvima na našim prostorima izveštavali o primenama dramskog postupka u nastavi. Uvodni deo rada posvećen je pozicioniranju ovog postupka u odnosu prema teorijskim okvirima radne škole. U centralnom delu rada izneta su shvatanja praktičara radne škole u vezi sa opštim pitanjima primene navedenog postupka, prikazana je i analizirana njegova primena u obradi proznih tekstova za decu, deklamacija, narodnog stvaralaštva i nastave matematike. Izvori koji sadrže informacije o navedenoj temi jesu prilozi u kojima su nastavnici prikazivali svoj praktičan rad, objavljivani u časopisu Učitelj od 1933. do 1940. godine. AB - This study examines the early stages of implementing dramatic methods in education from a historical perspective. Specifically, we present and analyze the experiential knowledge of elementary school teachers who are proponents of the work school concept regarding the use of dramatic action in teaching. The extensive application of this approach in education was developed within the movement for new education and a new, work-oriented school. The work school is a pedagogical reform movement that emerged at the end of the 19th and beginning of the 20th century mainly in Europe and the United States, gaining momentum in the Yugoslav region between the two world wars. Several authors have attempted to define the concept of “work” as a fundamental concept and operationalize it for the needs of school practice. Within the movement for the new/work school, dramatization has been recognized as a teaching method. In this paper, we focus on the experiences of practitioners who were among the first to implement dramatic action in teaching in our context. The introductory section of the paper is dedicated to positioning dramatisation in relation to the theoretical framework of the work school. In the central part, the understanding of teachers regarding general issues of the dramatic method in teaching was presented, in the following areas: in the teaching of prose texts, declamation, folk creation, and mathematics instruction. The historical sources on the subject matter are papers published by teachers in the journal “Učitelj” during the period 1933-1940. PB - Filozofski fakultet, Novi Sad T2 - Metodički vidici T1 - Dramski postupak u nastavnoj praksi: istorijska perspektiva T1 - Dramatic method in the teaching practice: a historical perspective EP - 362 IS - 2 SP - 345 VL - 14 DO - 10.19090/MV.2023.14.345-362 ER -
@article{ author = "Ilić Rajković, Aleksandra", year = "2023", abstract = "Šira primena dramskog postupka u nastavi realizovana je u okviru pokreta za novo vaspitanje i novu školu, uglavnom između dva svetska rata. Na jugoslovenskom prostoru nova škola bila je prisutna kroz koncept radne škole koji se razvio u reformski pokret sa velikim brojem pristalica iz svih vaspitno-obrazovnih domena. U ovom radu bavimo se iskustvima praktičara koji su među prvima na našim prostorima izveštavali o primenama dramskog postupka u nastavi. Uvodni deo rada posvećen je pozicioniranju ovog postupka u odnosu prema teorijskim okvirima radne škole. U centralnom delu rada izneta su shvatanja praktičara radne škole u vezi sa opštim pitanjima primene navedenog postupka, prikazana je i analizirana njegova primena u obradi proznih tekstova za decu, deklamacija, narodnog stvaralaštva i nastave matematike. Izvori koji sadrže informacije o navedenoj temi jesu prilozi u kojima su nastavnici prikazivali svoj praktičan rad, objavljivani u časopisu Učitelj od 1933. do 1940. godine., This study examines the early stages of implementing dramatic methods in education from a historical perspective. Specifically, we present and analyze the experiential knowledge of elementary school teachers who are proponents of the work school concept regarding the use of dramatic action in teaching. The extensive application of this approach in education was developed within the movement for new education and a new, work-oriented school. The work school is a pedagogical reform movement that emerged at the end of the 19th and beginning of the 20th century mainly in Europe and the United States, gaining momentum in the Yugoslav region between the two world wars. Several authors have attempted to define the concept of “work” as a fundamental concept and operationalize it for the needs of school practice. Within the movement for the new/work school, dramatization has been recognized as a teaching method. In this paper, we focus on the experiences of practitioners who were among the first to implement dramatic action in teaching in our context. The introductory section of the paper is dedicated to positioning dramatisation in relation to the theoretical framework of the work school. In the central part, the understanding of teachers regarding general issues of the dramatic method in teaching was presented, in the following areas: in the teaching of prose texts, declamation, folk creation, and mathematics instruction. The historical sources on the subject matter are papers published by teachers in the journal “Učitelj” during the period 1933-1940.", publisher = "Filozofski fakultet, Novi Sad", journal = "Metodički vidici", title = "Dramski postupak u nastavnoj praksi: istorijska perspektiva, Dramatic method in the teaching practice: a historical perspective", pages = "362-345", number = "2", volume = "14", doi = "10.19090/MV.2023.14.345-362" }
Ilić Rajković, A.. (2023). Dramski postupak u nastavnoj praksi: istorijska perspektiva. in Metodički vidici Filozofski fakultet, Novi Sad., 14(2), 345-362. https://doi.org/10.19090/MV.2023.14.345-362
Ilić Rajković A. Dramski postupak u nastavnoj praksi: istorijska perspektiva. in Metodički vidici. 2023;14(2):345-362. doi:10.19090/MV.2023.14.345-362 .
Ilić Rajković, Aleksandra, "Dramski postupak u nastavnoj praksi: istorijska perspektiva" in Metodički vidici, 14, no. 2 (2023):345-362, https://doi.org/10.19090/MV.2023.14.345-362 . .