Razvijanje medkulturne kompetence pri pouku slovenščine in geografije v gimnaziji - Moičević, Kristina (K. Moičević, 2016)
Diplomsko delo se ukvarja z razvijanjem medkulturne kompetence pri pouku slovenščine in geografije v splošnih, klasičnih in strokovnih gimnazijah. V teoretičnem delu smo predstavili značilnosti in koncepte medkulturnega izobraževanja ter pregledali njegove sistemske spodbude v nekaterih mednarodnih in slovenskih zakonodajnih dokumentih. Predstavili smo sestavine medkulturne kompetence, utemeljili, zakaj jih potrebujemo ter na kakšne načine jih pri pouku slovenščine in geografije razvijamo. V empiričnem delu diplomskega dela nas je zanimalo, v kolikšni meri se sestavine medkulturne kompetence razvijajo pri jezikovnem delu pouka slovenščine in pri pouku geografije v splošnih, klasičnih in strokovnih gimnazijah. Analizirali smo v šolskem letu 2015/16 aktualna učna načrta za slovenščino in geografijo v splošnih, klasičnih in strokovnih gimnazijah, veljavne gimnazijske učbenike za oba predmeta, na koncu pa smo s pomočjo analize rezultatov anketnega vprašalnika ugotavljali, kako medkulturnost pojmujejo gimnazijski učitelji slovenščine in geografije, kakšen pomen ji pripisujejo, kako pogosto pri pouku težijo k njenemu razvijanju ter katera učila pri tem uporabljajo, predvsem pa, kakšna stališča imajo sami do kulturne raznolikosti. V aplikativnem delu smo dodali učni pripravi za pouk slovenščine in geografije v gimnazijah, kot primer učnih ur, pri katerih razvijamo kritično sporazumevalno in medkulturno zmožnost. The thesis addresses the issue of developing intercultural competence in Slovene and Geography classes in general high school (gymnasium). The theoretical part of the thesis introduces key features and concepts of intercultural education and provides an overview of its systemic initiatives in some international and Slovene legal documents. The thesis proceeds with an outline of the components of intercultural competence, establishing why it is needed, as well as how to develop it in the instruction of Slovene and Geography. The empirical part of the thesis explores to what extent components of intercultural competence are developed in the linguistic part of Slovene classes as well as in Geography classes in high school. The 2015/16 Slovene and Geography curriculums and high school textbooks were analysed. At the end, the results of the survey were analysed in order to shed some light on how high school teachers of Slovene and Geography view interculturalism, how much importance they attribute to it, how frequently they aim to develop it in the classroom, what materials they use in doing so and especially what views on intercultural differences they personally hold. The applied part of the thesis comprises two teaching plans for Slovene and Geography high school instruction, as examples of lessons where critical communicative and intercultural competence is developed.