POUK SLOVENSKEGA JEZIKA V WALDORFSKIH ŠOLAH

• Main Author: Žižek, Maruša
• Other Authors: Pulko, Simona
• Format: Bachelor Thesis
• Language: Slovenian
• Published: M. Žižek 2013
• Subjects: Waldorfska pedagogika; waldorfska osnovna šola; tretje triletje; književni pouk; jezikovni pouk; učni pripomočki.; Waldorf pedagogy; waldorf primary school; the third triad; study of literature; study of language; teaching aids.; info:eu-repo/classification/udc/37.091.4Steiner(043.2); sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=42945; https://dk.um.si/Dokument.php?id=60446&dn=; https://plus.si.cobiss.net/opac7/bib/20175112?lang=sl

Učni načrti, predmetnik, urnik in celoten učno-vzgojni proces vsake waldorfske šole izhajajo iz poznavanja in upoštevanja otrokovega duhovno-duševnega in fizičnega razvoja, njegovega povezovanja s svetom odraslih in okolja, v katerem biva. Prizadevanja waldorfske pedagogike so usmerjena k temu, da otroci zrastejo v odgovorne, ustvarjalne, socialne in zrele svobodne osebnosti. V waldorfski šoli je poudarek na umetniškem načinu poučevanja vseh predmetov, ne le umetniških. Tudi pouk slovenščine je umetnost. Poudarjajo, da je pomembno, da imajo otroci novo snov možnost sami urediti in obogatiti. Nebistvene podatke pustijo pozabiti, bistvene pa obogateno prikličejo nazaj v spomin. Šola, ki želi vsestransko oblikovati človekov razvoj, mora biti pri organizaciji in razčlenitvi pouka pozorna na to, da učna snov ne postane pomembnejša od človeka. Kadar učitelj upošteva duševne sposobnosti, slabosti in individualno nadarjenost svojih učencev skozi njihov razvoj, si prizadeva učno snov vedno znova prežeti z življenjem. Tako učbeniki izgubijo svojo vlogo, zaradi tega se v waldorfskih šolah ne uporabljajo. Prav tako se ne uporabljajo delovni zvezki. Obravnavano snov učenci zapisujejo v svoje zvezke sprva pod učiteljevim vodstvom, nato čedalje bolj samostojno. Živimo v času in okolju, ki ljudi silita predvsem v mišljenje, v svet slik in predstav, a proč od neposrednega doživljanja, od narave in celo osebnih stikov. Naloga pedagogike je zato v današnjem času zelo vzgojna in nikakor le izobraževalna, saj čas, v katerem živimo, nudi otrokom mnogo različnih poti do znanja. V empiričnem delu želimo prikazati neposredno izvedbo poučevanja slovenščine v 8. razredu waldorfske devetletne osnovne šole. Celotna epoha slovenščine je trajala devetnajst dni in je bila razdeljena na več delov, in sicer na literarne pojme, zgodovinski pregled književnosti, ustvarjalnico ter referate. Snov smo dosledno zapisovali, jo dopolnjevali z učnimi listi, učenčevimi izdelki ter s pogovorom z učiteljico. The curriculum, range of subjects, timetable as well as the whole educational process of every waldorf school are based on the knowledge of and with regard to child's soul, spiritual and physical development, his/her connection with the world of adults and his/her environment. Waldorf pedagogy is striving towards educating responsible, creative, social and mature free personalities. At waldorf school, there is an emphasis on artistic mode of teaching all subjects, not only artistic ones. Therefore, the instruction of Slovenian language is an art as well. It is being stressed how important it is for the students to have the ability to edit and upgrade new materials by themselves. Non-essential information are let to be forgotten while the essential ones are upgraded and recalled back into their memory. In order to provide a comprehensive human development, the school has to organise and distribute the lessons while paying attention that the curriculum should never become more important than the human being himself. When the teacher accounts soul capacities, weaknesses and individual giftedness of his/her students through their development, he/she endeavours again and again to imbue the lesson contents with life. Consequently, the student's books are loosing their role and are not being used at waldorf schools. Similarly, the workbooks are not used as well. The students write down the notes into their notebooks. Firstly, the note taking is guided by a teacher, however later it becomes more and more independent. We are living in time and space that is forcing people predominantly to think, to use the world of pictures and images, however far away from direct experience, from nature and even personal contacts. Therefore, the aim of pedagogy nowadays is very educative and not only intellectual as the time we are living in offers the children many various ways to gain the knowledge. In the empirical part of thesis we are presenting direct performance of teaching Slovenian language in the 8th class at waldorf school. The whole epoch of Slovenian language lasted for 19 days and it was divided into several parts, namely literature concepts, historical overview of literature, creative corner and oral presentations. The materials had been consistently written down, supported by worksheets, students’ assignments as well as conversation with the teacher.