Primerjava načel delovanja waldorfske in montessori pedagogike pri pouku slovenščine - Strašek, Tjaša ([T. Strašek], 2016)
Izobraževanje ima pomembno vlogo v družbi. Klasična šola, kot jo poznamo danes, se je razvijala skozi vso zgodovino človeštva. Prav tako so se poleg nje razvijale še različne druge oblike izobraževanja oziroma pedagogik. Zanimalo nas je, kateri pogledi teh pedagogik bi lahko pozitivno vplivali na klasično obliko izobraževanja. Zato smo v diplomskem delu predstavili montessori in waldorfsko pedagogiko. Osredotočili smo se na pedagoška načela, položaj učitelja in otroka, vpliv okolja na otroka in na učni načrt pri pouku slovenščine. S podrobno predstavitvijo obeh pedagogik smo poskušali izluščiti njune pozitivne lastnosti, ki so najbolj primerne za pouk slovenščine. Preverili smo vlogo učitelja v šoli. Izrazitejša je pri waldorfski pedagogiki, kjer razredni učitelj učence spremlja ves čas osnovne šole, kar pomeni, da jih dobro spozna. Bliže klasični obliki šolanja je montessori pedagogika, kjer se razredni učitelj menja s prestopom v višji razred, je pa montessori učitelj veliko bolj pasiven, kot smo ga vajeni pri klasični obliki pouka. Poleg učitelja je pomemben tudi prostor, kjer se izvaja pouk. Tu ima prednost načelo montessori pedagogike, ki učencem ponuja svetel, odprt prostor, opremljen z različnimi didaktičnim pripomočki, ki sami po sebi višajo motiviranost. Za nemoteno izvajanje pouka je v temelju potreben dobro zastavljen učni načrt. Pozitivnejši učinek na učence ima waldorfski pouk, ki jim snov predstavlja skozi zgodbo, kar slikovito opisuje primer učenja branja. Za to moramo poznati črke, in ker otroci že od prej poznajo slike (iz slikanic), tudi črke začnejo spoznavati preko slik in zgodb. Šolanje poteka v različnih fazah odraščanja, zato se nam zdi pomemben pristop k otroku in razumevanje njegovega razvoja. Montessori pristop smo prepoznali kot primernejši, saj daje otroku točno tisto, kar potrebuje, takrat, ko to potrebuje s tem mu daje svobodo pri izbiri interesov, učitelj pa mu pri teh interesih pomaga z usmerjanjem. Kot že omenjeno, se nam zdi raba didaktičnih pripomočkov pomembna pri začetni motivaciji učencev, kljub temu pa trdimo, da je treba v šoli razvijati tudi učenčevo samostojnost. Temu več pozornosti namenjajo pri waldorfskem pouku, kjer učencem puščajo več prostora za samostojno raziskovanje, pri čemer jim ne ponujajo vnaprej pripravljenih, t. i. univerzalnih pripomočkov. Na podlagi študije tako ugotavljamo, da je bolje, če so prostori večji in svetlejši, materiali in pripomočki pa dostopnejši otrokom, da je bolje, če je razredni učitelj vseh devet let isti, saj s tem učence dobro spozna, nadalje, da bi nam pogled Marije Montessori na otrokov razvoj pomagal pri razumevanju tega, waldorfski učni načrt pa je lahko opora za lažje in zanimivejše opismenjevanje otroka. Education plays an important role in society. Classical school as we know it today, has evolved throughout the history of mankind. Also, there has developed various other forms of education and pedagogy beside classical school. We wanted to know which views of these pedagogies could have a positive impact on the classical form of education. Therefore, we presented the Montessori and Waldorf pedagogy in our thesis. We focused on pedagogical principles, the position of teacher and child, the impact of the environment on the child and the curriculum for teaching Slovene. With the details of the two pedagogies, we tried to identify its positive features which are most suitable for teaching Slovene. We have reviewed the role of the teacher in the school. It is more expressive in Waldorf pedagogy, where the class teacher accompanies students throughout the elementary school, which means that he knows them very well. Closer to the classical form of education is Montessori pedagogy, where the class teacher changes with evry higher class, but Montessori teacher is much more passive than we are used to the classic form of teaching. Besides teacher is also important area where theaching is happening. Here the advantage of the principle of the Montessori pedagogy offers students a bright, open space, equipped with a variety of teaching aids, which in themselves raise motivation. For the smooth implementation of the teaching is fundamentally necessary well-conceived curriculum. More positive impact on students has Waldorf teaching because it presents substance through the story, which describes a picturesque example of learning to read. Therefore, we need to know the characters, and because children previously know unfamiliar pictures (from picture books), the letters begin to realize through pictures and stories. Training takes place in various stages of growing up, so it seems important to approach the child and the understanding of its development. Montessori approach was recognized as preferable, because it gives the child exactly what it needs, when it needs this gives him freedom in the choice of interests and the teacher helps him with guidance. As mentioned above, we find the use of teaching aids important in initial motivation of pupils, however, we say that it is necessary to develop the pupils autonomy in school. To the pupils autonomy devote more attention in the Waldorf school, where they leave pupils more space for independent exploration, while they do not offer ready-made t. i. universal devices. Based on the study we established that it is better if the rooms are larger and more bright fabrics and accessories more accessible to children, it is better if the class teacher is same for all nine years, because he knows pupils very well, further the view of Mary Montessori on children's development will help us in the understanding of it, but waldorfski curriculum could be support for easier and more interesting to the literacy of child.