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6. Stane BERZELAK, Gimnazija Slovenj Gradec, Slovenija e-pošta: stane.berzelak@guest.arnes.si
NAJ NAM MUZE POMAGAJO USMERJATI POUK ZGODOVINE // LET THE MUSES HELP US LEAD HISTORY LESSONS
Pouk zgodovine je precej bolj dinamičen proces, kot smo si pripravljeni priznati, saj prehiteva tudi najbolj inovativne učitelje. Zato še toliko bolj potrebuje sistematično organiziran premislek o tem, kako nanj vplivajo prihajajoče novosti. 38. zborovanje ZZDS je s tematskim sklopom Pogledi na pouk zgodovine v šoli idealen prostor za strokovni premislek o tem ali pouk zgodovine ustrezno sledi naglemu razvoju družbe ter ali so njegove vsebine ustrezne za sodobni čas.
Sodobna informacijsko-komunikacijska tehnologija nam pri pouku omogoča enostaven in hiter dostop do informacij, a vemo, da so te zares uporabne le za tistega, ki ima dovolj znanja, da jih lahko kritično sprejema. Znanja, ki jih pridobimo v šoli, morajo ostati živa in se tiho razvijati dalje. V mladih ne smemo ubiti radovednosti, kajti ta je ključna tako v šoli kot v znanosti. Zato ne le avtonomija, temveč strokovno premišljena podpora učiteljem je tisto, kar bi moralo usmerjati sodobni pouk zgodovine.
Prispevek skuša na podlagi analize učnih načrtov in srednješolskih veljavnih učbenikov usmeriti premislek o tem kam in do kod hoče srednješolski pouk zgodovine ter odgovoriti na vprašanji kaj pričakujejo poslušalci (dijaki) ter kaj zmoremo pripovedovalci (profesorji). Naj nam torej v prihodnosti raje muze (in ne šolski politiki) usmerjajo pouk zgodovine.
KLJUČNE BESEDE: splošna izobrazba, pouk zgodovine, humanistična dimenzija, komunikacijsko- informacijska tehnologija, učni načrti
Teaching history is a much more dynamic process then we are willing to admit, for it is ahead of even the most innovative teachers. Therefore it needs a systematically organized consideration of how it is influenced by the upcoming innovations. The 38th Assembly of the HAS with its thematic set Views on teaching history in schools is the perfect place for a professional consideration whether history lessons appropriately follow the rapid development of society and whether the teaching contents are in accordance with modern times.
Modern information and communication technologies enable us with easy and fast information access in teaching. But we know that this information is only useful for individuals with enough knowledge for critical reception. Knowledge we gain from school has to remain alive and it has to quietly develop further. We mustn’t ruin the curiosity of the youth, for it is essential, both in school and science.
Therefore, not only autonomy, but also professionally premeditated support for teachers should guide the modern history lessons.
Based on an analysis of curricula and secondary school textbooks the article tries to direct the consideration on where and how far the secondary school history lessons want to go and to answer two questions – what do the listeners (students) expect and what can the narrators (professors) do.
Therefore, in the future let the muses (and not the school politicians) help us lead history lessons.
KEYWORDS: general education, history lessons, humanistic dimension, communication and information technology, curriculum
7. Milena Mileva BLAŽIČ, Univerza v Ljubljani, Pedagoška fakulteta, Slovenija e-pošta: milena.blazic@pef.uni-lj.si
MOTIV ŠOLE V REVIJI CICIBAN (1945-2015) // MOTIF OF SCHOOL IN THE JOURNAL CICIBAN (1945-2015)
Revija Ciciban je bila ustanovljena leta 1945 in praznuje 70-let. Revija je poimenovana po Župančičevi pesmi Ciciban in še kaj, 1915. Od 1945 so uredniki J. Ribičič, A. Vajngerl, L. Krakar, A.
Č. Šinkovec, Z. Vrščaj Holy, B. Jurca, L. Suhodolčan, J. Šmit, B. Kos, N. Bucik in S. Remškar.
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Revija je že od začetka bila zelo povezana s šolstvom, nadomeščala je berila, zato so bile objavljene pesmi, kratke zgodbe iz šolskega življenja, kasneje pravljice. Pomembno izobraževalno vlogo so imele naslovnice in naslovi (Abeceda, Domača naloga, Šolska ura) in vzgojni (Grbi naših republik, Pismo v JLA, Titu za rojstni dan). Po 1970 pride do novega pojmovanja izobrazbe (Knjige, Knjižni list, Znanje). Pomembna tema so počitnice (Počitniško spanje, Podaljšane počitnice, Spomini na počitnice), prazniki (Danes je moj rojstni dan, Novo leto, Prvomajska) in učenje skozi igro ( Daj, igrajva se, Tudi igrati se je treba znati, Zajček učenjak).
Po 1990 pride do prehoda med Dedkom Mrazom in Božičkom, tovarišem in gospodom, tovarišico in učiteljico. Glavni lik je otrok, ki se v šoli dolgočasi (Dolgčas). Otroci se tudi bojijo šole (Šolski zvonec), posledice šolskega založništva so vidne v pretežkih šolskih torbah (Šolske torbe), potrošništvu in zamenjavi bralnih z igralnimi dejavnostmi (Ugani in nalepi uganke). Revija tematizira prijazno šolo (Iščimo rime, Šolske uganke), potrošništvo (Hud promet, Ko se avto zjutraj zbudi, Mudi se, mudi). Revija ima literarni in izobraževalni del, tudi mesečno prilogo Cici - Vesela šola (1998).
Zanimivo je spremljati razvoj slovenskih (mladinskih) pisateljev in ideoloških sprememb in šolskih praznovanj Dedka Mraza, Božička in Miklavža. Leta 1998 nastane revija Cicido, za predšolske otroke in Priloga za starše, ki jo leta 2007 zamenja reklamna priloga za odrasle Pogled. Učenci prvega triletja uporabljajo leposlovni in izobraževalni del Cicibana ter priloge Vesele šole, sprva kot edino, kasneje kod dopolnilno in danes kot dodatno izobraževalno gradivo.
KLJUČNE BESEDE: mladinska književnost, šolstvo, učitelji, učenci, vzgoja
The journal Ciciban was founded in 1945 and is celebrating 70 years. The journal is named after the poem “Ciciban in še kaj” (Ciciban and More), written by Župančič in 1915. Since 1945 the editors were J. Ribičič A. Vajngerl L. Krakar, A. F. Šinkovec, Z. Vrščaj Holy, B. Jurca, L. Suhodolčan J. Smit, B. Kos, N. and S. Bucik Remškar.
From its beginning the journal was closely linked to the educational system. It replaced school readers, therefore poems, short stories of school life and later on fairy tales were published. Headlines and titles had an important educational role (Alphabet, Homework, School Lesson, Coat-of-Arms of our Republics, A Letter in the Yugoslav People’s Army, To Tito for His Birthday). After 1970 there is a new conception of education (Books, Literary Sheet, Knowledge). An important theme are vacation (Holiday sleeping, Extended vacation, Holiday memories), holidays (Today is My Birthday, New Year, Labour Day) and learning through play (Let’s Play, You Need to Know How to Play, Rabbit Scholar).
After 1990 there is a transition between Father Frost and Santa Claus, comrade and mister, comrade and teacher. The main character is a child, who is bored in school (Boredom). The children are also afraid of school (School Bell), the consequences of school publishing are seen in overweight school bags (School Bags), consumerism and in the replacement of reading with playing habits (Guess and Paste the Riddle). The journal thematizes a friendly school (Seeking rhymes, School riddles), consumerism (Heavy Traffic, When the Car Awakens in the Morning, In Such a Hurry, in Hurry). The journal has a literary and educational part, including the monthly supplement Cici – Happy School (1998).
It is interesting to follow the development of Slovenian (youth) writers and ideological changes in school celebrations of Father Frost, Santa Claus and St. Nicholas. In 1998 the journal Cicido, for preschool children, was established and the Supplement for parents, which was replaced by the commercial supplement for adults, The View, in 2007. In the first triennium the students use the belletristic and educational part of Ciciban, and the supplement Happy School, first as a sole, later on as complementary and today as supplementary study material.
KEYWORDS: youth literature, educational system, teachers, students, education
