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2018, br. 46, str. 125-142
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Vrste nastavnog rada sa darovitim učenicima u redovnoj nastavi
Teaching methods for gifted students in the regular classroom
Projekat: Održivost identiteta Srba i nacionalnih manjina u pograničnim opštinama istočne i jugoistočne Srbije (MPNTR - 179013)
Kosovo i Metohija između nacionalnog identiteta i evrointegracija (MPNTR - 47023)
Sažetak
U nameri da ukaže na mogućnosti uspešne diferencijacije u okviru redovne nastave sa darovitim učenicima, rad ima za cilj da istraži vrste nastavnog rada kojima se u neposrednoj nastavnoj praksi ostvaruje redovna nastava sa darovitima. Uzorak istraživanja je nameran, a visok nivo njegove reprezentativnosti je obezbeđen izborom nastavnika koji su imali neposredno nastavno iskustvo sa darovitim učenicima. Rezultati istraživanja pokazuju da se heuristička, problemska i integrativna nastava najčešće primenjuju u redovnoj nastavi sa darovitim učenicima, dok je zastupljenost mentorske nastave na nižem nivou. Interaktivna i programirana nastava nisu dovoljno zastupljene u praksi redovne nastave sa darovitima. Zanimljivo je istaći da mentorsku nastavu najčešće koriste najiskusniji nastavnici; da su heuristička i problemska nastava zastupljenije u seoskoj sredini; da u specijalnim odeljenjima za talentovane učenike u odnosu na klasična odeljenja imamo češću primenu problemske, integrativne i programirane nastave. Utvrđeni rezultati poslužili su za izvođenje niza zaključaka i pedagoških implikacija o značajnom pitanju didaktike darovitih.
Abstract
This paper aims to investigate teaching methods that could be used to work with gifted students in the regular classroom, in order to further emphasize that it is possible to achieve successful differentiated instruction with gifted students. We have conducted purposive sampling and a high level of its validity was ensured by the selection of teachers who had had active experience of teaching gifted students. The research findings have shown us that the heuristics approach, problem-based learning and integrated teaching approach are most often used to teach gifted students in the regular classroom, while mentoring approach is used much less. Interactive and programmed teaching are not sufficiently used to teach gifted students in the regular classroom. It is interesting to emphasize that the mentoring approach is primarily used by the most experienced teachers; that the heuristics approach and problem-based learning are mostly used in rural environments; and that problem-based, integrated and programmed teaching approaches are more frequently used in specialized classes for gifted students than in the regular classroom. The results identified have helped us to draw several conclusions and pedagogical implications regarding the important issue of the didactic activity with gifted children.
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