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Subjekatska pozicija učenika u vaspitno-obrazovnom procesu između deklarativnog i stvarnog
Subject position of students in pedagogical-educational process between declarative and the real one
Filozofski fakultet, Nikšić, Crna Gora
Sažetak
Savremene teorije organizacije nastave i učenja ukazuju na nužnost pomjeranja težišta nastave sa procesa frontalnog poučavanja ka procesu individualizacije, permanentne aktivnosti pojedinca i njegovog maksimalnog angažovanja. Ciljevi savremene reformisane škole više nijesu usmjereni na programske sadržaje, već na učenika, razvoj njegovih psihofizičkih potencijala i formiranje zdrave i cjelovite ličnosti. To podrazumijeva ozbiljne promjene u procesu cjelokupne organizacije i realizacije nastave, a posebno ozbiljne transformacije položaja i uloge ne samo nastavnika, već i učenika. Riječ je o novom pristupu organizaciji nastave i učenja u kome bi učenik trebalo da bude prihvaćen kao ravnopravni saradnik, partner i subjekat. Ta pozicija implicira punu participaciju učenika u procesu planiranja, organizacije i realizacije nastave, te vrednovanja ostvarenog pojedinačnog i zajedničkog vaspitno-obrazovnog postignuća. Analizirajući aktuelnu normativno-pravnu legislativu kojom se, između ostalog, načelno regulišu i ova pitanja, čini se da u formalnom, deklarativnom i zakonodavnom smislu nije ništa sporno, mada je evidentno da, još uvijek, postoje ozbiljne razlike između onoga što je normativno dato, s jedne i u aktuelnoj nastavnoj praksi sprovodljivo s druge strane.
Abstract
Modern theories of organization of teaching and learning point out to necessity of moving teaching focus from the frontal process of teaching to the process of individualization, permanent activity of individual and his maximal involvement. The aims of modern reformed school have not been directed on the planning contents but on a student, on his development of psycho- physical potentials and forming of healthy and complete person. That includes serious changes in the process of whole organization and realization of teaching and especially serious transformation of position and the role not only of a teacher but also of a student. It is a word about a new approach to the organization of teaching and learning in which a student should be accepted as an equal collaborator, partner and a subject. That position includes complete student's participation in the process of planning, organization and realization of the teaching and further more evaluation of achieved, individual and mutual, educational aims. Analyzing current normative and legal legislation, which among the other things, regulates these questions, it seems, when it is word about formal, declarative and legal sense, that there is nothing disputable, although it is evident that there is still a huge differences between something that is normatively given, from one side, and something that can be realized in the current teaching practice, from the other side.
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