The Museum as a learning environment and a supplement to school learning: An example of the educational programs of the Kikinda National Museum

Dragan Kiurski
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引用次数: 0

Abstract

Shifting the focus from collections to visitors, museums have developed numerous educational programs in the past few decades, addressed to a diverse audience. Special attention is paid to the school and preschool populations. Schools and kindergartens have become inseparable partners of museums, and the partnership strives to provide education with an informal character. Whet-her it is children from local schools or children who visit museums as part of school excursions, museums serve as an inspiring setting for acquiring and expanding knowledge and enriching experiences. In order to deepen relations with schools and kindergartens, the educational services of museums and galleries create special programs based on the correlation between school programs and museum collections. They do this through such forms as storytelling, workshops, quizzes, and theatrical models. The paper looks at the genesis of pedagogical work in museums and the theoretical starting points of the relationship between schools and museums, and presents the results of empirical research on this relationship and learning outcomes in the Kikinda National Museum.
博物馆作为学习环境和学校学习的补充:基金达国家博物馆教育项目的一个例子
在过去的几十年里,博物馆将重点从收藏转移到参观者,开发了许多教育项目,面向不同的观众。对学校和学前人口给予了特别关注。学校和幼儿园已经成为博物馆不可分割的合作伙伴,这种合作伙伴关系努力提供非正式的教育。无论是当地学校的孩子还是参观博物馆作为学校游览的一部分的孩子,博物馆都是获取和扩展知识和丰富经验的鼓舞人心的场所。为了加深与学校和幼儿园的关系,博物馆和画廊的教育服务基于学校项目和博物馆藏品之间的关联,创造了特殊的项目。他们通过讲故事、研讨会、测验和戏剧模型等形式来做到这一点。本文着眼于博物馆教学工作的起源和学校与博物馆之间关系的理论起点,并提出了对这种关系和在基金达国家博物馆学习成果的实证研究结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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