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The interpretation of vocative linguistic features in contemporary textbooks and school grammar book of the croatian language 当代克罗埃西亚语教科书和学校语法书中召唤性语言特征的解释
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.70.1.3
Petra Božanić
{"title":"The interpretation of vocative linguistic features in contemporary textbooks and school grammar book of the croatian language","authors":"Petra Božanić","doi":"10.38003/sv.70.1.3","DOIUrl":"https://doi.org/10.38003/sv.70.1.3","url":null,"abstract":"This paper aims to analyze the interpretation of vocatives and cat[1]egory of vocativeness within the school subject Croatian language regarding phonetic, phonological morphological, syntactic, orthographic and pragmat[1]ic-semantic vocative features on the corpus of contemporary Croatian lan[1]guage textbooks for primary and secondary education selected according to the final result of the selection of textbooks from the “Catalog of approved textbooks for the 2020/2021 school year” for primary and secondary schools, and four contemporary school grammar books of the Croatian language by Silić & Pranjković (2007), Težak & Babić (2016), Ham (2017), and Hudeček & Mihaljević (2019). The study results show the presence of the vocative as a case with the emphasis on its morphological features and syntactic autonomy, and the communicative vocative functions have been almost completely neglected.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130087569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What is wrong with constructivist teaching? Elaboration, recapitulation and synthesis of theoretical and historical controversies 建构主义教学有什么问题?理论和历史争议的阐述、概括和综合
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.72.1.9
Tomislav Topolovčan
{"title":"What is wrong with constructivist teaching? Elaboration, recapitulation and synthesis of theoretical and historical controversies","authors":"Tomislav Topolovčan","doi":"10.38003/sv.72.1.9","DOIUrl":"https://doi.org/10.38003/sv.72.1.9","url":null,"abstract":"The aim of the study is to use a historical and theoretical-comparative methodological approach to elaborate and recapitulate the phenomenon, history, theoretical, methodological and didactic characteristics as well as certain controversies of constructivism in education. The emphasis will be placed on observing the constructivist teaching in the discourse of the movements of reform pedagogy from a hundred and more years ago. By synthesizing the analysed facts, one can state with certainty that constructivist teaching is a multiple and robust theoretical concept with its own definitions and a long history. The didactic arrangements of constructivist teaching show roots in the concepts of schools and teaching of the reform pedagogy movement, but these two terms cannot be considered synonymous. Constructivist teaching provides essential educational benefits to students, but there are also well-argued criticisms and limitations whose interpretations depend on the theoretical, epistemological and cultural perspectives of observation.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127335570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing the quality of teachers' work with an emphasis on individualized educational programs 评估教师的工作质量，重点是个性化的教育项目
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.71.2.4
Šejla Bjelopoljak
{"title":"Assessing the quality of teachers' work with an emphasis on individualized educational programs","authors":"Šejla Bjelopoljak","doi":"10.38003/sv.71.2.4","DOIUrl":"https://doi.org/10.38003/sv.71.2.4","url":null,"abstract":"The specificity of work in regular classes is certainly emphasized by the competencies of teachers to respond to the challenges of individualization of teaching and to provide an individual plan of progress in the educational process, depending on the planned support to the child. Teachers are often dissatisfied due to high expectations of themselves or the system, and there is no empirically based feedback on the quality of their work. In practice, there are also arguments at the expense of poor-quality work that teachers attach more importance to teaching content at the expense of the most important factor in the educational process - students. However, what if these facts do not apply to teachers who are child-oriented? Namely, the aim of the paper was to examine the quality of teachers' work in the process of creating individualized educational programs taking into account the challenges, working with students of different ages in the classroom and subject teaching. The results confirm that the teachers individualize educational programs in cases of support due to the developmental difficulties of children and that there is no statistically significant difference in work depending on the age of the children. This category of teachers is homogeneous. The results also confirm that it is unjustified to talk about the orientation to educational areas and only then to the student. Only 2.3% of teachers are impressed by the areas of socialization, literacy, mathematics and school skills when designing individualized educational programs. At the same time, this way of working speaks in favor of the teacher as the role model by which we can achieve the quality of upbringing and education for every child.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117212927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Chess as an extracurricular activity 象棋是一项课外活动
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.69.1.13
Săsa Martinović, Ivan Markić
{"title":"Chess as an extracurricular activity","authors":"Săsa Martinović, Ivan Markić","doi":"10.38003/sv.69.1.13","DOIUrl":"https://doi.org/10.38003/sv.69.1.13","url":null,"abstract":"Extracurricular activities as a variety of organizational forms of students gathering in free extracurricular time at elementary school have predominantly cultural, artistic, sporting, technical, recreational or scientific character (Cindrić, 1992). Through them, students meet their needs and develop the culture of using their leisure time. Thanks to its pedagogic potential, chess is increasingly used as an educational tool and taught in elementary schools around the world. This trend begins to follow Croatia, where chess in many schools is carried out as an extracurricular and/or extracurricular activity. In this paper we will present and analyze the advantages that chess has for the elementary school students and empirically determine the occurrence of chess as an extracurricular activity in the schools in the City of Zagreb. Also, based on the results of the qualitative research, the views of the chess teachers regarding advantages of chess implementation, ways of determining the interests of students, and teaching methods used in chess teaching will be presented.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132012058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Odgojno-obrazovne filozofije – ključ razumijevanja uloge nastavnikovih uvjerenja u odgojno-obrazovnoj praksi
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.69.2.8
Sani Kunac
{"title":"Odgojno-obrazovne filozofije – ključ razumijevanja uloge nastavnikovih uvjerenja u odgojno-obrazovnoj praksi","authors":"Sani Kunac","doi":"10.38003/sv.69.2.8","DOIUrl":"https://doi.org/10.38003/sv.69.2.8","url":null,"abstract":"Suvremena je paradigma u pedagogiji usmjerena na holistički razvoj pojedinaca kurikulnim pristupom s naglaskom na ishode učenja i poučavanja. Naglašava se aktivna uloga učenika u nastavi, ali i važnost uloge nastavnika kao osobe koja oblikuje nastavno okruženje i organizira nastavni proces. Odgojno­obrazovne filozofije nastavnikā i uvjerenja koja su im u pozadini uvelike utječu na njihovu odgojno­obrazovnu praksu i djelovanje u nastavi. No još uvijek postoji neujednačenost u definiranju, identifikaciji i klasifikaciji odgojno­obrazovnih filozofija. Cilj je ovoga rada dati pregled literature o odgojno­obrazovnim filozofijama, pridonijeti određenju konstrukta, uputiti na važnost istraživanja odgojno­obrazovnih filozofija unutar pedagogije te uputiti na povezanost između odgojno­obrazovnih filozofija nastavnika i različitih vidova njihova odgojno­obrazovnog djelovanja.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Odgoj i njegova suvremena dezintegracija
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.72.1.10
Željka Pintar
{"title":"Odgoj i njegova suvremena dezintegracija","authors":"Željka Pintar","doi":"10.38003/sv.72.1.10","DOIUrl":"https://doi.org/10.38003/sv.72.1.10","url":null,"abstract":"Društvena zajednica i jedinka ovim se radom promatraju se u kontekstu fizikalnih sistema. Razmatra se prisutnost entropijski uravnotežujućeg principa otvorenog sustava ̶ razmijenjivosti energije i informacija s okolinom, u njihovim dominantnim karakteristikama. Konkretizirano se navode značajke liberalnih društava, i s obzirom na njih, utvrđuje se opravdanost njihove karakterizacije kao otvorene organizacije. Tematizira se način na koji se pojedinac u liberalnom društvenom okruženju psihološki formira. Na temelju navedenog, utvrđuje se (ne)mogućnost čovjekovog odgojnog strukturiranja u suvremenom kontekstu zapadnog društva.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"183 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125431557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ekološka osviještenost učenika srednjih škola
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.71.2.9
Sandra Cepić, R. Jurčević
{"title":"Ekološka osviještenost učenika srednjih škola","authors":"Sandra Cepić, R. Jurčević","doi":"10.38003/sv.71.2.9","DOIUrl":"https://doi.org/10.38003/sv.71.2.9","url":null,"abstract":"U radu su predstavljeni rezultati kvantitativnog istraživanja kojemu je cilj bio ispitati ekološku osviještenost učenika u njezinim trima međusobno isprepletenim komponentama: znanje, stavovi i ponašanja. U istraživanju je sudjelovalo 529 učenika srednjih škola u gradu Zagrebu, a kao instrument je korišten anketni upitnik. Analiza rezultata pokazala je da su zagrebački srednjoškolci u određenoj mjeri ekološki osviješteni, no da ima prostora za napredak kad je riječ o njihovoj upoznatosti s određenim pojmovima u području ekologije te promjeni ponašanja povezanog sa zaštitom i očuvanjem okoliša. U ispitivanju razlika u ponašanju i praksama učenika prema spolu i pripadnosti razredu utvrđena je statistički značajna razlika u nekoliko situacija. Rezultati pokazuju da je potrebno i dalje kontinuirano raditi na osvještavanju ekoloških problema i zaštite okoliša, pogotovo u domeni upoznatosti učenika s temeljnim ekološkim pojmovima i proekološkim ponašanjem.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"10 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121012003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
(Ne)Pjevanje za vrijeme pandemije bolesti Covid-19 - Mišljenja i emocionalni doživljaj učenika od 5. do 8. razreda osnovnih škola u Republici Hrvatskoj
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.70.2.11
Tamara Jurkić Sviben, Nikola Sebastian Jambrošić
{"title":"(Ne)Pjevanje za vrijeme pandemije bolesti Covid-19 - Mišljenja i emocionalni doživljaj učenika od 5. do 8. razreda osnovnih škola u Republici Hrvatskoj","authors":"Tamara Jurkić Sviben, Nikola Sebastian Jambrošić","doi":"10.38003/sv.70.2.11","DOIUrl":"https://doi.org/10.38003/sv.70.2.11","url":null,"abstract":"Pjevanje je važan čimbenik u nastavi Glazbene kulture te, uz obvezne sadržaje, aktivnost koja se najviše provodi. Znanstvena literatura potvrđuje da pjevanje u većoj mjeri kod učenika izaziva pozitivne emocionalne reakcije. Proglašenjem pandemije bolesti COVID-19 u ožujku 2020. godine gotovo sve pjevačke aktivnosti bile su na dulje vrijeme obustavljene. Cilj istraživanja bio je uočiti postoji li razlika u percepciji nezadovoljstva obustavom pjevanja ovisno o tome jesu li se učenici prije pandemije aktivno i intenzivnije bavili pjevanjem u odnosu na one koji tu aktivnost nisu imali ili su je imali u minimalnoj mjeri. Prvi problem bio je istražiti postoji li razlika u osobnom nezadovoljstvu (sreći) i percepciji nezadovoljstva obustavom pjevanja ovisno o tome jesu li se učenici aktivno bavili pjevanjem prije pandemije ili nisu te jesu li tijekom pandemije nastavili s pjevanjem u virtualnom okruženju („online“) ili su sasvim prekinuli s aktivnim pjevanjem. Potvrđene su hipoteze da učenici koji su članovi zbora i/ili ansambala osjećaju intenzivniji nedostatak i osobno nezadovoljstvo obustavom glazbenih aktivnosti tijekom pandemije nego oni koji su se aktivno bavili pjevanjem samo na satu Glazbene kulture te da su učenici koji su se tijekom pandemije bavili muziciranjem u virtualnom okruženju („online“) zadovoljniji i pokazuju pozitivnije emocije u odnosu na one koji su se prestali baviti glazbom. Drugi problem bio je istražiti postoji li razlika u percepciji pjevanja uživo i pjevanja u virtualnom okruženju („online“). Potvrđeno je da učenici koji su iskusili i pjevanje uživo i pjevanje u virtualnom okruženju („online“) smatraju da pjevanje uživo ima veći učinak od pjevanja u virtualnom okruženju („online“). Rezultati potvrđuju da pjevanje utječe pozitivno na pjevača te da ograničavanje pjevanja intenzivira osobno nezadovoljstvo.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121746737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Media habits and attitudes of students about the possibilities of applying mobile learning in foreign language teaching 学生对移动学习在外语教学中应用的可能性的媒体习惯和态度
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.70.1.15
Goran Livazović, Vlasta Svalina
{"title":"Media habits and attitudes of students about the possibilities of applying mobile learning in foreign language teaching","authors":"Goran Livazović, Vlasta Svalina","doi":"10.38003/sv.70.1.15","DOIUrl":"https://doi.org/10.38003/sv.70.1.15","url":null,"abstract":"The paper analyses innovative learning and teaching through mobile learning on a sample of 96 adolescents. A 3-part questionnaire consisted of sociodemographic data, attitudes about mobile learning and media activities and the use of social networks. The research was done in 2019 with vocational school students. 15.1% of them use applications for learning English, while 92.5% use social networks in school work. Girls listen to music, take photos and use social networks significantly more often. Higher achievers are signifi[1]cantly more likely to read e-books, search for information in the media, and are generally more active on all media platforms except social networks. Girls use Snapchat and Instagram significantly more, while boys use Twitch. The use of mobile phones positively correlates with the attitude that it helps with learning, the belief that it can influence the improvement of language skills, and the de[1]sire for additional knowledge about mobile learning","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130504949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Učinci programa glazbeno-ritmičkih stimulacija na određene motoričke sposobnosti djece s oštećenjem sluha
Školski vjesnik Pub Date : 1900-01-01 DOI: 10.38003/sv.71.1.10
Ivana Hadžihasanović, Merima Čaušević, Indira Mahmutović
{"title":"Učinci programa glazbeno-ritmičkih stimulacija na određene motoričke sposobnosti djece s oštećenjem sluha","authors":"Ivana Hadžihasanović, Merima Čaušević, Indira Mahmutović","doi":"10.38003/sv.71.1.10","DOIUrl":"https://doi.org/10.38003/sv.71.1.10","url":null,"abstract":"Određena istraživanja o razvoju motoričkih sposobnosti djece s oštećenjem sluha pokazuju da njihove sposobnosti nisu u skladu s dobi iako imaju iste osnove za razvoj kao i čujuća djeca. Edukacija djece s oštećenjem sluha dominantno je usmjerena na rehabilitaciju sluha i govora, a aktivnosti vezane za glazbu i sport uglavnom su zanemarene. Cilj ovog istraživanja bio je ispitati učinke glazbeno-ritmičkih stimulacija na razvoj odabranih motoričkih sposobnosti djece s oštećenjem sluha u dobi od šest do petnaest godina. Zbog toga je kreiran poseban glazbeno-plesni program radionica za 26 djece s oštećenjem sluha (12 dječaka i 14 djevojčica) u trajanju od četiri i pol mjeseca. Na početku realizacije programa provedeno je inicijalno mjerenje koordinacije tijela i brzine pokreta te po završetku finalno mjerenje kroz pet standardiziranih testova. Za analizu efekata primijenjenih glazbeno-ritmičkih i plesnih stimulacija korišten je t-test za završne uzorke (paired samples test). Rezultati su istraživanja ukazali na određene statistički značajne razlike u sposobnostima koordinacije tijela i brzine pokreta, odnosno da program glazbeno-plesnih radionica ima pozitivan učinak na razvoj odabranih motoričkih sposobnosti kod djece s oštećenjem sluha.","PeriodicalId":138779,"journal":{"name":"Školski vjesnik","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130292623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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