Author/Editor     Verčkovnik, Tatjana
Title     Biologija v prenovljeni šoli
Translated title     Biology in the redeveloped school
Type     članek
Source     Acta Biol Slov
Vol. and No.     Letnik 43, št. 3
Publication year     2000
Volume     str. 21-32
Language     slo
Abstract     The redevelopment of the school system in Slovenia has included all levels of education. The elementary school has experienced the greatest modifications with the enrolment of six-year-old children, with the introduction of the nine-grade elementary school, and with greater selectivity. Through its curricula, the teaching of biology has also adjusted to the new school system. The Subject Curriculum Commission for Biology developed new curricula for the subject Natural Science in the 6th and 7th grades, for the subject Biology in the 8th and 9th grades, and for four optional subjects at the elementary school level; for the subject Biology in comprehensive, classical, and technical secondary schools for the secondary school graduation program; and for the subjects Natural Science and Biology in various vocational and technical schools and adult education institutions. The basic starting point for developing all curricula was the acquisition of knowledge necessary for the life of an individual, knowledge important for the larger social community, and knowledge that makes the intellectual growth of the individual possible. In developing curricula, we allowed equally for cognitive, affective, and conative objectives. The new curricula are target orinted, which allows teachers a more accurate mastery of what students should know. Minimum standards of knowledge further contribute to this. The education of students should be achieved in particular by more appropriate methods and forms of work. We therefore devoted special attention to activities (field, laboratory, and project work) where students should better unite theoretical knowledge with practice and thus acquire more vital and less simply rote learning. The suitability of the curricula from the viewpoint of comprehension, implementation, and efficiency will be shown by the corresponding tests now administered in both secundary schools and elementary schools.
Summary     Prenova šolskega sistema v Sloveniji je zajela vse nivoje šolanja. Največje spremembe je doživela osnovna šola z všolanjem otrok s šestimi leti, z uvedbo devetletne osnovne šole ter z večjo izbirnostjo. Novemu šolskemu sistemu se je prilagodila tudi biologija s svojimi učnimi načrti. Predmetna kurikularna komisija za biologijo je oblikovala učne načrte za predmet Naravoslovje v 6. in 7. razredu, za predmet Biologija v 8. in 9. razredu in za 4 izbirne predmete v osnovni šoli; za predmet Biologija v splošnih, klasičnih ter strokovnih gimnazijah, za maturitetni program; za predmeta Naravoslovje in Biologija v različnih poklicnih in strokovnih šolah ter za izobraževanje odraslih. Osnovno izhodišče pri oblikovanju vseh učnih načrtov je bilo: pridobiti znanje, ki je potrebno za življenje posameznika, znanje, ki je pomembno za širšo družbeno skupnost ter znanje, ki omogoča posamezniku njegovo intelektualno rast. Pri oblikovanju učnih načrtov smo v enaki meri upoštevali kognitivne, afektivne in konativne cilje. Novi učni načrti so naravnani ciljno, kar omogoča učiteljem natančnejše vedenje o tem, kaj naj bi znali učenci. K temu še posebej prispevajo minimalni standardi znanja. Razbremenitev učencev in dijakov naj bi dosegli zlasti z ustreznejšimi metodami in oblikami dela. Zato smo posebno pozornost posvetili dejavnostim (terensko, laboratorijsko, projektno delo), kjer naj bi učenci teoretično znanje bolje povezovali s prakso in tako pridobili več življenjskega in manj faktografskega znanja. Ustreznost učnih načrtov z vidika obsežnosti, izvedbe in učinkovitosti bo pokazala spremljava, ki se je na gimnazijah začela v šolskem letu 1998/1999, v osnovnih šolah pa v šolskem letu 1999/2000.
Descriptors     BIOLOGY
SCHOOLS