Title Metodički pristup filmu u problemskoj nastavi Title (english) Methodological approach to film in problem-based teaching practice Author Nenad Padovan Mentor Zrinka Vukojević (mentor)Committee member Marina Gabelica (predsjednik povjerenstva)Committee member Višnja Rajić (član povjerenstva)Committee member Zrinka Vukojević (član povjerenstva)Granter University of Zagreb Defense date and country 2022-09-13, Croatia Scientific / art field, FIELD OF ART Scientific / art field, SOCIAL SCIENCES Abstract Film je svoje mjesto u obrazovnom sustavu najprije pronašao kao audiovizualno nastavno sredstvo zahvaljujući tehnološkom razvoju i mogućnostima škole da poprati razvoj novih medija. Tehničku epohu zamijenila je digitalizacija školstva i film je kao sredstvo masovnog priopćavanja postao nezaobilazan dio obrazovanja kojem je škola širom otvorila vrata. Obrazovni sustav Republike Hrvatske nastavu filma smjestio je unutar predmeta Hrvatski jezik u domenu Kultura i mediji od prvog do osmog razreda osnovne škole. Stjepko Težak svrhu nastave filma raščlanio je na četiri cilja: osposobljavanje učenika za sigurno i kritičko primanje poruka s ekrana, razvijanje estetske osjetljivosti i sposobnosti učenika za otkrivanje umjetničkih vrijednosti filma, razvijanje umne i imaginacijske sposobnosti učenika (Težak, 2002). Problemska nastava je nastava kojoj je temelj problemsko pitanje, odnosno problemska situacija. Stvaranjem problemske situacije učenike se motivira na samostalan istraživački rad, a učitelj prestaje biti tradicionalni predavač i postaje organizator odgojno-obrazovnog procesa. Problemska nastava organizirana je smjernicama problemsko-stvaralačkog metodičkog sustava. Metodički sustav je zamisao izvođenja nastavnog procesa određena međusobnim odnosom i ulogom čimbenika tog procesa (Bežen, 2008). To su ujedno i strateška polazišta kojima se određuje položaj učitelja, učenika i izvora znanja. Metodičkim sustavima određuju se i metode, vrste rada i postupaka. Učiteljeva uloga u problemskoj nastavi je vrlo važna. On stvara problemsku situaciju, odnosno formulira problem koji motivira učenika na samostalan rad. Osim visokog stupnja učiteljeve stručnosti potrebno je i poznavanje filmskog jezika kako bi učitelj mogao prilagoditi sadržaj nastavi primarnog obrazovanja i na temelju najvažnijih obilježja postaviti radne zadatke kojima će učenici kroz vlastiti napor doći do valjanih zaključaka.
Abstract (english) Film found its place in the educational system as an audiovisual teaching tool thanks to technological development and the school's ability to accompany the development of new media. The technical era was replaced by the digitization of education, and film as a means of mass communication became an indispensable part of education, to which the school opened its doors wide. The education system of the Republic of Croatia places the teaching of film within the subject of Croatian language in the domain of Culture and media from the first to the eighth grade of elementary school. Stjepko Težak broke down the purpose of teaching film into four goals: training students to receive messages safely and critically from the screen, developing students' aesthetic sensitivity and ability to discover the artistic values of film, developing students' mental and imaginative abilities (Težak, 2002).
Problem-based teaching is teaching that is based on a problem, that is, a problem situation. By creating a problem situation, students are motivated to do independent research, and the teacher ceases to be a traditional lecturer and becomes an organizer of the educational process. Problem-based teaching is organized according to the guidelines of the problem creative methodological system. The methodological system is the idea of carrying out the teaching process determined by the mutual relationship and the role of the factors of that
process (Bežen, 2008). These are also strategic starting points that determine the position of
teachers, students, and sources of knowledge. Methods, types of work and procedures are determined by methodical systems.
The teacher's role in problem teaching is very important. The teacher creates a problem situation, i.e., formulates a problem that motivates the student to work independently. In addition to the teacher's high level of expertise, knowledge of the film language is also necessary so that the teacher can adapt the content of primary education classes and, based on the most important characteristics, set work tasks with which the students will reach valid conclusions through their own efforts.
Keywords
nastava filma
problemska nastava
Hrvatski jezik
Keywords (english)
film
problem-based learning
Croatian language class
Language croatian URN:NBN urn:nbn:hr:147:854996 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-02-23 09:20:15
