Strokovni ?lanek
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Povzetek
Namen ?lanka je spodbuditi profesorje vijih in visokih ol, da prevetrijo svoje delo z vidika formativnega spremljanja pouka, druga?e re?eno, z vidika procesa za izboljanje u?enja in pou?evanja, kar je najpreprosteja definicija formativnega spremljanja pouka. Zanj je zna?ilno, da v sredi?u u?nega procesa ni profesor, ampak tudent, ki dobi nadzor nad celotnim u?enjem, in to od na?rtovanja ciljev, postavljanja meril in zbiranja dokazov o znanju do orodij za samoevalvacijo. Posebej pomembno je takojnje prejemanje povratnih informacij v obliki nasvetov, ki spodbujajo vije kognitivne procese, kreativnost in kriti?no miljenje; cilj tega pa je izboljati znanje.
Klju?ne besede: formativno spremljanje, u?ni proces, visoka ola, povratna informacija.
Abstract
The purpose of the article is to encourage high school and university professors to bring a breath of fresh air to their work from the perspective of formative teaching, in other words, the process of improving learning and teaching, which is the simplest definition of formative teaching. It is characterized by the fact that, at the heart of the learning process, it is not the professor but the student who gains control over all learning: from planning goals, setting criteria and gathering evidence of knowledge to self-evaluation tools. It is particularly important for the student to receive immediate feedback in the form of advice that encourages higher cognitive processes, creativity and critical thinking; the aim is to improve knowledge.
Keywords: formative monitoring, learning process, high school, feedback.
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Strokovni ?lanek
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Povzetek
Prispevek razpravlja o problemih, ki zavirajo razvoj na tudente osredoto?enega u?enja in poziva tudente, naj uporabijo razpololjive mehanizme, s pomo?jo katerih bodo pospeili uvajanje u?nih metod, ocenjevanja in organizacijskih elementov, ki jim bodo olajali tudij in ga naredili bolj zanimivega. Na tudente osredoto?eno u?enje zavira prepri?anje, da so stare u?ne metode in ocenjevanje e vedno najbolje, da se dolo?enih splonih na?el ne sme spreminjati, da so tudenti s slabimi ocenami leni, da se ne uvaja novih u?nih metod, ?e da so preve? rizi?ne (npr. u?enje na daljavo) itd. tudenti imajo danes vsaj formalno gledano pomembno vlogo pri odlo?anju na olah. Seveda jim manjka poznavanje u?nih metod, ocenjevanja in organizacijskih vidikov u?enja, osredoto?enega na tudente. Vendar pa imajo monosti, da preberejo, kaj pomeni na tudente osredoto?eno u?enje in da kot mo?na, mlada skupnost na olah predlagajo, da se ga za?ne uvajati.
Klju?ne besede: na tudente osredoto?eno u?enje, ovire pri uvajanju, tudenti
Abstract
The paper discusses problems that hinder development of student-centred learning and invites students to use available mechanisms with which they will accelerate introduction of teaching methods, methods of assessment and organizational elements that will facilitate their study and make it more interesting. Student-centred learning is hindered by opinions that old teaching methods and assessment are still the best, that certain general principles should not be changed, that students with poor marks are lazy, that some new teaching methods should not be introduced because they are too risky (e.g. distance studies) etc. Students have nowadays at least formally an important role in decision-making. Of course they lack knowledge about teaching methods, assessment and organisational aspects of student-centred education. However, students have the possibility to read about the meaning of the student-centred learning and that they as a young strong part of an educational institution - demand that student-centred learning should be introduced.
Key words: student-centred learning, obstacles that hinder its development, students voice
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Strokovni ?lanek
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Povzetek
Tema ?ustvena inteligenca se nanaa na sposobnost prepoznavanja in obvladovanja lastnih ?ustev ter tudi ?ustev drugih. Glede na dejstvo, da ?ustvena inteligenca ni nov izraz, je bil namen ?lanka raziskati poznavanje in razumevanje ?ustvene inteligence. Raziskava vsebuje teoreti?ni del, kjer so zajete osnove teorije in predpostavke psihologov in raziskovalcev ?ustvene inteligence, povezava s ?ustvi ter prepoznavanje, upotevanje ?ustvene inteligence vrste inteligenc in ?ustvena inteligenca v vodstvu.
Klju?ne besede: ?ustvena inteligenca, ?ustva, inteligenca, inteligen?ni koli?nik, Q, IQ, SQ, EQ, zaposleni, delovno mesto, vodstvo
Abstract
The topic is emotional intelligence, which refers to the ability to recognise and manage our own emotions, as well as the emotions of other people. Given the fact that the emotional intelligence is not a new topic, the purpose of this research is to explore knowledge and understanding of emotional intelligence. The research consists of a theoretical part that covers the basics of emotional intelligence, its relation to emotions, together with recognition and consideration of the emotional intelligence in the name of psychologists and other scientists.
Key words: Emotional intelligence, emotions, intelligence, Q, IQ, SQ, EQ, employees, work place, management
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