Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama

Abstract

Savremeni obrazovni procesi u znaku su dinamičnih promena i reformskih integrativnih nastojanja. Konstatacija o integraciji i transformaciji odnosi se na sve aspekte savremenog obrazovanja, a svoj osoben i snaţan izraz nalazi na području primene CLIL metode, kao aktuelno dominantnog jezičkog modela. Pored navedenih polazišta, u radu se definiše, istraţuje i analizuje potreba za kreiranjem adekvatne kurikularne platforme na Rudarsko-geološkom fakultetu (RGF) u Beogradu, pratećeg silabusa i komplementarnih didaktičkih materijala, koji osiguravaju implementaciju CLIL metode, ujedno dopunjujući smer nacionalne obrazovne politike u pravcu meĎunarodne pozitivne prakse i orijentacije. U ravni pragmatičnog razmišljanja, pravoj aplikaciji CLIL koncepta na RGF-u prethodi intrainstitucionalna analiza mogućnosti i potreba, ograničenja i prednosti, kojim se osigurava iscrpno korišćenje intelektualnog i ifrastrukturnog potencijala. Funkcija kreiranja transformacionog kurikuluma, kao akademske nastavne platforme, otvara i nudi ključna pedagoška pitanja i potencijalna rešenja integrisanog učenja: domenskog-geološkog i lingvističkog-engleskog jezika, upućujući na preispitivanje pravaca podučavanja u kome nastavnik gubi svoju tradicionalnu poziciju, nastava prestaje da bude konačna i gotova, a studenti postaju središte nastavnog procesa kroz interakciju sa različitim kontekstima, metakontekstima, izvorima i ljudskim resursima. Razloge popularnosti i društvene prihvaćenosti CLIL metode našli smo u činjenici da ona nudi niz prosperitetnih i motivacionih rešenja integrisanog učenja u kojima su načini i sredstva stizanja do cilja znanja uvek novi i neograničeno maštoviti. Iz rada se zaključuje da CLIL metoda nudi studentima osećaj da su ušli u praktičan domen aktivnosti, povezan sa njihovim iskustvima i interesovanjima, što opravdava delotvornost učenja jezika. Uspešnost ponuĎenog modela se, pre svega, ogleda u ostvarenju ontološkog nivoa koji osigurava ubrzani razvoj prema naprednim standardima evropskog i svetskog okruţenja. iv Radom se takoĎe utvrĎuje da integrisano učenje putem CLIL metode na RGF-u postaje legitimni i multidisciplinarni istaţivački obrazovni domen, koji obezbeĎuje i rasvetljava pravce nameravanih obrazovnih reformi i razvoja nacije, koji se u kontekstu obrazovne okoline nameću kao neophodni.

Modern educational processes are in the light of dynamic changes and reformative integrative tendencies. The ascertainment of integration and transformation refers to all aspects of modern education, and its specific and strong expression can be found in the field of application of CLIL method, as actually dominant linguistic model. Within the aforesaid grounds, the PhD thesis analyzes a need for discovering an adequate curricular platform of integrated learning of geology and foreign language at the Faculty of mining and geology in Belgrade, of the accompanying syllabus and complementary didactic material which would ensure implementation of CLIL method, at the same time complementing the direction of the educational policy towards the international positive practice and orientation. In the level of pragmatic reflection, the actual application of CLIL concept in RGF will be preceded by intra-institutional analysis of possibilities and needs, limitations and advantages, all in order to ensure the most comprehensive use of intellectual and infrastructural potentials. The function of creation of transformative curriculum, as an academic educational platform, opens and offers key pedagogical questions and potential solutions of integrated learning: domain-geological and linguistic-English language, as it directs towards reconsideration of directions of teaching in which the teachers lose their traditional position, classes cease to be final and completed, and the students become the focus of educational process through the interaction with various contexts, meta-contexts, sources and human resources. The reasons of popularity and the social acceptance of the CLIL method were found in the fact that it offers a whole range of promising and motivational solutions of integrated learning, in which the methods and the means of reaching the goal of knowledge are always new and unlimitedly imaginative. It can be concluded from the research that the CLIL method provides the students with the feeling of entering something practical, associated with their experience and interest, which justifies the efficiency of language learning. vi The success of our model is primarily reflected in the achievement of ontological level that ensures the rapid development of the advanced standards of European and global environment. The PhD thesis also shows that the integrated learning through CLIL method at RGF becomes legitimate and multidisciplinary research and educational domain providing and clarifying the intended direction of educational reform and development of the nation, which in the context of learning environment is imposed as necessary.