Integrisano učenje sadržaja i jezika (CLIL) na geološkim studijama
Content and language integrated learning (CLIL) in earth science
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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 nastav...ne 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.
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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.
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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.