Primena metode obrnute učionice prilikom usvajanja glagolskih vremena u nastavi engleskog jezika kao stranog

Abstract

Razvoj informacionih tehnologija neminovno je uticao na oblast obrazovanja, a savremene nastavne metode, poput obrnute učionice, koriste njihov potencijal. Dosadašnja nastavna praksa u Srbiji pretežno je tradicionalna: nastavnici su izvor znanja koji donose odluke o nastavnom procesu, učenici pasivno upijaju znanje, škola je obaveza, plan i program određuju spoljni kriterijumi, i sl. (Dar 2017: 680–681). Shodno tome, u Srbiji izostaje implementacija savremenih tekovina u nastavi stranog jezika gde su nastavnici moderatori i vodiči, učenici su aktivni učesnici i organizatori nastave, a plan i program se određuju na osnovu ciljeva koje učenici žele da ostvare, uspeh se procenjuje putem primene znanja, i sl. (Dar 2017: 681–682). Predmet našeg istraživanja jeste primena metode obrnute učionice u nastavi engleskog jezika kroz glagolska vremena (Past Simple, Past Progressive i Present Perfect Simple), u okvirima srednješkolskog obrazovanja u Srbiji. U istraživanju smo primenili eksperimentalnu metodu i metodu testiranja postignuća učenika nakon nastavnog ciklusa. Komplementarno, uključili smo intervju predmetnog nastavnika i anketni upitnik učenika kako bismo postigli trijangulaciju istraživačkog postupka i obezbedili validnost dobijenih rezultata. Kvantitativnom i kvalitativnom analizom imali smo uvid u statističke podatke i kvalitativne sadržaje koji su nam dodatno omogućili tumačenje dobijenih rezultata. Dobijeni rezultati ukazuju na mogućnost pozitivnog uticaja obrnute učionice na retenciju informacija kod učenika, na reorganizaciji vremena u procesu učenja i na inovativan oblik rada putem multimedijalnih sredstava. Stoga, istraživanje metode obrnute učionice znatno doprinosi širenju saznanja o novom obliku kombinovanog učenja i pruža uvid u pedagoške implikacije nastavne prakse u Srbiji.

The development of information technology has had an influence on the education, and the current teaching method of the flipped classroom has utilized its potential. The current teaching praxis in Serbia is mostly traditional: teachers are a source of knowledge who make decisions about the teaching process, students gain knowledge passively, school is mandatory, the curriculum is determined by external criteria, etc. (Dar 2017: 680–681). Thus, contemporary teaching praxis is lacking in the foreign language classroom where the teacher is a moderator and a guide, the students are active participants, involved in the learning process, the curriculum is based around the student goals, etc. (Dar 2017: 681–682). The subject of our research is the implementation of the flipped classroom method when teaching English tenses (Past Simple, Past Progressive and Present Perfect Simple) in the Serbian high school education. The following methods have been employed in our research: experimental method and the achievement test, an interview with the school teacher and a survey with the students so as to achieve the triangulation within our research and confirm the validity of the acquired results. Using quantitative and qualitative methods of analysis we gained an insight into the statistical data and the qualitative content which aided us in interpreting the results. The results indicate that the flipped classroom method can positively influence the students’ retention, the reorganization of the time in the learning process, and can incorporate multimedia sources. Therefore, research into the flipped classroom model contributes to the spread of knowledge about the new method of blended learning and provides an insight into the pedagogical implications of the teaching praxis in Serbia.