Interaktivna nastava matematike u mlađim razredima osnovne škole
Interactive teaching of mathematics in younger grades of primary school
Метаподаци
Приказ свих података о дисертацијиСажетак
Disertacija je zasnovana na kompleksnom istraživanju čiji su rezultati
empirijski pozitivno evaluirani. U skladu sa savremenom metodikom nastave
matematike, stepen interaktivnosti nastave/učenja predstavlja osnovni kriterijum
kvaliteta procesa osnovnog matematičkog obrazovanja. Shodno tome, cilj našeg
istraživanja je da sačinimo originalnu i realno izvodljivu metodiku nastave/učenja
matematike u mlađim razredima osnovne škole, sa što većim stepenom interaktivnosti.
U tu svrhu, dominantnim korišćenjem metode komparativne teorijske analize,
sačinili smo teorijske osnove istraživanja. Deskriptivno-analitičkom metodom
odredili smo pojam i karakteristike interaktivne nastave, odabrali i opisali najbitnije
nastavne sisteme i metode, oblike rada i nastavna sredstva. Metodički pristup interaktivnoj
nastavi, za svaki razred posebno, sadrži originalne metodičke okvire sa
modelima interaktivne obrade svih nastavnih jedinica. Metodiku interaktivne nastave
matematike u četvrtom razredu smo posebno ...pažljivo sačinili i podrobno opisali,
jer je na osnovu nje radila eksperimentalna grupa. Pri tom smo uniformno koristili
originalnu strukturu operativne faze časova interaktivne obrade nastavnih jedinica.
Najbitniju prednost u interaktivnoj obradi nastavnih jedinica, po opisanoj strukturi,
čini značajno veće angažovanje misaonih aktivnosti učenika na osnovu kojih se vrši
zaključivanje. Pri tom se induktivno zaključivanje koristi u značajno manjoj meri,
uglavnom za potvrđivanje, proširivanje i objedinjavanje obrađenih sadržaja. Iako se
empirijsko istraživanje odnosi samo na uzorak iz populacije učenika četvrtih razreda,
može se pretpostaviti da bi radom po našoj metodici učenici postigli još bolje
rezultate. Korišćenje računara koje nismo uključili u rad eksperimentalne grupe, pozitivno
bi uticalo na postignuće učenika u interaktivnom učenju matematike.
The thesis is based on a complex research whose results were empirically
positively evaluated. According to the modern methodic of teaching mathematics,
the degree of interactivity in teaching/learning represents a basic criteria the
quality of the process of primary mathematical education. Therefore, the objective of
our research is to make an original relatively feasible methodic of teaching/learning
of mathematics in younger grades of primary school, with the highest possible degree
of interactivity. For this purpose, we created theoretical research fundamentals by dominantly
using methods of comparative theoretical analysis. By using the descriptiveanalytic
method we defined the term and the characteristics of interactive teaching,
selected and described the most important teaching systems and methods, forms of
work and teaching aids. Methodic approach to teaching of mathematics, for each grade
in particular, consists of original methodic frames with models of interactive processin...g
of all teaching units. Methodic of interactive teaching of mathematics in fourth
grade was particularly carefully made and thoroughly described because the work of
the experimental group was based on it. Thereby we uniformly used the original structure
of the operative stage of the classes of interactive processing of teaching units.
The most important advantage of interactive processing of teaching units, according to
the structure described, consist of a significantly greater engagement of brain activity
of the pupil on basis of which the pupil reasons. Thereby inductive reasoning is used
significantly less, mostly for confirmation, expansion and consolidation of the processed
content. Although the empirical research relates only to the pattern of population
of pupils from the fourth grade, it can be assumed that by working according to our
methodic the pupils would achieve even greater results. Usage of computers which
was not included in the work of the experimental group would have a positive impact
of the pupils’ achievements in interactive learning of mathematics.