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Kolar Billege, Martina
Nova prisutnost, 03/2024, Volume: XXII, Issue: 1Journal Article
Metodički pristup vrednotama u nastavi hrvatskoga jezika podrazumijeva uključivanje znanstvenih spoznaja supstratnih znanosti u planiranje i provedbu nastave. Generička struktura metodike ukazuje na sinergiju odgoja i obrazovanja radi ostvarivanja kognitivnih i afektivnih ishoda. Stoga je u znanstvenom smislu potrebno, uz sadržaje matične znanosti, u proces poučavanja interpolirati i etičke i aksiološke sastavnice – vrednote, radi cjelovitog razvoja učenika. U radu je evidentirana frekvencija svake pojedine vrednote u metodičkim predlošcima u udžbenicima za hrvatski jezik. Objedinjeni podatci ukazuju na to da su vrednote visoke frekvencije znanje, zahvalnost i ljubav. Učitelji (N = 137) i roditelji (N = 102) slažu se da su navedene vrednote povezane s obitelji. Više od 50 % učitelja sve navedene vrednote (osim vjere, poniznosti i požrtvovnosti) uvijek unosi u metodički kontekst, a manje od 50 % roditelja misli da vjeru i poniznost treba uvijek unositi u nastavu. Rezultati pokazuju da su vrednote koje ispitani učitelji i roditelji smatraju povezanima s obitelji te potrebnima u metodičkom kontekstu ujedno vrednote visoke i srednje frekvencije u metodičkim predlošcima. The methodological approach to values in the teaching of the Croatian language necessitates the integration of scientific knowledge from underlying fields into the planning and implementation of the teaching process. The teaching methodology’s generic structure demonstrates the synergy upbringing and education in order to achieve cognitive and affective outcomes. In order for students to develop holistically, it is necessary, in a scientific sense, to interpolate ethical and axiological components – values, in addition to the content of the primary science, into the teaching process. The paper has recorded the frequency of each individual value in methodological templates in Croatian textbooks. The combined data indicate that the high frequency values are knowledge, gratitude and love. Teachers (N = 137) and parents (N = 102) agree that the mentioned values are related to family. More than 50% of teachers always include all the mentioned values (except faith, humility and sacrifice) in the methodological context, and less than 50% of parents think that faith and humility should always be included in classes. The results show that the values that the surveyed teachers and parents consider to be related to family and necessary in the methodological context are at the same time the values of high and medium frequency in methodological templates.
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