Koncept zone narednog razvoja u okviru koncepcije kooperativne nastave

Abstract

Brojni istraživači ističu značaj kooperativne nastave za individualni razvoj učenika. Stoga smo pristupili analizi odnosa između odlika koncepta zone narednog razvoja (ZNR) i odlika koncepcije kooperativne nastave. Takođe, nastojali smo da odgovorimo na pitanje da li je i u kolikoj meri kooperativna nastava pogodan kontekst za uvažavanje ZNR učenika. U radu smo najpre sagledali razlike koje postoje između tradicionalnog i savremenog shvatanja koncepta ZNR, a potom smo izdvojene ključne karakteristike koncepta ZNR analizirali u okviru koncepcije kooperativne nastave. Na osnovu analize, zaključujemo da se odnos između koncepta ZNR i koncepcije kooperativne nastave može razumeti kao odnos između cilja (stimulisanje razvoja) i sredstva (kooperativnom nastavom). Utvrđeno je i to da je kooperativna nastava pogodan kontekst za uvažavanje ZNR, jer ova nastava u velikoj meri može uvažavati pojedinačne karakteristike ovog koncepta. Dalja istraživanja trebalo bi usmeriti u pravcu ispitivanja simetrične interakcije u nastavi, a obrazovnu praksu trebalo bi obogatiti kooperativnom nastavom.

Many researchers show the significance of cooperative teaching for individual development of students. This is why we started the analysis of the relation between the features of the concept of the zone of proximal development (ZPD) and features of the concept of cooperative teaching. We also tried to answer the question how much and in which extent cooperative teaching is a suitable context for accepting ZPD of students. In the paper, we first observed the differences which exist between the traditional and contemporary comprehension of the concept of ZPD, and then we analysed the key characteristics of the concept of ZPD within the concept of cooperative teaching. Based on the analysis, we can conclude that the relation between the concept of ZPD and the concept of cooperative teaching can be understood as the relation between the aim (stimulating development) and means (cooperative teaching). It was determined that cooperative teaching is a suitable context for accepting ZPD, because this kind of teaching in great extent can accept single characteristics of this concept. Further research should be directed towards studying systematic interaction in teaching; an educational praxis should be enriched by cooperative teaching.