Podsticanje razvoja kompetencija učenika za samoregulaciju u procesu učenja

Abstract

Aktuelna teorijska shvatanja u naukama koje se bave vaspitanjem i obrazovanjem ističu značaj osposobljavanja učenika za aktivnu ulogu u sopstvenom obrazovanju, u skladu sa zahtevima savremenog društva koji se odnose na spremnost za prilagođavanje promenama i na učenje tokom čitavog života. Predmet ovog rada je podsticanje razvoja kompetencija učenika za samoregulaciju u procesu učenja. Cilj je da se razmotre mogućnosti usavršavanja vaspitno-obrazovne prakse na osnovu tri primera: 1) program "Blumovanje" kojim se učenici srednje škole obučavaju da preispituju svoje pristupe učenju, a koji se može integrisati u nastavu različitih nastavnih predmeta; 2) program usmeren na podsticanje autonomnog procesa učenja, koji je razrađen u kontekstu učenja stranog jezika i kulture, ali se može primeniti i u drugim domenima u srednjoškolskoj i univerzitetskoj nastavi; 3) program "Filozofija za decu" usmeren na razvijanje kompetencija učenika za učenje, koji se može primenjivati u starijim razredima osnovne škole i u srednjoj školi. Ovim programima su obuhvaćeni različiti aspekti upravljanja procesom učenja, a autori su tokom realizacije pratili i evaluirali ostvarene efekte. U ovom radu su razmatrane mogućnosti za prilagođavanje metoda i postupaka koji su primenjeni u realizaciji programa u različitim domenima. Ukazano je na moguće pravce daljeg usavršavanja procesa učenja/nastave u skladu sa implikacijama novijih empirijskih istraživanja: a) usmerenost na učenika, a ne samo na veštine/tehnike; b) podsticanje autonomije; c) primena dijaloga u konstruisanju znanja i razvijanju refleksije o procesu učenja.

Current theoretical insights within the framework of education sciences highlight the importance of empowering students to play an active role in their own education, in accordance with the demands of contemporary society regarding adaptibility to changes and lifelong learning. This paper is focused on encouraging the development of students’ competencies for self-regulation in the learning process. The aim is to consider the possibilities of improving educational practice on the basis of three examples: 1) the "Blooming" program by which high school students are trained to re-examine their approaches to learning, which can be integrated in the teaching of different subjects; 2) a program aimed at fostering an autonomous learning process, developed in the context of learning a foreign language and culture, but applicable in other areas of secondary and university education; 3) the program "Child Philosophy" aimed at development of students' competences for learning, which can be applied in older classes of elementary school and in high school. These programs cover various aspects of managing the learning process, and during the realization authors were monitoring and evaluating the effects achieved. In this paper the possibilities for adapting the methods and procedures applied in the realization of programs in different domains are considered. The possible ways of further improvement of the learning/teaching process are suggested in accordance with the implications of recent empirical research: a) the focus on students, and not just on skills / techniques; b) encouraging autonomy; c) application of dialogue in the construction of knowledge and the development of reflection on the learning process.