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Kognitivno-razvojni pristup i nastava

dc.creatorMirkov, Snežana
dc.date.accessioned2021-03-17T13:21:03Z
dc.date.available2021-03-17T13:21:03Z
dc.date.issued1994
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/17
dc.description.abstractThis paper gives a review of different conceptions referring to problems of teaching and learning in the perspective of cognitive- developmental approach. It is pointed out that within this approach there are essential differences among various orientations in the conception of factors of development, which results in different conceptions of possibilities of influence on development by teaching. The particular attention was paid to the following problems: interaction between student and teacher, curriculums, teaching methods, relationship between knowledge acquirement and thinking development, concept acquisition, learning process, motivation. The attention is called to some possibilities and the significance of elaboration of theoretical assumptions and their application in the teaching practice. While on the basis of Piaget and Bruner's theories there are only guide lines which should lead to certain theory of teaching, in this paper the author deals with the method of successive formation of mental activities, which is only one of the ways of elaboration of Vigotski's theoretical assumptionsen
dc.description.abstractU radu je dat prikaz različitih shvatanja koja se odnose na probleme nastave i učenja iz perspektive kognitivno-razvojnog pristupa. Ukazano je na suštinske razlike koje postoje između različitih usmerenja u okviru ovog pristupa u shvatanjima faktora razvoja iz kojih proističu i različita shvatanja mogućnosti uticanja na razvoj putem nastave. Posebna pažnja je usmerena na sledeće probleme: interakcija između učenika i nastavnika, nastavni sadržaji, nastavne metode, odnos između sticanja znanja i razvoja mišljenja, usvajanje pojmova, proces učenja, motivacija. Ukazano je na neke mogućnosti i značaj razrade teorijskih postavki i njihove primene u nastavnoj praksi. Dok na osnovu teorija Pijažea i Brunera postoje tek smernice koje treba da dovedu do određene teorije nastave, u ovom radu je dat osvrt na metod etapnog formiranja umnih radnji koji predstavlja samo jedan od puteva razrade teorijskih postavki Vigotskogsr
dc.publisherBeograd : Institut za pedagoška istraživanja
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectkognitivni razvojsr
dc.subjectnastavasr
dc.subjectstrukturesr
dc.subjectučenjesr
dc.subjectfaktori razvojasr
dc.subjectinterakcijasr
dc.subjectsredinasr
dc.titleCognitive-developmental approach and teachingen
dc.titleKognitivno-razvojni pristup i nastavasr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage397
dc.citation.issue26
dc.citation.other(26): 384-397
dc.citation.spage384
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/1561/Kognitivno-razvojni_pristup_i_nastava_1994.pdf
dc.identifier.rcubconv_563
dc.type.versionpublishedVersion


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