Curricula and acquisition of teaching content

Abstract

The paper surveys investigations on the level of teaching content acquired in different teaching subjects. Examinations were centered on concepts and development of thinking in concepts. Actually, we studied the level of program content acquired, extent of knowledge about the meaning of concepts how successful the application of different didactic procedures were in the formation and structuring of concepts, role of concepts in independent judgement development, relationship between the quality of knowledge and success in knowledge application, and the process of acquisition of scientific concepts and their relationship with spontaneously acquired concepts. A number of investigations focused on the analysis of curricula and textbooks for different teaching subjects. Curricula for mother tongue teaching, existing in different countries, were comparatively analyzed their overall structure, basic structural elements and didactic-methodic demands. In addition, comparative analysis of textbooks for foreign language teaching was performed from didactic-methodic aspect of vocabulary teaching. Using philosophical-epistemological, psychological-pedagogic and sociocultural criteria, we reviewed a study concerned with issues of contemporary student-oriented curriculum. We gave careful consideration to problems concerning curriculum concept and its development and acquisition strategies, defining of education goals and selection of content, theory of curriculum and innovative approaches.

U radu su prikazana istraživanja usvojenosti sadržaja različitih nastavnih predmeta. Posebno su ispitivani pojmovi i razvoj pojmovnog mišljenja. Konkretno, proučavan je nivo usvojenosti programskih sadržaja, stepen poznavanja značenja pojmova, uspešnost različitih didaktičkih postupaka u formiranju i strukturisanju pojmova, uloga pojmova u razvoju samostalnog rasuđivanja, veza kvaliteta znanja i uspeha u primeni znanja i proces sticanja naučnih pojmova i njihov odnos sa spontanim pojmovima. Jedan broj istraživanja bio je usmeren na analizu nastavnih programa i udžbenika za pojedine predmete. Komparativno su analizirani programi maternjeg jezika u različitim zemljama i to: ukupna struktura, osnovni strukturni elementi programa i didaktičko-metodički zahtevi. Pored toga, izvršena je i komparativna analiza udžbenika stranog jezika koja je obuhvatala didaktičko-metodički aspekt leksičke problematike. Prikazana je studija koja se bavi pitanjima savremenog kurikuluma okrenutog učeniku sa aspekata različitih kriterijuma: filozofsko-epistemoloških, psihološko-pedagoških i sociokulturnih. Razmatrani su problemi koji se odnose na koncept kurikuluma i strategije njegovog stvaranja i usvajanja, definisane ciljeva obrazovanja i izbor sadržaja, teoriju kurikuluma i inovativne pristupe.