140 KB0 KB200620202008Šimenc, Marjanštevilka:1/2letnik:19str. 33-50ISSN:1581-6036COBISSID:1806423URN:URN:NBN:SI:doc-DI0ROX32slPedagoški inštitutSlovensko društvo raziskovalcev šolskega poljaŠolsko poljekurikulumoperativni ciljiučni ciljivzgoja in izobraževanjeCilji šole in cilji učne ure|The author deals with the contemporary history of curriculum planning in Slovenia, particularly the development from content-based through objectives-based planning and finally to process planning. According to the author's analysis, the historic development shows that didactic theories have not only been used as a tool for analysing, planning and changing the learningprocess. Whenever they were used to change the reality in class by establishing simple oppositions between concepts that were not enhanced with abroader picture, i.e. when the oppositions were not overcome or no alternative approaches were given, didactic theories have gradually become obstacles for understanding the reality in the classroomAvtor obravnava sodobno zgodovino načrtovanja pouka v Sloveniji, zlasti razvojod snovnega prek ciljnega do procesnega načrtovanja. Zgodovinski razvoj po avtorjevih analizah priča, da didaktične teorije niso delovale samo kot orodje za analizo, načrtovanje in spreminjanje učnega procesa. Kadar so realnost pouka poskušale spreminjati z vzpostavljanjem enostavnih pojmovnih opozicij, ki niso bile dopolnjene s širšo sliko, v kateri so bile opozicije presežene oziroma podani alternativni pristopi, so sčasoma postale tudi ovira za razumevanje realnosti dogajanja v razreduTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja