Konstruktivizem pri pouku likovne vzgoje
Povzetek
Ena izmed osnovnih značilnosti sodobnega izobraževalnega sistema se kaže v preobrazbi od transmisivnega (tradicionalnega) pristopa k učenju in poučevanju do transformacijskega (modernega). Transmisivni pristop k učenju in poučevanju je tisti, pri katerem učenci sprejemajo že pripravljene konstrukte organiziranega znanja s pasivnim sprejemanjem dejstev, ki jih posreduje učitelj. Nasprotno pa učitelj pri transformacijskem pristopu spodbuja aktivno udeležbo učenca z raziskovalnim, problemskim učenjem, med katerim učenci pridobijo veliko več svojega potenciala kot v tradicionalno zasnovanih razredih. Spreminjanje zastarele pedagoške paradigme se je začelo z razvojem sodobnih (kognitivističnih in konstruktivističnih) pedagoških teorij. Skladno s konstruktivističnimi teorijami učenja posamezniki razvijajo svoje znanje o svetu na podlagi lastnih izkušenj in refleksije teh izkušenj. Učenje je rezultat kognitivnih konstruktov, ki temeljijo na individualnih izkušnjah in (pred)znanju, pridobljenem med socialno interakcijo, ki jo določa kultura, v kateri posamezniki živijo. Interpretacijska dejavnost pri konstruiranju razumevanja je še posebej poudarjena v izobraževanju o likovni umetnosti. V prispevku so predstavljene glavne determinante konstruktivizma in konstruktivistične teorije v okviru izobraževalnega procesa. Glavna načela konstruktivističnega poučevanja likovne vzgoje se razlagajo v povezavi z drugimi sodobnimi učnimi strategijami in pristopi, kot so: aktivno učenje, učenje z reševanjem problemov ter interaktivni pristop k učenju in poučevanju. Obravnavana je tudi učiteljeva vloga, katere pristop, zavedanje predznanja učenca in sposobnost smiselne komunikacije z učenci močno vplivajo na uspeh učencev pri sprejemanju, razumevanju in pri interpretaciji likovnih vsebin. Namen tega prispevka je poudariti nekatere elemente konstruktivističnih teorij poučevanja, saj lahko njihovo razumevanje in uporaba v učnem procesu pomagata doseči boljše učne izide, zlasti boljšo sposobnost učencev za uporabo likovnega znanja v vsakdanjem življenju.
Prenosi
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