TEORIJA PRAKSE I UNIVERZITETSKA CLIL NASTAVA: PREDLOG ZADATKA NA PRIMERU GEOMITOLOGIJE
DOI:
https://doi.org/10.21618/fil2225203bKljučne reči:
CLIL, teorija prakse, nastavnik-istraživač, geomitologija, komunikativne veštineApstrakt
Teorija prakse javlja se kao izazov i potreba za poboljšanjem kvaliteta nastave stranog jezika u odnosu na tradicionalnu nastavu. Ona je u istoj meri potrebna i očigledna koliko je i metoda CLIL osobena, kontekstno-zahtevna i veoma drugačija od dosadašnje linearne prakse. Stoga, teorija prakse zagovara stav da nastavnici jezika ne budu samo tehnički angažovani u ostvarivanju kurikularnih ciljeva već da se ohrabre i postanu istraživači, naučnici i kreatori inoviranih oblika nastave i nastavnih materijala koji dopunjuju usvojenu teoriju. U potrazi za pomenutim ciljevima, rad smo podelili na četiri dela. Prvi deo analizira tradicionalnu komunikativnu nastavu i ulogu nastavnika. Drugi deo analizira složenost CLIL-a. Treći deo objašnjava razlog korišćenja mita ili geomitologije u nastavi jezika, kao i oblike rada koji su kreirani za potrebe vežbi komunikativnih veština. Četvrti deo bavi se sledećim istraživačkim hipotezama: prva hipoteza postulira da učenje geologije putem mita može biti podsticajno; druga hipoteza postulira da teme iz geomitologije mogu pomoći u razvoju govornih veština; treća hipoteza zagovara stav da trojni model znanja, komunikacije i kulture na zanimljiv i zapamtljiv način podučava studente multidisciplinarnosti. Rezultati koje smo dobili su zadovoljavajući, ali smatramo da ovakav alternativni način rada iziskuje višegodišnje praćenje kako bi se sa merom razvijao i uspešno primenjivao.
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