Drukčiji pristup oblikovanju nastave hrvatskoga jezika

DOI: https://doi.org/10.19195/0137-1150.175.16
Vesna Bjedov
Google Scholar Vesna Bjedov
Vlatka Ivić
Google Scholar Vlatka Ivić


The designing of Croatian language lessons begins with the teacher’s preparation, that is, thinking about what learning outcomes should be achieved, what teaching contents they can be achieved with, how to check or evaluate these outcomes and what methodological tools to apply in order to achieve what has been planned. In the planning of Croatian language lessons, the starting point for teachers is the plan and programme, namely, the curriculum, which prescribes the teaching contents, that is, the educational outcomes. Currently in the Republic of Croatia there are several national documents: on the one hand the subject curriculum of the Croatian language, which is based on learning outcomes, and on the other hand curricula for primary school, grammar schools and vocational schools, which are based on teaching contents. This fundamental difference also conditioned the changed approach to the designing of Croatian language teaching, which was an incentive to think about how teachers prepare for Croatian language lessons according to the subject curriculum, that is, how they design Croatian language lessons. Since the teachers present their lesson plans in written form, the research material consisted of 23 collected written lesson plans for Croatian language lessons. In the analysis of the collected material, four established categories were observed and analysed: learning outcomes, activities, media and evaluation. The results showed the representation of all these categories in the collected material, although in different proportions. Learning outcomes are the most common, and the media the least represented.

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