Obrnjena učilnica kot primer inovativnega učenja
DOI:
https://doi.org/10.55707/ds-po.v40i1.166Ključne besede:
obrnjena učilnica, obrnjeno učenje, vloga učiteljev/učencev, sodelovanje, prednosti/izziviPovzetek
Prispevek se osredotoča na metodo obrnjene učilnice oz. obrnjenega učenja, ki predstavlja sodoben, inovativen pristop poučevanja v vzgojno-izobraževalnem prostoru. Zasnovana je na način, da so predavanja vnaprej posneta, učenci jih poslušajo izven pouka, čas v razredu pa je namenjen aktivnemu sodelovanju učencev. Tovrsten pristop učencem omogoča predvsem večjo (samo)motivacijo in fleksibilnost pri učenju, sodelovalno (participativno) učenje, razvoj kritičnega mišljenja, izkoriščanje potenciala informacijsko-komunikacijskih tehnologij, izboljšanje učne uspešnosti in trajnostnega učenja ter jih spodbuja k prevzemanju odgovornosti za lasten napredek. Prav tako pripomore k optimizaciji učinkovitosti učiteljev, odnosa in konstruktivnejši interakciji med obema deležnikoma. Čeprav obravnavani model v slovenskem vzgojno-izobraževalnem sistemu še ni implementiran do take mere kot v tujih izobraževalnih praksah, analiza sinteze relevantne (teoretične ter empirične) literature – na kateri sloni pričujoči prispevek (kljub nekaterim izzivom napram tradicionalnemu poučevanju/učenju) – pokaže številne prednosti tako za učitelja in učenca kot pouk nasploh.
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