Zastupljenost metoda u nastavi gluvih i nagluvih učenika
The involvement of methods in the teaching of deaf and hard of hearing students
Authors
Kovačević, Jasmina
Radovanović, Vesna

Jacova, Zora
Maćešić-Petrović, Dragana

Contributors
Isaković LjubicaKovačević Tamara
Conference object (Published version)
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Nastavne metode predstavljaju regulatore čitavog toka nastavnog
procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio
je da se ispita zastupljenost opštih nastavnih i surdopedagoških
metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih
kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici
rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo
je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri-
torije Republike Srbije. Za potrebe istraživanja korišćen je posebno
dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži-
vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda
u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran-
girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda
3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang
je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije
metoda su: iz grupe oštih nastavnih me...toda verbalne metode, tekst
i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me-
toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za
izbor metoda ispitanici navode postizanje boljih rezultata (skalna
vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da
raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru
nastavnik i dalje je zastupljena u školama, a samim tim i dominantna
upotreba verbalnih metoda.
Teaching methods are the regulators of the entire course of the teaching
process and therefore often arouse research attention. The aim of this paper
was to examine the representation of typical teaching methods and methods
of teaching of deaf and hard of hearing students (special education methods).
The paper also point up the most common combinations of methods, and
determine the guidelines for the teachers in selecting the methods of work.
The survey sample consisted of 140 respondents working in schools for deaf
and hard-of-hearing children from the Republic of Serbia. For the research
needs, a specially designed questionnaire containing 24 questions was used.
The results of the research show that, in relation to the generalization of
typical teaching methods in the education of deaf and hard– hearing students
at the scalar value, the highest-ranked verbal method is the dialect method
3.71 and the monolingual method 3.58.Compared to the presence of special
education me...thods (methods for hearing impaired) the highest ranking was
achieved by the method of total communication 3.48. The most common
combinations of methods are: from the group of general teaching methods
the verbal methods, text and indications (scale value 3.29), while oral methods
and gestures (scaling value 3.15) are from the group of special education
methods. The most common way in selecting the type of method is that the
respondents report of achieving better results (scaling value 3.96). Based on
empirical results, it can be concluded that they are not much the variety of
teaching methods. The central method of the teaching, still present in schools,
and therefore in the dominant use are verbal methods and they are still in
dominant use in our schools.
Keywords:
obrazovanje / nastava / tradicionalna škola / metode / gluvi i nagluvi učenici / education / teaching / traditional school / methods / deaf and hard of hearing childrenSource:
Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018., 2018, 119-134Publisher:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Funding / projects:
Collections
Institution/Community
rFASPERTY - CONF AU - Kovačević, Jasmina AU - Radovanović, Vesna AU - Jacova, Zora AU - Maćešić-Petrović, Dragana PY - 2018 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/2914 AB - Nastavne metode predstavljaju regulatore čitavog toka nastavnog procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio je da se ispita zastupljenost opštih nastavnih i surdopedagoških metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri- torije Republike Srbije. Za potrebe istraživanja korišćen je posebno dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži- vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran- girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda 3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije metoda su: iz grupe oštih nastavnih metoda verbalne metode, tekst i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me- toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za izbor metoda ispitanici navode postizanje boljih rezultata (skalna vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru nastavnik i dalje je zastupljena u školama, a samim tim i dominantna upotreba verbalnih metoda. AB - Teaching methods are the regulators of the entire course of the teaching process and therefore often arouse research attention. The aim of this paper was to examine the representation of typical teaching methods and methods of teaching of deaf and hard of hearing students (special education methods). The paper also point up the most common combinations of methods, and determine the guidelines for the teachers in selecting the methods of work. The survey sample consisted of 140 respondents working in schools for deaf and hard-of-hearing children from the Republic of Serbia. For the research needs, a specially designed questionnaire containing 24 questions was used. The results of the research show that, in relation to the generalization of typical teaching methods in the education of deaf and hard– hearing students at the scalar value, the highest-ranked verbal method is the dialect method 3.71 and the monolingual method 3.58.Compared to the presence of special education methods (methods for hearing impaired) the highest ranking was achieved by the method of total communication 3.48. The most common combinations of methods are: from the group of general teaching methods the verbal methods, text and indications (scale value 3.29), while oral methods and gestures (scaling value 3.15) are from the group of special education methods. The most common way in selecting the type of method is that the respondents report of achieving better results (scaling value 3.96). Based on empirical results, it can be concluded that they are not much the variety of teaching methods. The central method of the teaching, still present in schools, and therefore in the dominant use are verbal methods and they are still in dominant use in our schools. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. T1 - Zastupljenost metoda u nastavi gluvih i nagluvih učenika T1 - The involvement of methods in the teaching of deaf and hard of hearing students EP - 134 SP - 119 UR - https://hdl.handle.net/21.15107/rcub_rfasper_2914 ER -
@conference{ author = "Kovačević, Jasmina and Radovanović, Vesna and Jacova, Zora and Maćešić-Petrović, Dragana", year = "2018", abstract = "Nastavne metode predstavljaju regulatore čitavog toka nastavnog procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio je da se ispita zastupljenost opštih nastavnih i surdopedagoških metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri- torije Republike Srbije. Za potrebe istraživanja korišćen je posebno dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži- vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran- girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda 3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije metoda su: iz grupe oštih nastavnih metoda verbalne metode, tekst i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me- toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za izbor metoda ispitanici navode postizanje boljih rezultata (skalna vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru nastavnik i dalje je zastupljena u školama, a samim tim i dominantna upotreba verbalnih metoda., Teaching methods are the regulators of the entire course of the teaching process and therefore often arouse research attention. The aim of this paper was to examine the representation of typical teaching methods and methods of teaching of deaf and hard of hearing students (special education methods). The paper also point up the most common combinations of methods, and determine the guidelines for the teachers in selecting the methods of work. The survey sample consisted of 140 respondents working in schools for deaf and hard-of-hearing children from the Republic of Serbia. For the research needs, a specially designed questionnaire containing 24 questions was used. The results of the research show that, in relation to the generalization of typical teaching methods in the education of deaf and hard– hearing students at the scalar value, the highest-ranked verbal method is the dialect method 3.71 and the monolingual method 3.58.Compared to the presence of special education methods (methods for hearing impaired) the highest ranking was achieved by the method of total communication 3.48. The most common combinations of methods are: from the group of general teaching methods the verbal methods, text and indications (scale value 3.29), while oral methods and gestures (scaling value 3.15) are from the group of special education methods. The most common way in selecting the type of method is that the respondents report of achieving better results (scaling value 3.96). Based on empirical results, it can be concluded that they are not much the variety of teaching methods. The central method of the teaching, still present in schools, and therefore in the dominant use are verbal methods and they are still in dominant use in our schools.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.", title = "Zastupljenost metoda u nastavi gluvih i nagluvih učenika, The involvement of methods in the teaching of deaf and hard of hearing students", pages = "134-119", url = "https://hdl.handle.net/21.15107/rcub_rfasper_2914" }
Kovačević, J., Radovanović, V., Jacova, Z.,& Maćešić-Petrović, D.. (2018). Zastupljenost metoda u nastavi gluvih i nagluvih učenika. in Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 119-134. https://hdl.handle.net/21.15107/rcub_rfasper_2914
Kovačević J, Radovanović V, Jacova Z, Maćešić-Petrović D. Zastupljenost metoda u nastavi gluvih i nagluvih učenika. in Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:119-134. https://hdl.handle.net/21.15107/rcub_rfasper_2914 .
Kovačević, Jasmina, Radovanović, Vesna, Jacova, Zora, Maćešić-Petrović, Dragana, "Zastupljenost metoda u nastavi gluvih i nagluvih učenika" in Tematski zbornik radova - „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. (2018):119-134, https://hdl.handle.net/21.15107/rcub_rfasper_2914 .