Zastupljenost metoda u nastavi gluvih i nagluvih učenika

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.