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Аутор: Жана П. Бојовић, Јелена Р. Стојкановић

DOI: 10.5937/ZRPFU2224011B

УДК: 37.026:37.091.39

ИЗОКРЕНУТА УЧИОНИЦА – МОДЕЛ ХИБРИДНЕ НАСТАВЕ

Апстракт: Последњих година се у области образовања посебна пажња посвећује актуелизацији унапређења квалитета наставног процеса и инсистира на спремности прилагођавања бројним изазовима савременог друштва, нарочито у ванредним околностима као што је појава пандемије изазване вирусом ковид-19. Један од алтернативних начина реализа­ције наставе је модел изокренуте учионице чије се основне поставке налазе у теорији самоодређења. Суштина изокренуте учионице (енгл. Flipped Clas­sroom) јесте у стварању подстицајног окружења за учење у складу са соп­стве­ним способностима и интересовањима, изван класичних учионица. Дидак­тичко-методичке импликације примене овог модела наставе огледају се у могућности индивидуализације процеса учења (ученици бирају врсту пону­ђеног наставног материјала, одређују време, место и темпо учења), у разви­јању когнитивних способности ученика за самостално претраживање, кри­тичко анализирање и коришћење различитих извора информација (штампа­них и електронских) за додатна објашњења наставних садржаја. Добијена повратна информација утиче на повећање мотивације за учењем. Рад уче­ника је усаглашен са могућностима, интересовањима и предзна­њима. Недо­стаци су: недовољна обученост наставника за креирање и рад на платфор­мама за електронско учење што захтева додатну обуку из информа­тичке писмености и за наставнике и за ученике, припрема материјала оду­зима много времена, веће когнитивно оптерећење за ученике, прилагођа­вање наставног програма овом моделу, ученици проводе много времена пред рачунаром.

Кључне речи: хибридна настава, модел, изокренута учионица, изо­кренуто учење, онлајн настава.

FLIPPED CLASSROOM – A MODEL OF HYBRID TEACHING

Summary: In the field of education, special attention has been paid recently to improving the quality of the teaching process as well as readiness to adapt to many challenges of modern society, especially in extraordinary circumstances such as the COVID-19 pandemic. One of the alternative ways of teaching is the model of the Flipped Classroom, whose basic settings come from the Theory of Self-Determination. The essence of the Flipped classroom is in creating a stimulating learning environment in accordance with oneʼs own abilities and interests, outside the classic classrooms. The didactic-methodical implications of the application of this teaching model are reflected in the possibility of individualizing the learning process (students choose the type of teaching material offered, determine the time, place and pace of learning), in developing studentsʼ cognitive abilities for independent research, critical analysis and use of different sources (printed and electronic) for additional explanations of curriculum content. The received feedback increases the motivation to learn. The work of students is harmonized with their possibilities, interests and prior knowledge. Disadvantages of this model are: insufficient training of teachers to create and work on e-learning platforms, which requires additional training in computer literacy for both teachers and students, preparation of materials takes a lot of time, greater cognitive load for students, adapting the curriculum to this model, and students spending a lot time in front of a computer.

Keywords: hybrid teaching, model, flipped classroom, flipped learning, online teaching.

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