The aim of the research was to examine the quality of adolescents' lives in order to assess how much it serves the purpose of effective lifelong education. The sample consisted of 220 pupils from the first to the fourth grade of secondary school on the territory of Serbia. The quality of life of the respondents was assessed by means of a questionnaire on the quality of life-PedsQL™. The following was examined: Emotional, Social and Physical functioning. The results of the research showed a high level of life quality related to the aspects of physical functioning and social functioning, while emotional functioning is marked as a dimension with a lower degree of quality. Factor analysis revealed six relatively independent factors. The results indicate that the quality of students' life is still not at an enviable level and that it is important to work systematically in this field.
According to the new Curriculum for the second grade of elementary education (2018), the Latin alphabet is taught, in schools where Serbian is the mother tongue, as the second alphabet, after the acquisition of the Cyrillic alphabet. The new textbooks which follow the new Curriculum (2018) were written and published by numerous authors and publishing houses in 2019. Consequently, 12 textbooks in the Catalogue of textbooks for the second and sixth grades of elementary education are listed as approved textbooks for learning the Latin alphabet. Furthermore, two publishing houses have listed two textbooks for the same subject respectively, only written by different authors, and one publishing house offers a digital edition as well. These textbooks have different titles, concepts, and volume. The goal of this paper is to analyze the content for the Latin alphabet learning in the current Curriculum and in the accredited textbooks. In the paper, we analyze first the Curriculum (2018), i.e., the outcomes, content, and instructions for learning the Latin alphabet, and secondly, the methodological concept of the textbooks for learning the second writing system according to the Curriculum. The methodological analysis is focused on the framework of the curriculum, the concepts, and functionality of textbooks for learning the Latin alphabet. After an in-depth analysis, it was concluded that the current Curriculum (2018) does not contain detailed instructions for learning the Latin alphabet, therefore, the concepts of various textbooks for learning this alphabet differ significantly.
Vocabulary teaching includes enriching vocabulary, learning and using words, and has a great influence on language development. The aim of this paper is the review of the designed experimental programme for vocabulary teaching, which influences the enrichment of pupils' vocabulary. The experimental programme was designed according to the types of lexical exercises, and it is applied in native language teaching. The sample of the experiment of parallel groups included pupils in the first grade of primary school (N = 110). The experimental programme for vocabulary teaching was realized within three months with three or four lexical exercises a week. After the completion of the programme, there was a test, which had the purpose of diagnosing the difference between the pupils in the experimental and control group. The results showed a statistically significant difference between the control and experimental group in the following vocabulary items: adjective, noun, verb, synonyms, antonyms, diminutives, and composing words out of the given letters. There were no differences between groups in composing words out of the given word. This research shows that the preparation of a detailed programme for vocabulary teaching influences the enrichment of pupils' vocabulary in the first grade of primary school.
Универзитет у Нишу, Учитељски факултет у Врању др Зорица Цветановић Универзитет у Београду, Учитељски факултет Oригинални научни рад Мишљења учитеља о општим стандардима постигнућа за напредни ниво у настави српског језикаРезиме: У настави српског језика највећа пажња посвећује се просечном ученику са тежњом да се остваре образовни стандарди за основни и средњи ниво постигнућа. За подизање квалитета наставе и обезбеђивање услова за развој ученика веома је значајно колике су могућности усмеравања наставе ка напредном нивоу стандарда. У раду се, са методичког аспекта, анализирају општи стандарди постигнућа за крај првог циклуса образовања за напредни ниво у српском језику. Због важне улоге учитеља, значајна су њихова мишљења о могућностима ученика за достизање напредних нивоа стандарда. У раду су приказана мишљења двеста учитеља о практичном значају стандарда постигнућа у разредној настави. Циљ рада је да се прикажу и анализирају стандарди за напредни ниво образовних постигнућа у настави српског језика и мишљења учитеља о томе да ли стандарди усмеравају наставу ка индивидуализацији и бољим постигнућима ученика. Резултати истраживања показују да ученици могу да достигну напредне нивое у одређеним предметним областима, а напредни ниво у области граматике и лексикологије учитељи су издвојили као најсложенији.Кључне речи: образовни стандарди, напредни ниво, настава српског језика, постигнућа ученика.
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