https://doi.org/10.59132/viz/2021/4-5/14-18
Povzetek
V prispevku se poudarja pomen premišljene in ustrezno izbrane učne strategije, ki jo strokovni delavec načrtuje za razvijanje podjetnostne kompetence. Pri tem se avtorica naslanja na tiste teorije učenja, ki postavljajo učenca v vlogo aktivnega sooblikovalca in ustvarjalca učnega procesa. Prispevek nagovarja strokovne delavce, da v fazi načrtovanja premislijo katera védenja, zmožnosti in spretnosti bo učenec uporabil ali pa razvijal, da bi dosegel zastavljene vsebinske cilje in razvijal izbrane kompetence. Poudarek je na učiteljevi kritični presoji pri načrtovanju pouka po principu vzvratnega načrtovanja, ki osmišlja izbor dejavnosti za dosego ciljev učenja in je v podporo razvoju podjetnostne kompetence. Poglobljeni pristop k vzvratnem načrtovanju strokovnega delavca posledično vodi k izboru ustreznih učnih strategij za dosego načrtovanih ciljev.
Abstract
Entrepreneurship Competence in the Context of Modifying Didactic Learning Strategies
The paper highlights the importance of a well-thought-out and appropriately selected learning strategy, designed by the professional to develop the entrepreneurship competence. The author refers to those theories of learning that place the learner in the role of an active co-designer and co-creator of the learning process. The paper encourages the professional staff to take the time in the planning phase to think about which knowledge, abilities and skills the learner will use or develop in order to achieve the set content-related goals and develop the selected competences. Emphasis is placed on the teacher’s critical assessment when planning lessons according to the backward design principle, which makes sense of the selection of activities for achieving the learning goals and supports the development of the entrepreneurship competence. An in-depth approach to backward design consequently guides the professional to choose appropriate learning strategies for achieving the planned goals.