| الوصف: |
Skozi zgodovino smo Slovenci oblikovali poseben odnos do gora, ki so postale del naše narodne zavesti. S preučevanjem zgodovinskega dogajanja v gorskih pokrajinah v Sloveniji smo ugotovili, da imajo gore za Slovence med drugim tudi simbolen pomen. Na začetku 20. stoletja je Triglav predstavljal pomemben simbol in branik slovenstva predvsem proti nemškemu nacionalizmu. Tudi v poznejših obdobjih se gore pojavljajo kot pomemben identifikator Slovencev. Glede na to, da imajo gore za Slovence pomemben pomen, smo v magistrskem delu želeli raziskati zastopanost gorniških vsebin v osnovnih šolah. Zanimalo nas je, če osnovnošolski program pri učencih razvija gorsko identiteto in kompetence. V ta namen smo preučili osem osnovnošolskih učnih načrtov in preverili zastopanost gorniških vsebin. Rezultati analiz učnih načrtov so pokazali prisotnost učnih ciljev, povezanih z gorami, vendar nikakor ne ponudijo celostne obravnave gorniške tematike. Z intervjuji učiteljev smo preverili, kako poteka izvajanje planinskega krožka v osnovnih šolah. Z namenom celostne obravnave gorništva in da bi učenci lahko razvili gorsko identiteto in kompetence, smo napisali primer učnega načrta za enoletni izbirni predmet gorništvo, ki bi se izvajal v tretjem vzgojno-izobraževalnem obdobju v osnovnih šolah. Throughout history, Slovenians have developed a special relationship with mountains, which have become part of our national identity. Studying the historical development of mountain landscapes in Slovenia, we have found that mountains have, among other things, a symbolic meaning for Slovenians. At the beginning of the 20th century, Triglav was an important symbol and bastion of Slovenian identity, especially against German nationalism. In later periods, mountains also became an important identifier of Slovenians. Given the fact that mountains have an important meaning for Slovenians, in ourmaster's thesis we wanted to explore the representation of mountaineering content in elementary schools. We were interested in whether the elementary school curriculum develops students' mountain identity and competencies. To this end, we examined eight elementary school curricula and examined the representation of mountaineering content in these curricula. The results of the curriculum analyses indicated the presence of mountain-related learning objectives, but they do not provide comprehensive treatment of mountaineering themes. Through teacher interviews, we examined the implementation of the mountaneering club in elementary schools. In order to address mountaineering holistically, we wrote a sample curriculum for a one-year elective course on mountaineering to be implemented in elementary schools during the third period of education. |
