POLOŽAJ STUDENATA I UNIVERZITETSKIH NASTAVNIKA U DIDAKTIČKO-METODIČKOJ DETERMINACIJI VISOKOŠKOLSKE NASTAVE IZ ASPEKTA KIBERNETIČKO- -INFORMACIONE DIDAKTIČKE TEORIJE I TEORIJE KURIKULUMA. (Bosnian)

In the teaching process, the relationship between students and university teachers is an important determinant of the quality learning and teaching process. The concepts of didactic theories provide a different approach to the didactic - methodical determination of teaching, and the position of students in the scientific - teaching process in relation to the concept of the old school and the traditional pedagogical paradigm of teaching. The student is observed and experienced as a collaborator, learning partner, authoritarian teaching styles are abandoned, democratically oriented communication and interaction are developed, with mutual respect, tolerance and respect for all participants in the teaching process. The analytical - descriptive method, comparative analysis and content analysis were used. The relationship and position of students and university teachers in the teaching process through the prism of didactic theories advocated by Christina Möller and Felix von Cube are presented. The issues of selectivity, cooperation and competitiveness as a starting point for defining the position of students in teaching, purposes and goals of learning, based on the modern pedagogical paradigmatic orientation of the "learning society", and the analysis of the position and position of students and university teachers through the prism of cyber-information didactic theories and curriculum theories. [ABSTRACT FROM AUTHOR]

U nastavnom procesu odnos studenata i univerzitetskih nastavnika predstavlja važnu determinantu kvalitetnog procesa učenja i podučavanja. Koncepti didaktičkih teorija pružaju drugačiji pristup didaktičko-metodičkoj determinaciji nastave, te položaju studenata u naučnonastavnom procesu u odnosu na koncepciju stare škole i tradicionalne pedagogijske paradigme poučavanja. Student se posmatra i doživljava kao saradnik, partner u učenju, napuštaju se autoritarni stilovi vođenja nastave, razvija se demokratski usmjerena komunikacija i interakcija, uz međusobno uvažavanje, toleranciju i poštovanje svih učesnika nastavnog procesa. U radu je korištena analitičko-deskriptivna metoda, komparativna analiza i analiza sadržaja. Prikazan je odnos i položaj studenata i univerzitetskih nastavnika u nastavnom procesu kroz prizmu didaktičkih teorija čiji su zagovornici Christina Möller i Felix von Cube. Razmatrana su pitanja selektivnosti, kooperativnosti i kompetitivnosti kao polazišta za definiranje položaja studenata u nastavi, svrhe i ciljeva učenja, zasnovanih na savremenoj pedagogijskoj paradigmatskoj orijentaciji „društva koje uči", te je ponuđena analiza pozicije i položaja studenata i univerzitetskih nastavnika kroz prizmu kibernetičko-informacione didaktičke teorije i teorije kurikuluma. [ABSTRACT FROM AUTHOR]

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