FrancCankaretal. / Procedia - Socia

FrancCankaretal. / Procedia - Social and Behavioral Sciences 177 ( 2015 ) 43 – 47children,for some of whom it was necessary to provide pre-school and school programmes in the English language.To this end, an international primary school (IBO) was established in 1993. Pupils have been able to continue their
education in one of the grammar schools, with the process being completed by an internationalbaccalaureateexamination. The schools have acquired official international authorisation for all programmes, giving pupils theopportunity to follow similar programmes in other countries. This paper outlines the features of the primary school,which runs two programmes: the international primary school programme (Primary Years Programme, Years 1 to 5,and Middle Years Programme, Years 6 to 8) and the Slovenian primary school programme (Years 1 to 9). The basiccharacteristic of the eight-year international primary school is that the two programmes which it runs are integrated.High academic achievements are not the only important aspect of the programmes; there is also and above all an understanding of general concepts and the development of interdisciplinary skills and abilities. Pupils learn toacquire information and knowledge with the help of a variety of sources, and to use that information and knowledgein a real-life context. Emphasis is placed on international and inter-cultural understanding, joint responsibility, asensitivity towards one’s fellow human beings and the environment, and active participation in the local communityand beyond. The teaching approaches focus on methods of work that encourage the methodical, critical and creativeacquisition of new knowledge and skills. A research- and problem-based method of learning is given emphasis, withpupils being encouraged to actively formulate new knowledge and teachers guiding their development. The nineyear Slovenian primary school is organisationally divided into three periods of three years each. A centralized curriculum (prescribed subjects, number of hours and components) is in place, alongside a guided programme containing a comparatively large number of compulsory and optional subjects. The external examination of knowledge, which is conducted on two occasions, additionally intensifies the need to achieve a relatively high level of knowledge. Despite this, the reading literacy of the Slovenian pupils lags behind that of their peers from developed countries (OECD, 2013); they also have serious problems in the field of critical thinking (Marentič Požarnik, 2008). The programme is characterised by the weak systemic integration of cross-curricular topics and skills, although schools have, in recent years, developed numerous instances of good practice in this area. The
teaching approaches remain traditional, with the transmission approaches that are disappearing from more modern teaching methods still to the fore. In the comparative study, we looked at a number of factors that define the effectiveness of the schooling and education process in the international and Slovenian primary school programmes The objectives of the study were as follows:

ผลลัพธ์ (ไทย) 1:

FrancCankaretal / Procedia - สังคมและพฤติกรรมศาสตร์ 177 (2015) 43 – 47children สำหรับบางที่ ก็จำเป็นเพื่อให้โรงเรียนก่อน และโรงเรียนโปรแกรมภาษาอังกฤษ เพื่อการนี้ เป็นโรงเรียนประถมนานาชาติ (IBO) ถูกก่อตั้งขึ้นใน 1993 นักเรียนได้สามารถดำเนินการต่อไปของพวกเขาeducation in one of the grammar schools, with the process being completed by an internationalbaccalaureateexamination. The schools have acquired official international authorisation for all programmes, giving pupils theopportunity to follow similar programmes in other countries. This paper outlines the features of the primary school,which runs two programmes: the international primary school programme (Primary Years Programme, Years 1 to 5,and Middle Years Programme, Years 6 to 8) and the Slovenian primary school programme (Years 1 to 9). The basiccharacteristic of the eight-year international primary school is that the two programmes which it runs are integrated.High academic achievements are not the only important aspect of the programmes; there is also and above all an understanding of general concepts and the development of interdisciplinary skills and abilities. Pupils learn toacquire information and knowledge with the help of a variety of sources, and to use that information and knowledgein a real-life context. Emphasis is placed on international and inter-cultural understanding, joint responsibility, asensitivity towards one’s fellow human beings and the environment, and active participation in the local communityand beyond. The teaching approaches focus on methods of work that encourage the methodical, critical and creativeacquisition of new knowledge and skills. A research- and problem-based method of learning is given emphasis, withpupils being encouraged to actively formulate new knowledge and teachers guiding their development. The nineyear Slovenian primary school is organisationally divided into three periods of three years each. A centralized curriculum (prescribed subjects, number of hours and components) is in place, alongside a guided programme containing a comparatively large number of compulsory and optional subjects. The external examination of knowledge, which is conducted on two occasions, additionally intensifies the need to achieve a relatively high level of knowledge. Despite this, the reading literacy of the Slovenian pupils lags behind that of their peers from developed countries (OECD, 2013); they also have serious problems in the field of critical thinking (Marentič Požarnik, 2008). The programme is characterised by the weak systemic integration of cross-curricular topics and skills, although schools have, in recent years, developed numerous instances of good practice in this area. Theteaching approaches remain traditional, with the transmission approaches that are disappearing from more modern teaching methods still to the fore. In the comparative study, we looked at a number of factors that define the effectiveness of the schooling and education process in the international and Slovenian primary school programmes The objectives of the study were as follows: