TEXTBOOK FOR TECHNICAL STUDENTS IN THE LIGHT OF BOLOGNA PROCESS

Bolonjski studijski proces trebao bi donijeti promjene u organizaciji studija, načinu rada sa studentima, poboljšati kvalitetu studija i znanja studenata, skratiti trajanje studija i povećati uspješnost studija. U ostvarivanju postavljenih ciljeva važnu ulogu između ostalog ima i udžbenik. Postavlja se pitanje kakav bi trebao biti udžbenik za studente tehnike kako bi vodio i usmjeravao studente u svijet znanosti i struke, svijet spoznaje, razmišljanja i zaključivanja, kako bi osiguravao njihov duhovni razvoj i intelektualni rast, te ih osposobljavao za samostalni rad. Pred autorom udžbenika vrlo je zahtjevan i odgovoran zadatak na koji način izabrati sadržaj, kako metodički i didaktički oblikovati udžbenik, kako uključiti nove medije prijenosa znanja te usmjeravati korisnika na te izvore znanja, kako osigurati raznovrsne aktivnosti (misaone, senzoričke, produktivne, reproduktivne, itd.), kako pomoći studentu da usvoji nova znanja. U ovom prilogu prikazana su razmišljanja na koji način udovoljiti opisanim zahtjevima u udžbeniku koji je namijenjen studentima tehnike.
Bologna process should bring changes in terms of organization and methodology, improve the quality of the study process and consequently advance the quality of the knowledge, shorten the study period and encourage the successful termination of the studies. In the course of achieving those aims, a textbook plays an important role. The question, however, arises, how to devise a comprehensive textbook for students of technics, which would lead the students towards the scientific research within the field of technics and promote their intellectual and personal development. Moreover, it should stimulate the students in discovering, reaching conclusions and debating, leading them at the same time towards independent professional productivity. The author of the textbook is therefore faced with a responsible and highly demanding task: how to choose the proper subject, present it in a methodologically and didactically coherent manner, include new media of knowledge transfer and encourage the student towards adopting those sources. Furthermore, the textbook should not lack the activity and channel diversity, bearing in mind thought- provoking, sensory, productive, reproductive ecc. activities. The article for that reason proposes one possible way of addressing the fore-mentioned questions with which the author of a textbook for technical students is inevitably confronted.