Role-playing as a Method of Experiential Learning in Slovenian Language Teaching

Igra vlog je metoda izkustvenega učenja, ki omogoča učencu/dijaku, tudi študentu izgradnjo poglobljenega razumevanja učne snovi in izraţanje ustvarjalnosti ter ga spodbuja k razvoju raznovrstnih veščin, bazičnih miselnih veščin – primerjanje, razvrščanje, posploševanje, opredeljevanje, sklepanje, analiziranje, raziskovanje, veščin kritičnega mišljenja – analiza argumentov, preverjanje hipotez, pravilna raba jezika, komunikacijskih veščin – poslušanje, vzpostavljanje dvogovora. izraţanje stališč, mnenj. Z metodo igre vlog je mogoče uresničevanje širokega spektra vzgojno-izobraţevalnih ciljev tako na področju kognitivnega kot čustvenega razvoja posameznika. Učenci/dijaki s pomočjo učiteljevih navodil, smernic samostojno, domiselno in ustvarjalno, z miselnimi postopki predstavljajo dano situacijo, ustvarjajo razpravo, rešujejo nastale teţave in usvajajo snov. Poleg miselnih in intelektualnih procesov se prepletata tudi čustvena in domišljijska aktivnost. Izvedba pouka s pomočjo metode igre vlog in analiza pridobljenega znanja, stopnje ustvarjalnosti, zavzetosti, sodelovanja pri učenju sta bili usmerjeni k ugotovitvi, ali je s takšno obliko poučevanja/učenja v srednji šoli, gimnazijskem programu, mogoče doseči zastavljene vzgojno-izobraţevalne cilje in dijake motivirati za delo ter s tem narediti pouk zanimivejši in privlačnejši. Rezultati analize izdelkov, ocenjevanja kot posledice igre vlog, ki je bila izpeljana kot uvodna motivacija, kot popestritev pouka in kot metoda pridobivanja novega znanja, ponavljanja in utrjevanja znanja, ter ocenjevanja, torej v vseh fazah učnega procesa, so pokazali, da je igra vlog primerna in uspešna metoda poučevanja/učenja, saj so bili vzgojno-izobraţevalni cilji doseţeni, dijaki ustvarjalni, aktivni in uspešni. Role-playing is an experiential learning method which enables a pupil or a student to build a profound understanding of a learning material and to express his/her creativity. It also encourages him/her to develop various skills: basic mental skills – comparing, classifying, generalizing, identifying, concluding, analyzing, researching skills of critical thinking – analyzing arguments, testing hypotheses, correct using of language communicational skills – listening, establishing a dialogue. Establishing positions, forming opinions. This method enables to exercise a wide spectre of educational goals in the field of a person’s cognitive as well as emotional development. Using a teacher’s instructions and guidelines, pupils/students autonomously, imaginatively and creatively, through mental processes, present a giving situation, create a debate, solve difficulties encountered and create learning material. Besides mental and intellectual processes, emotional and imaginative activities are also activated. Teaching by using the method of role-playing and the analysis of the acquired knowledge, the degree of creativity, of commitment, of participation in learning, all lead to a conclusion that by applying this teaching/learning method in a high school with a baccalaureate programme we can achieve the set educational goals and motivate pupils to work and thus make our lessons more interesting and attractive. The results of the analysis of school work, evaluation as a result of role-playing as an introductory motivation, as a method of making lessons more varied and as a method of acquiring, repeating and consolidating knowledge, showed that role playing is an adequate and successful teaching/learning method, because the educational goals were achieved and pupils were creative, active and successful.