Problemi nastave geografije u školama nacionalnih manjina u hrvatskom Podunavlju

Abstract

<p>U cilju integracije u &scaron;iru zajednicu, pripadnici nacionalnih manjina, koji se obrazuju na jeziku i pismu kojim se služe, imaju pravo i obvezu učiti i službeni jezik države u kojoj žive. Pravo na odgoj i obrazovanje pripadnici nacionalnih manjina u Republici Hrvatskoj ostvaruju u pred&scaron;kolskim ustanovama, osnovnim i srednjim &scaron;kolama te drugim &scaron;kolskim ustanovama na jeziku i pismu nacionalnih manjina, kao i drugim oblicima obrazovanja (seminari, letnje i zimske &scaron;kole i sl.). Obrazovanje učenika nacionalnih manjina provodi se temeljem tri modela organiziranja i provođenja nastave i to: 1.Model A, po kojem se celokupna nastava izvodi na jeziku i pismu nacionalne manjine uz obavezno učenje hrvatskog jezika u istom broju časova u kome se uči jezik manjine; 2.Model B, po kojem se nastava izvodi dvojezično na način da se prirodna grupa predmeta uči na hrvatskom jeziku, a dru&scaron;tvena grupa predmeta na jeziku nacionalne manjine; 3.Model C, po kojem se nastava izvodi na hrvatskom nastavnom jeziku uz dodatnih pet &scaron;kolskih časova namenjenih negovanju jezika i kulture nacionalne manjine.</p>

<p>In order to integrate into the wider community, national minorities, educated in the official language and script of their country of origin, also have the right and obligation to learn the official language of the country in which they live. The right to be educated in their own language, ethnic and national minorities in Croatia exercise in preschools, elementary and secondary schools, other educational institutions and other forms of education (seminars, summer and winter schools, etc..). Education of minority students is based on three models of organizing and conducting classes, namely: 1.Model A, in which the entire education is the language and script of national minority, but the students must also have lessons of Croatian language in the same amount of of hours as they have their minority language, 2. Model B, in which instruction is bilingual in a way that the natural group of subjects is being presented in Croatian, and social group of subjects is being presented in the minority language; 3.Model C, in which classes are held in the Croatian language, with additional five classes designated to fostering language and culture of national minorities.</p>