UDK 37

YU ISSN 0353 - 7129

~asopis za teoriju i praksu

vaspitawa i obrazovawa

3/2002

. 3

. IX . 1-189 2003.

U~iteqski fakultet Sombor

UNIVERZITET U NOVOM SADU

U~iteqski fakultet u Somboru

HOPMA
~asopis za teoriju i praksu
vaspitawa i obrazovawa
3

Sombor, 2002.

, VIII, 3/2002
HOPMA

:
,
,









,
,
,
,
,

:


:

:

25000
4
.: (025) 22-030, 28-986
: (025) 26-461
e-mail: ucf@ravangrad.net
: 46300-603-0-2002047
: -
1200 , 600
, 400
20 .

500 .
.
.
:
", , 63

:
,
,





:

:
( )
( )
:


:

:

:

2003.
,
. 632-1215/94-03 16. 01. 95. 1844.
, 5. 1995.
.
(17561826)

..............................................................................................9
:
,
...........................................9
............................................................23
:
XXI .................................................................23
:

.......................................................37
:

...........................................................................................45
.......................................59
:
.................................................................59
:
....................................................................................85
:
....................................................................................................103
:

" " .................................................113

 ...........................................127
:
....................................................................................127
:
....................................................................133

...............................................................151
:

............................151
.......................................................................................165
:
, ""
.................................................................................................165
:
.....................................................................173
..........................................................................................................177
:
225 .......................................177
:
. (1928-1998) ...................................................................183
:
. (1956-2002) ..........................................................187

TABLE OF CONTENTS
INTRODUCTORY ARTICLES ............................................................................9
Mr Mira Loncarevic:
Assumptions, Conditions and Effects of Cybernetic
Modelling of Instruction in the primary school subsystem .......................................9
CONTEMPORARY CLASS EDUCATION.......................................................23
Mr Mara Knezevic:
Mita Popovic in the Light of the XXI Century.........................................................23
Dr Geza Cekus:
Education for Living-environment Protection
and Improvement in Different Situations ................................................................37
Mr Svetlana Spanovic:
The Role and the Importance of Portfolio in the
System of Evaluation in Education..........................................................................45
ACQUISITION OF INSTRUCTIONAL
METHODS IN PRIMARY SCHOOLS ..............................................................59
Cedo Govedarica:
Teaching Initial Reading and Writing.....................................................................59
Dr Tadija Erakovic:
Lets go Back to Nice Handwriting .........................................................................85
Ljubica Cicovacki:
Active School.........................................................................................................103
Mr Dragana Franciskovic:
A Possible Instructional Method of Jovan Jovanovic
Zmajs Poem A Gypsy Praises his Horse .........................................................113

THE HISTORY OF EDUCATION ...................................................................127

Dr Jovo Rados:
The Ethics of Everlasting Values ..........................................................................127
Dr Nada Dikic:
The Development of School System in Serbia .......................................................133
EDUCATION AND PROFESSIONAL
TRAINING OF TEACHERS............................................................................151
Dr Ivan Jerkovic:
The Selection and Practical Training in the Function
of Raising Quality of Teacher Education in Finland ............................................151
PRESENTATIONS AND EVALUATION .......................................................165
Dr Milos Djordjevic:
The World, Irony and Humour in
Trifuneja by Stojan Berber ...............................................................................165
Milena Bogdanovic:
Educational Reform Strategies .............................................................................173
CHRONICLE......................................................................................................177
Mr Milivoje Mladjenovic:
Upon 225th Anniversary of Teacher Education in Serbia .....................................177
Mr Radmila Bogosavljevic:
Prof. Adam Grubor, Ph. D. (1928-1998) .............................................................183
Sasa Radojcic:
Prof. Silvester Hajnal, M. A. (1956-2002) ..........................................................187


............................................................................................9
:
,
...................................9
...................23
:
XXI ..........................................................................23
:

........................................................37
:

() ........................................................45
................................59
:
................................................................59
:
..............................................................................85
:
..................................................................................................103
:

...................................113

 ........................................127
:
...................................................................................127
:
............................................................133

...................................................................151
.:

...............................151
..................................................................................165
:
,
.............................................................................165
:
.....................................................................173
..........................................................................................................177
.. :
225- .......................177
.. :
. (1928-1998) ...................................................................183
:
. .. (1956-2002)........................................................187

 M. : ,

UDK: 371.315.7:007
BIBLID: 0353-7129, 9 (2002) 3, p. 9-22
: 28. 12. 2002.

,
A 1
: , , ,
,
() . , .
. ,
, , ,
.
: , , , , , .

,
. .
1

6. 2002.
: . , , . ,
, . . .

, VIII, 3/2002

.
: , , ,
. , , .
.

() (), , .
,
. ,
, ,
,
.
, ,
.

,
.

: , , , .
, ,
, (, , .). , , ,
, .
,
.

10

 . : ,

()
.
, , , . , . , , , . .

.

,
.

, ,
. , ,
. (1981) : , ,
,
, , ,
, ,
.
.
, .
11

, VIII, 3/2002

,
, , , . , ,
, .


, ,
. , ,
, . ,
.
.
.
. .
, ()
, ( ).
,
, . , , , , .
,
() -,
0 bita.

, .
.
.
. , . ,
12

 . : ,

.
( ),
: , , . , ,
.
, .
.
1.

, ,
:
1. , ;
2. , ;

13

, VIII, 3/2002

3.

4.

, ,

;
, ( )

5.

( ).

, , (
) The Simple Past The Present Perfect ,
,
.
.

, , , , .
, , - .
.

, , , .
14

 . : ,

2.

:
A (),




, 1 ;

15

, VIII, 3/2002

, ,


.


() .

, , .
, - .

: ; ;
.
.
, , , , .
.
, , . , , .
16

 . : ,

. . , , , .
, .
,
. , ( : The Simple Past Tense,
The Present Perfect Tense; ; ; ).
ex
post facto ,
.

.
t .
,

,
,
. ,

.

17

, VIII, 3/2002

1:

. .

Mean

Mean

2.31666

3.29787

-2.9467

93

18.7916

24.7446

-3.2126

93

t- value

Df

Std. D

Std. D

p. vari.

0.00405

1.48515

1.42820

0.791757

0.00180

9.96153

7.96587

0.13160

:
(t = 2,95; p = 0,00) , , , (t = 3,21; p =0,00). 2
(
) ,
.
2:

. . .

-1

12

9. 98

83,17%

7.44

62%

II

-2

2.45

81,67%

1.96

65,33%

-3

6.62

73,56%

5.31

59%

-4

2.74

45,67%

1.60

26,67%

-5

2.96

59,2%

2.48

49,6%

1 5

35

24,75

70,71%

18,79

53,69%

III

2
0,05 95% .

18

 . : ,

( ) .
, ,
( ), .
, , 35 (100%) () 24,75 70,71%.
(3,2978).
(2,31),
0,98, 17,029%. ,
,
,
, .

. ,
. .
, ,
. ,
, .
.
. ,
, ,
.

, , ,
. , ,
. ,
19

, VIII, 3/2002

, :
?

, . , ,
, , .
,
,
.
, ( ), . ,
,
.
, , ,
? ,
,
. ,
,
. ,
,
. , ,
, .

, .

, , , , .
,

, .

,
20

 . : ,

, , , . , ,
.
.

, . , , , .
curriculum.
, ,
, ,
. , ,
,
.
:
1.

Barell, Barrie (ed.) (2001): Technology, Teaching and Learning: Issues in the
Integration of Technology, Calgary, AB: Detselig Enterprises Ltd.
2. , . (1996):
, , : .
3. , . (1983): , : .
4. , . . (1975): : .
5. , . (1968): , : .
6. , . (1979): , :
.
7. Murphy, R. (1991): English Grammar in Use, Cambridge University Press Sofia: Prosveta.
8. , . (1982): , : .
9. Reigeluth, Ch. M. (2002): What is the New Paradigm of Instructional Theory, IT
Forum Paper No. 17.
10. , . (1971):
, : .

21

, VIII, 3/2002

11. Forbus, K. D. and Feltovich P. J. (2001): Smart Machines in Education: The Coming Revolution in Educational Techology, Menlo Park, Ca:AAAI Press/MIT
Press.
12. Chastain, K. (1988): Developing Second-Language Skills, Theory and Practice,
third edition, New York, H B J.

Summary: Regulation and steering of teaching processes is the central theme of this paper. In addition, the assumptions, conditions, and effects of cybernetic models in general have been examined, especially foreign (English) language instruction. Cybernetic model of teaching is understood
as an organized process of teaching specific curricula characterized by exactness, quantification,
and measurable information. By the system analysis we explained the role of structural components of teaching, as well as feedbacks, which enable the functioning of teaching as a system. Effects
of teaching are viewed as results of the transmission and processing of information, whereas, on
the example of English grammar, a closed cybernetic model of controlled and regulated instruction
delivery is preferred to a traditional one, due to its advantages which were experimentally proved.
Key Words: cybernetic model, information, instruction, control, pupil, English.
: , ..
, ,
() .
, , . , .
,
, , ,
.
: , , , , ,
.

22

 M. : XXI

UDK: 886.1.09
BIBLID: 0353-7129, 9 (2002) 3, p. 23-35
: 11. 12. 2002.

XXI
: XIX
. , , , . , ,
. . .
, .
: , , , , , .

19.
. ,
, . , 47. .
.
. , . ,
. , , ,
.
, , , ,

, VIII, 3/2002

, , . .
, , , , .
,
.
- . , , ,
, .
, , - , , ,
.
. ( ), 3.
1841. , . ,

.
.
.
, ,
. , ,
,
,
.
, 1862. ,
. .
, .
1877.
, , .

24

 M. : XXI

, , . :
, , , ,
, , .
, .

. (1845),
(1859), (1872), (1850), : (1866), (1879), (1880), (1844) .
, . , .
: , , , .
: 1874. , 1877.
, (
1875-1877) 1878. ,
1874-1884, ,
1884. .
. : ,
, , , , .
: .
. , , . : , , ,
.

, 1862,
, 1886. .
, , . , 8. 1888. .

25

, VIII, 3/2002

1874. . 146 : (18), (6),

(9), (61), (4) (48).
18 , ,
( , , , ), ( ),
(), (, , , , , , ).
, , , ,
,
, .
: , , , (), , .
, . , . , .
:
, , , ,
, , :
"
,

."
.
,
.
:
" , ,
!"

26

 M. : XXI

:
" ,
,
, ,
, ."
,
:
" , ,


!"
, " " .
: ..., , , , ,
, , , , , , , , , ,
- .
, .
, .
, , . :
" ".
" ", ,
. " " . , , , ,
.

27

, VIII, 3/2002

,
, . , .
. .
. ,
. . .
, .
"
,

."
, . , , ( ), :
" ,
,

."
, , ,
:
"
,
,
.

,
,
."

28

 M. : XXI

: ,
, , , ?, , ,
, ?, , , , ,
, , , ?, , .
,
.
, . , .
.
, . Santa Maria della Salute
. ,
!, :
" ,

;
, ,

."

, , , . , ,
- , .
( )
1877. . I , : " , I ".
- 1875. .

. ,
,
, .

29

, VIII, 3/2002

, , , , . , , , .
, , ,
, - , .
, ,
"", ,
, , .
, .
, .
: , ,
, , : !, ,
, , , , , , .
,
.
, , .
:
"
,"
,
, .

:
" :
, ?
, ?
?!"

30

 M. : XXI

(
1875-1877) 1878. . , ;
, , , .
14 : , , , , , , , , , , , , .
. (), , ,
().
,
, .
,
,
.
-
; , :
"
.

.
,
,

."
, (1874-1884), 1884.
. ,
.
: , , , , ( 1879.), (),
( ), . (

31

, VIII, 3/2002

), (),
( , ).
, "
".
1879. . 2003. .
.
, , , , , , , - .
: , .
, .
: , . -, , , , , ( ), -, .

:
" ,
,

!"
, , , , , : ..., , , ,
, , ,
, , :
" , ,
,

!"

32

 M. : XXI

,
:
" ?
, !
,
."
: , (
), , , , , , .
: , , , , , , , , , . ,
.
, , ,
, .
, .
, .
, .
, ,
.
: , , , , , ,
, , , .
: , ,
. , - : , , ,
, .
: , , , , .
, , . , . , , " ", .

33

, VIII, 3/2002

, , , . ( ), , , , , , , , .
. .
: , , , ,
, .
; , ,
.
.
. . : , , , , ,
, , , !, ,
, , , , , , , , , , , .
,
, ,
, .
, , , , 19. , . , , .

,
,
.

.

34

 M. : XXI

:
1.
2.

, . (1874): , : .
, . (1877): , , :
. .
3. , . (1878): , ( 18751877), : .
.
4. , . (1884): 18741884, :
.
5. , . (1983): , : .
6. , . (1988): ,
, : .
7. , . (1967): , : .
8. , . (1898): , , :
. .
9. , . (1881): , , :
.
10. , . (1928): , , . , III , : .

Summary: Mita Popovic was a Serbian poet who lived and wrote in the second half of the XIX
century. He wrote lyrics, dramas, stories, and tried himself in writing epics. During his lifetime he
achieved glory; he was praised, honored, and accepted by both readers and mostly critics; to be
almost forgotten after his death; his literary works unpublished. This work puts more light on Mita
Popovics poetry, the same light he wanted for his nation and for himself.
Key Words: Mita Popovic, romanticism, Sombor, lyric poem, light, Serbian.
: , XIX . , , , . , , , .
, .
, .
: , , , , ,
.

35

 . :

UDK: 504.06.000.37
BIBLID: 0353-7129, 9 (2002) 3, p. 37-44
: 23. 12. 2002.

: , . .

- , , , , , . , .
, . .
, , ,
, , - .
: , , , , .

.
. , , .
, .
-

, VIII, 3/2002

, . (, 1997).
.
.

, , . . , . . , ,
(Szernyi, 1994).
.

.
.



, . ,
.
:
1.
2.
3.
4. ,
.
:
- ;
- ;
- ;
- , (Serfz,
1993).
: , .
38

 . :

, , .
, .
, , .

- . .
,
, . . . (, 1993). ,
.
, , .
(, , ) , , , , ,
. ,
().
.
. . , , .
, . : (Pelargonium sp.), (Begonia sp.), (Cyperus diffusus), (Chlorophytum
comosum), (Asparagus sprengeri), (Aspidistra elatior),
(Hedera helix), (Sansevieria trifasciata), (Tradescantia sp.), (Coleus-Blumei-Hybride), (Sedum sieboldii), (Scindapsus aureus), (Setcreasia purpurea), (Saxifraga cotyledon), (Pilea cadierei), (Iresine
herbstii), (Echeveria metallica, E. setosa), (Crassula) .
39

, VIII, 3/2002

. . , .
, , , . , . -
: , ,
(. ) (Rsner, 1994).
, , . , . .

. .
.
,
: , .
( , ).
. , .
(, 1996).
.
( ). ,
, , (, ). , , ( , ). , ( ), . .

. , . ( ) (Czkus, 1998).

,
, , , . , .
40

 . :

, ,
, . o . , , , , . , : , ,
, , ,
, , .
, , . .
, (, , , , , , ),
.
. . .
. , .
, , ,
, , ,
, . . , ,
. (Hedera helix) (Parthenocissus tricuspidata) . (Lonicera henriy i L. caprifolium), (Clematis jackmanii superba), (Polygonum baldschuanicum) (Humulus lupulus) .
,
,
, , , .
.
, ,
.
, - . ( ) , , .

41

, VIII, 3/2002

, , , .
.
.
, , .
, .

.
.
: , , , , ,
, .
. , . ,
, . ,
,
, .
, , . , , , , , .
. .
. .
, .
, . 2-3 ,
. ,
.

. , .
,
.
. , . ,
42

 . :

,
, .
,
(Legny, 1993).
, . , .
,
, , , ,
. (, 1995).
.
, , , , ,
. .
, .
, , , .
:
1.
2.
3.
4.
5.
6.
7.
8.

, ., , ., , ., , ., , ., , .,
, . (1995): , : .
Czkus G. (1998): Az audiovizulis eszkzk alkalmazsa az oktat-nevel munkban, Sombor: Uiteljski fakultet.
Havas P. (edit.) (1993): Kisiskolsok krnyezeti nevelse, Alaptvny a magyarorszgi krnyezeti nevelsrt, Budapest.
Legny A. (edit.) (1993): Krnyezeti nevels a tborban, Alaptvny a magyarorszgi krnyezeti nevelsrt, Budapest.
Rsner-Krisch, N., Herlt, B. (1994): Natur und Lebensraume in der Stadt, Arge,
Wien.
Serfz S., Domonkos J. (edit.) (1993): Tanrn kvli krnyezeti nevels, Magyar Krnyezetvdelmi Egyeslet, Budapest.
Szernyi G. (1994): Krnyezeti nevels a szakkrn, Alaptvny a magyarorszgi
krnyezeti nevelsrt, Budapest.
, ., , ., , ., , . (1996): , : .
43

, VIII, 3/2002

9.

, . () (1997):
, , : .

Summary: Protection, renovation and improvement of the living-environment is of general social

interest. If looked long term, the most effective and the cheapest way to protect the living environment is via education. Some elements of education foe protection and improvement of the living
environment are included in the curricula of Nature and Society Study, Nature Study, Society Study, Biology, Geography, Chemistry. However, as our school gradually looses the upbringing quality of education, this kind of education rests on teachers self-initiative, and on his attitude towards the problem. In this paper, we tried to present some possibilities which could be found in the
curricula, school, and nature itself. We listed some examples whose realization requires no financial support. Pupils would find these activities interesting, because they are examined by themselves, use interdisciplinary work as free activities, there are no assignments, and the outcomes can
be applied and experienced in everyday life and education.
Key Words: biology section, protection of the living-environment, upbringing, education, free
activities.
: ,
.
. : -, , , , , . , , ,
, . , , . . , , , ,
- .
: , , , , .

44

 . :

UDK: 371.26:371.311.1
BIBLID: 0353-7129, 9 (2002) 3, p. 45-57
: 23. 12. 2002.

:
,
. , , , . . , .
. , .
: , , , .

. ,

, VIII, 3/2002

.
, ,
, , , , , , . , , , , , , , .
, , ,
, ,
: , , ,
. , . (W. Glasser, 1999, 97) ,
, . , . . ,
, , . , . . .
, , . .
. (Glasser, W., 1999, 103).
.

46

 . :

, ,
.


, .

,
. , , , . , .
,
. A. Rautiainen
, .
, , . , , , , .
, .

. .
, , , .

j (, ) ,
, .
,

.
.
,
.

47

, VIII, 3/2002

, , , ,
. , ,
, ,
. .
A. Rautiainen . , , . -. .
, , . ,
.
. , .

, ,
.
, .
.
.
H. Hentig (1997, 208)
. , ,
, .
, ,

. , ,

48

 . :

: , ,
, , .

.

, . .
,
. , ,
, , . , , , , (Rautiainen, A., 1999,
130).
. . , , , ,
, , .
, . ,
.

.

.
(, ,
) .
(),
() . , -

49

, VIII, 3/2002

, ,
.
, .

.

, , , ,
, .
.

, ,
.
. . , , ,
.
, .
,
, .
.
C. Razdevek Puko (1999)
.
,
.
. ,
, . , ,
.

, , ,

50

 . :

,
.



, . ,
.
, . . , .
.
, .
, .

. ,
,
, .
.


. C. Razdevek Puko
(1999) 317 , , , 77%
, 59% , . . , ,
51

, VIII, 3/2002

, ,
. ,
IV , . , , ,
. ,
. ,
. , , ,

.
.


I : ; ;
( , , , );
; , .
II : ;
; ; , ; ; .
, ,
.
III : ; (
,
.); (
; , ;
.); ( , ,
, , .).
52

 . :

. ( , , )


.
, II III .
,
, , , , ,
, , , , ,
. , ,
, ,
.
,
.
, .
I : , , , , , , ,
, .
II :

.

.

53

, VIII, 3/2002

III : :
XIX XX ( ,
, , )

.
IV :
. ,
(, , .). ( :
, , .). , .
, .

(, , , .). , .
V :
, , .
.
.
.
VI : . , ( ,
; ; , .).

54

 . :

, , , (
);
;
( );

;
( , , , .).
, ,

. , ,
.
,
,
. .
, . . , .

. , .
, , ,
.
, , . , 55

, VIII, 3/2002

, . .
, . , , .
:
1.
2.
3.

4.

5.

6.

Glasser, W. (1999): , : .
Hentig, H. (1997): , : .
Razdevek Puko, C. (1999): Portfolijo mapa za spremljanje procesa uenja
Izobraevanje uiteljev za prenovljeno olo, : .
Rautiainen, A. (1999): Use of the portfolio and other modern tools of assessment
in Finnish school practice, Izobraevanje uiteljev za prenovljeno olo, : .
Skela, J. (1999): Language portfolio for primary-school learners (age 11-14) A
Slovenian version Izobraevanje uiteljev za prenovljeno olo, : .
ok, L. (1999): My first portfolio of languages Izobraevanje uiteljev za prenovljeno olo, : .
:

1.
2.
3.
4.
5.
6.
56

Portfolio what is it?

http://www.makkmaol.fi/projektit/portfolio.htm
The Portfolio... What is it?
http://www.thebartonsc.sa.edu.au/portfolio/whatisit.htm
The Portfolio... What Purpose?
http://www.thebartonsc.sa.edu.au/portfolio/purpose.htm
The Portfolio... Why Start?
http://www.thebartonsc.sa.edu.au/portfolio/Whystart.htm
Using the Key Competencies as Framework for the Student Portfolio
http://www.thebartonsc.sa.edu.au/portfolio/Teacher/usagenotes 1.htm
Developing the Student Portfolio using the Key Competencies

 . :

7.

http://www.thebartonsc.sa.edu.au/portfolio/Teacher/develop 1.htm
RazdevekPuko, C. Changing the Assessment Paradigm in Slovenian Schools
http://www.seeeducoop.net/education_in/pdf/changing_the_assesment_paradigmsloenlto5.pdf

Summary: This presentation, which rests on the experience of some European countries, mostly
Finland and Slovenia, deals with the concept of portfolio usage in assessment of pupils and students work Portfolio is defined as a collection of students works, which present their work, interests, motivation, achievements and progress regarding one or several fields of their educational
work. The aim of this paper is to draw attention to the new approach in evaluating students knowledge, particularly the issue of self-evaluation. The application of portfolio is favored in order to
moderate the outcomes of extreme evaluation of students knowledge which exists in practice, and
to show the possible ways of improving communication between students, teachers, and parents.
Portfolio is seen as a procedure which enables individualization of instruction, but at the same time
not neglecting the importance of cooperative learning. In addition, based on her own teaching
experience, the author offers original suggestions regarding how portfolio could be used in our
school practice, too.
Key Words: portfolio, assessment, evaluation, self-evaluation.
: , , . () ,
, ,
.
, . , . - ,
.
, , ,
.
: (), , , .

57

. :

UDK: 372.41/.45
BIBLID: 0353-7129, 9 (2002) 3, p. 59-84
: 3. 12. 2002.

:
, .

.
.
, ,
. , , ,
.
. I (, ), ,
.
, ,
. , .
.
, , , .
.
, : ,
, , , , , . .
: , , , .

, VIII, 3/2002

, ,
( ) .
, , , , . ,
, , , .
, , ,
.
, , .
, , , .
.
,
: , .
, (, , , ,
, , .).

, , ,
. () (, ). . . ,
. .
, , ( ). ()
, , .
.
, .

60

. :

. ( ,
, ). , ,
. , ,
, .
1872. ,
1886. .
. ,
. . , .
.
, .
, . .
,
, , .
, . , . , ,
.
. . , , .

.
,
, . .
, . , .
.
, () (-

61

, VIII, 3/2002

), "
, ".
,
, ,
,
, .
"
, ". .
,
, .
,
( ). ,
.

, . . , XIX .
1812. (" ")
, . (" , 1870") "
" .
, , . ,
.
. . , .
.
, . , , , ,
.

62

. :

, .
,
( ), ( ), ( ).
.

, . .
,
.
. .

. . ,
, .
, , . .
, ,
, " " , .
. .

, ,
. .
, , , . , . ,
. ,
,
. ,
.
, ,
.

63

, VIII, 3/2002

.
. .

. " "
, .
, , , . ,
.

, ,

.
6 , . , .
, , , .
, .
, , . ,
, , . . . , 1974. .
.
, . 1960/61. "
"
64

. :

. ,
. .
, . 1965. .
. ,
,
.
,
,
, ,
,
,
. ,
, , .

. , .
.
, .
.
, , , , , . , , . , . .
.
. , (), .
. 65

, VIII, 3/2002

, , . , ,
. , .
, , , ,
. , , , , , , .
()
.
. . . ""
("") . .
90% , (10%).
, , , . .
. ,
.
. 1/25
, , . ,
. , , .
, . , ,
. , 1/4 , ,
, . , ,
,
. "" ,
. .

66

. :

, , .
, .


.
. , ,
.
. .
.
, , , ,
. , . ; ,
; , , .
, , , ,
. , , .
. , , .


. ,
, , ,
. , , . .
, , ,
67

, VIII, 3/2002

.
. , , .
, .
,
. .
. , .
, . , .

,
.
, : , , () , .

.
. () .
. ,
. ,
.

.
.
.
()
.
.
. , 68

. :

, ,
, , . , ,
(, , , ), (, , ) (, ).
, ,
, . , , .
, .
, , , . . , . , ,
: ;
; ( );
( ); . ,
, .
.
.
. , .

. , , . ,
(, , , ) . , .
,
.

, , , ,
(, , , ; . .).
(, ,
, , ). , , , , , , , , -

69

, VIII, 3/2002

, , , , .
.

. .
.
, .
. .
, .
, .
, , ,
, .

. . , ,
, .
, ,
. , . , ,
, .
, . ,
, .

70

. :

,
.

.


, . , .
. . , , , , ( , ,
, , , , , , ).

, .
,
() .

,
.
.

. , ,
, .
.
.
,
. . " ", 71

, VIII, 3/2002

. , ,
. ,
. , , ,
. . .
, , ,
.
.

, .
, ,
.
. .

. ,
. . ,
.
,
,
, ,
.
, , (, ,
, , , , ) .
, ,
. ,
. ,
.
, , -

72

. :

, "" . ,
, , , .

, , .
,
,
. ,
.
. ,
. , , .
,
.
. . , , . , . ,
, ,
.
. . ,
.

. , " ",
. ,
. , , , , , () . 73

, VIII, 3/2002

: ; ; ; ; , .

. ( . . . ). . . .
, ,
, 1 , . , ,
. ,
,
. .
, , . . ,
. 15
.
, . , , ,
, .

( : ) ,
, ,
, .


, , . , ,
74

. :

.
, . . , , ,
, , .
, ,

. .
,
. , .
, . " "
(" ,
") ""
(" , ).
.
,
( . .).
( . ) ("", "" ),
(""
, "" , , , ).

("" , "" ).
, .
,
.
. , -

75

, VIII, 3/2002

.
. ,
.
" ". "
.
(, , , ). .
.
.
. ,
( ),
( ).
,
, . , , , .
, ,
.
, . ,
.
,
. .
.
: , , , - , . ,
: , , , .
, ,
(, , , , , , -

76

. :

, , .) ,
.
,
.
, ,
.
. , , . .
. ,
, .

. .

. .
, , . .
. , , .
,
.
.
.
.

1.

2.

3.

, , ,

4.

5.

6.

, ,

N =13

77

, VIII, 3/2002

13 (N = 13).

100 (13)
:

LR

x 100
13

, 70
.
, , . , , :

__________________________ ___________ _____________
___________________ ____________________
__________________ ____________ _____
____________________________________________________________
___________________________________
: ) _________________ ) ________________
) __________ )

.
.

1.

2.

. .

.
.

__________

. %

. .
78

. :

.
.
.

.
. , , . , , , , ,
.

, . , : , , , , , , , , . . : " , . .
, . . ".
: , , , , , , , , . , ,
.
,
. .
, . : ,
.
,
;
"" . ,
(" .
, ").
, .
. " "

79

, VIII, 3/2002

(" , ,
, "). ""
, .
, , . , . .
. , , . . , ,
, . ,
, , , .
. . ,
. , (" ", "' ", "
", .)
, () ,
.

. .
, .
, ,
.
,
. , ,
. , , .
" ", ", " " !" .
, , , , .

80

. :

. . " , . ", ", . ".
. , ,
. , . , , , .

, . . , .
, , ,
, .
, ,
, , ,
.
(" () " " () " .
, , . , ,
,
, , .
, . , ,
.
, , , . , .

81

, VIII, 3/2002

" ,
". , , , .
.
.
. .
" " ,
.

.
:
1.

, . (1/1977): I , : .
2. , . (34/1950): , : .
3. , .(1980): , :
.
4. , . (1972): , :
.
5. , . (1975): , : .
6. , . (1986): , :
.
7. , . (1964): , :
.
8. , . (1973):
, : .
9. , . (1965): , : .
10. , . (1967): , : ". ".
82

. :

11. , . (1962): , :
.

Summary: Initial teaching of reading is a part of ABC-book instruction and includes introducing
reading techniques to pupils, logic of understanding of the read text and elements of expressive
reading. Before introducing letters, a teacher should decide which method of initial writing and
reading he will use to teach printed and written letters. Our language is characterized by morphological structure, thus the most adequate is the analytic synthetic method of initial reading and writing. Once he has decided what method he will use, a teacher should develop the schedule; whether he should teach printed and written letters separate or parallel. ABC-book usage can help teacher to choose the adequate letter teaching procedure, whether to teach letters by monograph, group, or by complex procedure.
Reading can be realized by reading aloud and by silent reading. In grade I, reading aloud is predominant and it is realized by spelling (sounding out letters, reading letter by letter in a flow), choir
reading, role reading and alternating reading. Correct reading means proper pronunciation of all
sounds, without stuttering or repetition of sounds, syllabus, and words, etc. Correct reading is realized through acquisition of reading technique, logic of understanding, and elements of expressive
reading.
Reading technique includes reading regularity and speed. Logic of understanding which implies
the meaning of each word, sentence, chapters, and text as a whole, helps pupils to understand the
idea of a writer and to create the attitude towards it. In this paper, in addition, we suggest a small
examining test regarding logic of understanding of a read text. Regarding elements of expressive
reading, we have analyzed certain demands which contribute to nice reading, such as articulation
of sounds, diction, pronunciation of words in a sentence, intonation, music of speech, sonority and
color of voice, rhythm and pauses. The whole text is aimed for practitioners in order to help teachers introduce pupils into the process of initial reading.
Key Words: Initial teaching of reading, methods, teaching letters, and psychological basis of reading.
:
,
.
. - .
:
. ,
, - , .
.
( ),
, .
, .
, .

83

, VIII, 3/2002

.
, , , , , . . , , ,
. , , , , , , .
, .
: , , , .

84

 . :

UDK: 003.349(=861)
BIBLID: 0353-7129, 9 (2002) 3, p. 85-101
: 20. 11. 2002.

: . , .
,
, .
, .
: , , , , , , , , , .

.
. .
. ; . , . . .

, VIII, 3/2002

.
.
. , ,
. .
( ) - , (15, 1994, 17) .
. , , , .

,
- .
.
, , ,
.
,
. "" "".
.
(13, 1925, 7).

()

, . . : , , , , ,
.
, .
86

 . :

. (842-867) . : "
,
,
". . ,
,
: " , " (4, 1990, 13).
(1990), . , .
863. .
,
.
. , .
9. : , . .
.
, , (4, 1990,
16), .
. .
, ,
.
. . " ". : " ,
, - . , , -

87

, VIII, 3/2002

, : , ,
- , ,
... 6363. (. 863) ".
. .
:
, . .
. ,
, .
, ,
. , .
,
. .

( ). .
. , . .

. , .

. . , ( 1047. .). , .
, . .
,
. , ,
(4, 1990, 22).

88

 . :

, ,
, :
, , , , .
, ,
.
,
, , ,
, .

IX
. , .
.
(4, 1990,
26-27).
. , . 18.
. ,
.
43 , 40 . .
. 1483. . .
, , .
1189. . .
,
.

89

, VIII, 3/2002

. 10.
. ,
( , 893-927).
,
.
, . ,
.
(4, 1990, 31).
, . . ( )
. , ,
, .
,
. ,
, . "
.
-

, ". , , . ,
, 865.
,
, ,

. ,
,
; ,
.
. 37

90

 . :

23 , 14 . , XI
. , , : ,
, , , , .

.
(17891864.) " ,
". 46 , , 24 6, 30 . 1818. ,
1868. .

(
).
.
,
1710. .
( ). .
.
1491. . . - , 1494.
.
, ,
.
1860. , 20. .
. , ,
. , . .
91

, VIII, 3/2002

.
.
.
.
.
. , (10, 1990)
, : " , , , ,
,


!". , ,
, ,
(10, 1990, 72).
"" ( ), 1991. . ( ), , . , .
20. 1597. .
. , ".
, , , 400 " (1, 1991).
: " , ,
, ,
, !"
, " - " (1, 1991),
20. .
92

 . :

(1720-1785), (-1753) (1917-1986).
. " : , (), , , , , , , ,
, , , , , , , , , , ..." (3, 1994, 19). -
.
, , . 1759. .
1777. 1994.
, . . ,
1778.
.
. ,
, . , : " ".
.
, : ", - - . ,
, , ,
, . . ,
, . XVIII , . ,
a , 93

, VIII, 3/2002

, ;
" ", , . " (3, 1994, 9).
, : " , , ""
, .
, , . ,
, . .
.
" (3, 1994, 22).
.
XVIII .
. ,
, .

.
. " " . 1778. . , . , 1994. ,
, ,
.
( ), , , : , (), () (, ). .
" ".

94

 . :

: , , , . (3,
1994, 51).
,
. : "" "" ""
: " ". ,
. ,
, . ...
(3, 1994, 31).
. ( ,
. ), :
-
. ,
.
.
-
.
, . , , .
-
. . .
- .
, ,
" ".
(, ).
( ).
- (1652-1713) 1701. .
, ,
.
.
1690. 1739. ,

95

, VIII, 3/2002

1699, 1718. 1739.

. ,

a. ,
, . 1741. , (6, 1990).
(1917-1986), ,
. , ,

. : , . , "". , "
" "". , , , ,
( , 1985).
-

. . 1946.
. .

.
, . :

-. , ,
, , , . (17, 1946, 1).

, -

96

 . :

. ( ) , .

, : .

.
, , 11
(1, 1/2, 2, 2 1/2, 3, 3 1/2, 4, 4 1/2, 5, 5 1/2, 6).
, . ,
. .
, 75%.
.
"", . . .
"" . ;
, , . . "" . , ea
. ,
-,
.
"", , , (, , , ). , , .
. .

97

, VIII, 3/2002

:
1. ( 1597)

2. (1777. )

3. (1777. )

98

 . :

4.

5.

6. ( , 1925. )

7 . ( , 1925. )

99

, VIII, 3/2002

:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

100

, . (1991): , 1597, : .
, . (1936):
, : .
, . (1994): , : , : .
, . (1990): , :
.
, . (1995): , :
.
, . (1990): , : , .
, . (1990): , : , .
, . (1986): , :
.
, . (1981): , : .
, . (1990): , : .
, . (1991): , : .
, - , (1988):
, : .
, . (1925): , : .
, , : , 1950.
, . (1994): , : .
, . (1977): , : .
(1946): , , : .
, . (1931): , : .
, . (1986): , : .
, , 1972.
, . (1995): , : .
, . (1988): , : .

 . :

23. , . (1995): , , 12-20. 4.

Summary: In our schools nobody teaches nice handwriting anymore. Class-teachers have completely neglected nice handwriting, and sometimes they cannot read their own handwriting.
I am convinced that it is both necessary and urgent to introduce a new school subject Nice
Handwriting in our schools, as it used to be long before.
Calligraphy and its famous masters do not exist in curricula anymore; they have been deleted,
although they are most responsible for regular shaping of letter signs.
Key Words: Calligraphy, nice handwriting, calligraphers, first primer, Inok Sava, Zaharije
Orfelin, Kristifor iforovi, Ivan Boldiar, Sazanov, paleography.
: . , . ,
,
.
, .
: , , , , , , , , , .

101

. :

UDK: 371.314.6
BIBLID: 0353-7129, 9 (2002) 3, p. 103-112
: 3. 12. 2002.

: , ,
, ( ).
, .
.
.
: , , , ,
, .

.
, .
;
, .
- .
; , .

, VIII, 3/2002

,
.
.
. .

. ,
; .
,
,
. , :
, - ,
, ,
( ) .
,
. .
, ,
.
. , . ,
.
. ,
.
, , ,
.
:
- ,
104

. :

,
,
,
.

. .
, . , ,
. , . , ,
, . ,
. .

: , , . , ... , .
, , : , , , . ,
.

. . . , .
.
'''' , , , , ; . , , , . , , .
, 105

, VIII, 3/2002

, , , , ,
, ...

, .
, , , .
,
:
- ( , , , ),
- ,
- ,
- ,

- .
?

.

.
() .
, , .
:
- ,
-
- ,
- ( ),
- ( ),
- ( ).
.
106

. :

.
( ).
, .
:
1. , , ;
2. :
- ( ),
- ("-" ),
- ).

. , ,
.
. , .
, . , .
, .
.
. , . .


,
. : ''
'', '' '', '' '', '' ...''.
: '' '', '' ''. . . , ,
, .
107

, VIII, 3/2002

,
, .
,
, , .
:
- , ,
- ,
- , ,
,
- , ,
- , ,
'''' .

, ,
,
.

, .
,
.
,
(
), .
,
,
. . .
.
, .
, , , . , 108

. :

. , .
: , , . .
.
, ,
.
.
. ,
. ,
. ,
.

;
.
: , , , , ...
( , , ...).
.
.
.
, '' : '', . .
, ,
.
I, II, III IV .

109

, VIII, 3/2002

.
'' '' .
, , .
, . ,
.
: , , '''', .
.
:
:
:
:
:
: ( )
:
:

.
10 .
:
, . .
10 .
:
: ?
: ?
: ?
: ?
: ?
: ?
110

. :

: ?
.

.
20 .
:
. : , , , . , .

,
:
. .

. , : ( ), (
), (
) .
, .
,
-
, .
, .
-
.
. , , , .

111

, VIII, 3/2002

:
1.
2.
3.
4.
5.
6.
7.
8.

9.

, . (1983): , : .
, . (1982): , : .
, ., , ., , ., , . (1997): ,
: .
-, ., , ., , ., , ., , .
(1996): , : .
-, ., , ., , . (1995):
, : .
, . (1985): , : .
, . (1981): , :
.
, ., , ., , . (2001): , :
.
, . (1999): ,
XVII-XIX, .

Summary: The focus of contemporary, active school is on acquisition of knowledge throughout

active learning, individual work, and work in small groups (workshops). These schools regard pupils as children rather than individuals who reproduce given knowledge. Knowledge is acquired by
discovery learning and workshops. In active school we estimate both childrens pleasure with carried activities and the progress they make.
Key Words: Active school, traditional school, active learning, workshop learning, a pupil is a child.
: , e , (). , , . , .
.
: , , ,
, .

112

 . : " "

UDK: 371.3::886.1(02.053.2)-1

BIBLID: 0353-7129, 9 (2002) 3, p. 113-126

: 23. 12. 2002.

" "
: "
". .
: , , .

" " . , , . , ,
, ,
, , ,
.
, , , . , ,

.
. .
,

, VIII, 3/2002

.
:
,
,
,
: ,
,
,
,
,
,
.
:
,
,
.
,
, , ; .
" " :
I
II
III
IV -
V , , .
I

1. "
" IV , . . .
" ". " , , 114

 . : " "

, ;
, ,
, .
, ."
2. " "
. , ,
, . .
.
, , .
.
II
: , , , . ,
, , , , , ,
.
III
. , ,
, ,
, ,
...
.
.
- , , , .
. , 115

, VIII, 3/2002

,
, . . , , , . , . , .
:
,
,
( ,
),
,
.

.
:
,
,
,
,
,
.
. ( ), . .

116

 . : " "

.
, , . .
-
"
". ,
.

" "
( , , )
( , ). , . .
. .
( , , ).
: , - , ,
?
'
?
117

, VIII, 3/2002

( ).
:
,
.
: ?
: , ,
,
, ,
.
: ( .)
: :

.
, , ,
,
,

- .

. .
" "
( )

,
, .

118

 . : " "

, . . ( ) .
,
. , ,
.
, - , ,
?
'
?
, ,
!
,
?
!
,
.

,
.
,
,

.
, ,
,
, ,
.
,
,
119

, VIII, 3/2002

',
, .
- , ,
,

!
: '
,
, , - ?

' , ,
,
, .
, ,
- ,
- .
, , , : ;
:
,
,
, .
, ,
' ,
,
, ,

120

 . : " "

.
?
' .
,
:

.
,
.
, , , ;
,
,
,
.
,
- !
,
,
,

- .
-
.

- .
. ( - ?)

121

, VIII, 3/2002

"" "", . () . . . .
. . .
I
1. : ?
: .
2. ?
: .
3. ? !
,
,

.
4. ? ?
: , , . , .
5. ?
: .
6. ?
: . , .
7. !
: .
!

122

 . : " "

II
1. ?
: , , ,
.
2. ?
: .
3. ?
: , .
4. ?
: .
5. ?
: , .
.
6. - ? (
?)
: , ,
.
7. !
: .
!
III
1. 3., 4. 8. , ?
: ,
,
.

123

, VIII, 3/2002

2. ?
: - ,
.
3. ?
: ; .
4. ?
?
: . .
5. ?
: , .
6. !
: .
!
,
.
. () , ,
.
.
:
,
.

: ,
.
: .
,
. .

124

 . : " "

: . :
, - , .
: .

:
:
, , - .
:
.
.
.
: , .
: ! , .
: .
:
.
, .
- "" .
, .
-
: .
.
: .
, ,
, , . ,
.
:
: , ,
: , .

.
, . 125

, VIII, 3/2002

.
, , . .
:

( , )

( )
, ,
.

.
:
1.
2.
3.
4.

, . (1977): , : , XXIV, 2-3.

, . (1990): , : .
, . (1972): ,
, .
, . . (1998): , : .

Summary: This paper presents a possible model for interpretation of the poem A Gypsy Praises
his Horse by Zmaj. The offered model should be realized within an educative workshop.
Key Words: Jovan Jovanovic Zmaj, lyric poem, educative workshop.
:
. .
: , ,
.

126

 . :

UDK: 17:241.53
BIBLID: 0353-7129, 9 (2002) 3, p. 127-131
: 19. 12. 2002.

: .
,
, ,
.
.
.
: , , , , , .

, , .
. , : ?
,
, . ;
, , , . ,
, , .

, VIII, 3/2002

.
( ),
.
.
, ,
:
. , , ,
( )
. , ,
, , : . . ,
, (
).
, . . , ,
( ) , , ,
, .
, .
, .
. , ,
, . ,
. , . , . .
, , .

128

 . :

, ,
, . , , , , . .
. , :
,
,
( ).
, ;
. :
, ,
, .
. .
,
: ,
(. 28,28). . :
. (
, ) .
() ; (, ) ; , .
;
: ( ); (
, ); ( ); (
: );
( ,
, , -

129

, VIII, 3/2002

, ); ( ).
.
.
, ().
, . ,
, . (, , ) : , .
, , ,
, . ( , ) :
(. 5,48). , , , ( ).
. ,
, , , , . , : ,
, , , , .
, () ( )
. , - , , . , , , ( ) . ( ). ,
.

130

 . :

? ,
, : , ; ; , ; , , , (. ).
:
1.

2.
3.
4.
5.
6.
7.
8.

, . (1996):
, (, ), :
.
, . (1961): , .
, . (2000): , .
, . (1990): , : .
, . (2000): , .
, . (1987): , : .
(1992), : .
, . (1999): , : . .

Summary: Suffering from erosion of moral qualities, the contemporary society brings the need of
revitalizing the ethic domain of life into the focus of our spiritual interest. In our search for an adequate ethic orientation, which could support mans attitude towards him, towards other men, and
towards the world in general, we cannot escape from the deep foundations and approved values of
Christian ethics. Christian ethics has every characteristic of universal ethics, which affirms eternal
and everlasting values. It is the teacher of values and opposes to everything that can deform human
soul.
Key Words: ethics, God, Christianity, sin, vice, virtue.
:
. , , , .
, . .
: , , , , , .

131

 . :

UDK: 373(497.11)
BIBLID: 0353-7129, 9 (2002) 3, p. 133-150
: 15. 11. 2002.

1
:
.
, . 1830.. .
. . 1849.
. .
: , , .

. ,
, , XVI XVII ,
.

() 2 . (, 1

(1918-1991) 2001.
.
2
, : , 1852.; . 842.

, VIII, 3/2002

, .). , , 1573. . . , , 1726. 400

100 .
18. ,
, , (). , .
, . , . 1804. .
,
3 .
. , ,
,
, 4 .
,
.
.
1813. . 1815.
3. 1830. ,
.
1830.
.
3
4

, : - , 1853.; . 35.
, : , 1852.; . 840.

134

 . :

. 1834.
( ),
,
.

. 1836. : ,
, .
, 1830. . :

(1830);

(1836);

(1838)

(1838).
, , , . (1838-1858) , (1844) ,
.
, , , , , . ,
. , .
1811. .
:

I (, )

II

III
1838. , , . , ,
(1844), 135

, VIII, 3/2002

,
. .
19. .
1844. ,
. ,
, , .
:

, .

, , .
.

,
.

, .

, .

, , ,
, .
, ,
1845. . .
(). , , ,
, . . , .

1849. , .
, .
, ,
. .
136

 . :

.
.
1845. .
,

. , . : . : ,
. : , , , ,
. ,
. .
.
, . , , 1879. . , , , .
, . , .
, - .
: , , ,
, . . 19.
. .
5 19.
:
. , ,
: , , ,
, . , , , ,
, , .
, , , :
5

, : , 1958.; . 32.

137

, VIII, 3/2002

? ?. , . ,
: , , .
(1878. ), , .
, , , . 1868. ,
. . 1882.
. 1898. , .
1904. , . , ,
. 1425 .
,
- , . 1. 1918. . , ,
, .
, ,
, .
, , .
, , . .
1919. , ,
. ,

138

 . :

. ,
.
1926. . ,
1929. , 1930. ,
1931. . 6
1929. ,
,
(V-VII ) , ,
. IV
, , ,
, 14 , .
.
. .
. :

-,

.
,
, . ,
, , .
.
(1842-1915) . ,
.
. 31. 1882. . ()
6 .

1 , 1989.; . 291.

139

, VIII, 3/2002

: , 2 .
,

, , : 26. 1883. 10.
1883. , ,
. V , . , . VI .
.
1898. . , , . , . 1107 100.000 .

. , ,
.
, ( ). ()
. . ,
, ,
. ,
.
. , -

140

 . :

6 14 , ,
.
, .
7 15 ,
, .
1958. 7. 15. .
: , ,
. - - , .
,
.
, , . 7

,
. , ,
,
.
,
.
: , , , .
.
. , ,

, .
7

1 , 1989.; . 320.

141

, VIII, 3/2002

.
,
, .
, ,
. .
1988. . , , ,
, .
, 1983. : 8
, , . . , .
,
, , . , ,
.
1989. :

, ;

, ,
,
;

: , 1995.; . 28.

142

 . :

, ,
, .
:
, 1991. , . , , ,
,
.
, , , .
.
, : , ,
; , , , , , ,
; ;
.

1991. .
, , , , , ,
, , , .
, , ,
.
, 6 7
, . ,
9 , 15-16 . 9
9 ( 6, 7 15, 16 ) .
9

: , 1995.; . 61.

143

, VIII, 3/2002

6 7 4, 5 6 ,
. 5 , .

6 15 . 4 ( 6 10 ) :

, V-VIII, 10-15. .

, V-VIII.
9 , 9. :

9. ,

.
9 6 15, 16 .
. 5 6 11 .
4 11 15, 16 .
9 10
6 15, 16 . . . 4 ( 6-10 ),
6 .
V VII XII XIII, 4
:

.
5
6 , V IX X , .
144

 . :

Hauptschule ( ) V IX
X .
Realschule () V X .
V XIII , XI, XII, XIII
.
Gesamtschule ( ) V XIII . , , . V VI . . ,
15, 16 IX
X ,
.
9
. 6 5,5
6 , 11,5 12 .
,
11,5 12 14,5 15 .
8 . 6
11 . 3 11 14 . ,
.
10 6 16 . 3 :

I IV ( 6 - 9 ),

V VII ( 10 12 ),

VIII X ( 13 16 ).
.
9 (8)
6, 7 15 .
6 , .
. III IV
.
145

, VIII, 3/2002

11 .
a:

: 3 4 ( 6, 7 10 ),

: , 5 (
10 15 ),

: 2
3 ( 15 17 (18) ).
,
.
9 7 16
. , .
12 ,
16 . 5 .
8 . 12 18 :

, 4 12 16 ,

, 4 12 16
,

, 5
12 17 ,

, 6 12 18
.
2 4 , .
8
6, 7 14, 15 . .
I - VIII , :

146

I - IV ,

V VIII ,

, VI, VII VIII .

 . :

10 , 6 15, 16 .
. 12 16 ,
.
6 15
9 , (6 12 )
12 15 .
, . .
9 7 16 . .
10 ,
. 6, 3, 4 . . .
5 16
, . ,
( 5 - 11 ) ( 11 16
). . ,
.
1. 2. 1. 2 , 2. 4 .
3. 4. . 3. 3
, 4. 2 .
9 7 16 . . 6
7 13 .
3 13 16 . .
9
. 6 . . (6 11 ) .

147

, VIII, 3/2002

4 ( 11 14, 15 ) . .
8
7 15 .
8 ( 6, 7 14, 15 ). 4
. V VIII, 10,
11 14, 15 .
10 . 8 4 4 . , 6, 7 . .
8 ( 7
14, 15 ) .
: .
, .
8 ( 7 14 )
. :
( ) ( ).
8 6 14
.
,
8 , 7 15
.

, .
. .
, .
.

148

 . :

, , , . , . ,
, . ,
, , , , 1991. . 10
, ( 5 , 4),
( , ,
9 ).
- , . , ,
.
,
.
, ( , , , - ).
, ( , , , ), .
:
1.
2.
3.
10

, . (1958): , .
, . (1852): , .
, . (1853): , .

, 1991.; . 28.

149

, VIII, 3/2002

4.

, , 1989.

Summary: In the middle Ages there were monastery schools there in monasteries they developed literacy and built foundations of Serbian culture. The twentieth century is the age of national
awaking, fight and gradual liberation of Serbian nation. When in 1830 the autonomy was gained,
that meant better working conditions in the field of education as well. From that time the continual
development of education in Serbia has begun. Several significant acts were brought together with
the establishment of enlightenment. For the first time, textbooks became the issue of school authorities in 1849 when a school board was founded in order to prepare textbooks for primary and secondary schools.
Key Words: school system, schooling, education.
: ,
. -
, . 1830 ,
. .
.
1849 ,
.
: , , .

150

 . :

UDK: 371.212.2:378.637(480)
BIBLID: 0353-7129, 9 (2002) 3, p. 151-163
: 19. 12. 2002.

:
: , - ,

.
.
: , -, , .

, . :

, VIII, 3/2002

, - , .
.

1979. . .

.
, .
.
( ).
.
, (160 ).
(, ,
), 55 (, , , , .), 65 . 35 .
, (20 ),
10 20 . 20 (Pelkonen&, 2002).


,
:

152

 . .:

1
, , 20% . .
. ( 80 100 1000 ),
, 200
.
2 :
. -
( , , ...). (Jyvskyl) , . , . , .
. : 5-6 , (.
" ,
?) (. ). , , , ...
. : , ,
, .
(, , ).

.
153

, VIII, 3/2002

1. :

.
2. :

, :
o
o
o .
1.
( , ,
SITRA .) ( , , , .).
(1999-2004) ,
(Education and research 19992004, 1999).

( ).

:

154

, ( ),

 . .:

- ,

, .
2. , , , () , , .
,

.
(. ,
OPLAA!) . ,
, ( ), ,
.
1
. , . , :
) ,
) ,
) ( ),
) .
, ( ), ,
"" . ,

Jorma Ojala (Jyvskyl), Gordon Roberts (Oulu).

155

, VIII, 3/2002

" ". , , ,
, (Pyykk, 2001).

13 , 7 . , .
.
, ,

. () ,
35 -- , 2
, .
5 :
1. . .
2. .
3. .
4. .
5. ( ).
, , ,
. 30 . , ,
,
, , .
,
"", . , .
- , -
156

 . .:

, I-V .
,
" ", ,
.
- . , , ,
.
,
, , ,
. - . (Education and research 1999-2004, 1999).

, .
:
- ,
. .
, , -- .
-

,
.
. ,
-157

, VIII, 3/2002

- (Mikkola, 2000).
-
(ICT- Information and Communication Technology) . ICT .
.
. 2000-2004 : ,
(Education, training and research in the information
society, 1999). :

: ,
, ,

, ,

- , .
, , .
. : , , ICT-.
. OPE.FI :

158

-
,
. , . 100 % .

 . .:

, . 50 % .

10 % .
. 15 (600 ).
, .
. :

ICT ,

, ,

.
2000-2005.
- (ICT) . .

.
, , ICT-. , . . .

159

, VIII, 3/2002

.
:
1. (2 )
2. ICT (3 )
3. (3 )
4. (2 )
/ : , , , , , , , , , .
(0-35 ) .
ICT,
.
ICT
(Multipoint), WWW (World Wide Web) ,
Profiler .
.
: , . , www
, , .
, , , ( ). ( , , ), ( ,
) .
.
. , , .

160

 . .:

: .

1.

2. 18-

161

, VIII, 3/2002

3.

:
1.
2.
3.

4.
5.

Education and research 1999-2004. Development plan, Ministry of education,

Helsinki, 1999.
Education, training and research in the information society (A National strategy
for 2000-2004), Ministry of Education, Helsinki, 1999.
Armi Mikkola, "Teacher education in Finland", National report at the Conference on Teacher Education Policies in the European Union, Loule, 22-23 May,
2000.
Pirjo Pyykk, I as a teacher, Jyvskyl, 2001.
Paivi Pelkonen, M. Ed. & Ivan Jerkovic, M. A.: Towards Quality Teacher Education in Universities: Finnish example. NORMA 1-2/2002, Sombor, 2002.

Summary: Some key elements of the Finnish education system are presented in this work: the policy of the admission of students to Teacher training faculties and the selection of the applicants
for teachers; schools-places for practicals, in which a great deal of training of the future teachers
and subject teachers takes place; a high level of using information technologies in all forms of teaching; a permanent internal and external evaluation of the studying quality. The Contribution of
each mentioned education section to the exceptional quality achieved in the Finnish education system is shown in this work.
Key Words: entrance examination and selection, schools places for practicals, information technologies, evaluation of the education quality.

162

 . .:

:
, .
, - ,
, , . , .
: , ,
, .

163

 . : , ""

: 15. 11. 2002.

,
""
(, , ,
) (1942) .

, ,
, , , , ,
. , , , , .
. 1
, , - ,
.
, . 1

, ,
1/XI, , 2002, 99-101.

, VIII, 3/2002

, , . - // , : , . (5).
() (), .
1) , 2) , : ,
, ( . .) (5).2
, ,
.
, /
, , .
, , :
, , , , . , , ,
, : . (6).
/ , : (9), : , (9).
,
. ,
. , , , , , , .
2
, 2, , , 2001. ,
.

166

 . : , ""

, , , , , , , , . , .
:
(69);
(69);
(69);
, (89);
(158).
,
, , . .
: ! (93). ,
(67), :
(92).
, ,
, . ,
, ,
:
.
, ,
. , . (100) ,
. - ,
. , , ! (103),
. 3
,
.
3

( ) ,
. . . : () () , , 24. 4.
2001, 10.

167

, VIII, 3/2002

. ,
. , , . , . ,
, , (12). / , : , . .
, , , : (7), , , (16),
(18), (37), (95).
? ,
, . 4 ,
. - .
,
, / ,
:
, - . , . (...)
, -
, (44).

, , , .
/ . . ,
, , (...) , .
, , . .

4

, , , 1985, 275.

168

 . : , ""

. , , .
,
. (47),
, ,
: . /
: , , .
, , .
? (159).
, .
, (66).
, , , , . , .
, , . :
.
/ . ,
/, /,
, .

. . , ,
, . 1) , 2) / 3) , , - -
: (154), /
.

, .

169

, VIII, 3/2002

, ,
. , .
. ?
! , . .
, . : 1)
, 2) ( ) , 3)
, 4) 5) . 5
, ,
, , , .
, : ,
(140), .
, ,
,
.

. , ;
, ; ,
. , . , ,
.

, , . : 276.

170

 . : , ""

, ,
. ,
, .
, , .

. 6 ,
.
.
, , .

6
,
(, 21. 1. 2002, 14).

171

M. :

" "

: 11. 12. 2002.

( : ,
, , 2001.)
, , , ,
. .
" ",
. .

. , .
.
" , " (. 6), .
:
. -

, VIII, 3/2002

, ,
,
,
. ,
""
, " ". "" ( ),
,
" ,
, " (. 30).
, . : ,
, ,
, . ,
.
.
, , ,
.
, ,
.
,
. "" , .
, , , ,
. , , -

174

M. :

. . : - , - , - (.
), .
, . , , :

, , , .

,
, .

, , .
, ------, -
.

.
:
, .
" "
, , .
, .

175

 . : 225

: 28. 12. 2002.

225

e e
- 225 , ,
, . ,
,
, , .
, ,
:
) ,
) -,
) -,
) .

-
, . ,

, .

, VIII, 3/2002

, , ,
, .

, , . :
1. M 18. .
2.
3. .
, 2003. , , : , , :
" ";
, , : " "; , ,
: "
XVIII XIX "; -

- : " "; , ,
: " ";
, , : "
"; , , : " "; .
, , : "
"; , ,
: "
XIX XX "; , , : "
"; , . :
" , "; , -

178

 . : 225

: "
"; : " ";
: " ";
, , , : " ".
.
"
". "
" "STEP/PARNAS - " - ,
.
, 27. .
, , 2003. ,
225 ,
: 1. 1778. "",
10.
1993. , . , 6. ,
, 225
. , ""
, 200. .
,
" "
.

. , "" , ; ,
; " " ( - ); " -

179

, VIII, 3/2002

" , .
" " ,
"Teacher theatra" , 2003. , ,
( , )
.
: "" ,
" ",
.

, ( ).
- " " " " " "
" "
.
, ,
, ,
1895. , 225 .

j .
( ). ,
.
. .
, . , ,
o .

180

 . : 225

. ( , " ")
" " ()

,
. , " "
, "
",
. ""
,
, .

.
225
,
,
.
, ,
, . , ,
,
.

181

 . : . (1928-1998)

: 12. 2. 2002.

IN MEMORIAM

. (1928-1998)

, 24. ,
, , .
,

, .
, . ,
30. 1928. , (),
. , .
- . .
. 1972. . 1982.
, :
" ".
(1955-1963) " " ,
(1963-1976) " " ,
(1976-1978), 1978-1991. , --

, VIII, 3/2002

1984. .
.
, , .
, , 1991.
.
1. 1992.
, , 1993.
, , .
60 , , .
, .
- , .
, , , ,
, .
" " " ", .
, , .
,
, 2777- .
.
, , , .
" "
.
,
, - .

184

 . : . (1928-1998)

, , , , , ...
, , , ,
, , ( , )... , .
, , . ,
.
(63-113, ): " , ". .

185

. : . (19562002)

: 22. 12. 2002.

IN MEMORIAM
. (1956-2002)
,
.
, , ,
,
. , , , G-dur , ... , ,
, ...
, 1995.

5. 1956.
, . , .
1970. ,
,
, . ,
.
.
,
- . 1979.

, VIII, 3/2002

, ,
.
1981. . "
" . , . 1985.
Iuventus cantat ( ). 1989.
. 1993. " ".

,
.
, , , ,
,
. 1993. .
,
,
.

, .
, 1998. .
: , D-duru - .
1999. -
.

, : (1992), " " (1995), (1995), (1996), (1997), -

188

. : . (19562002)

" " , (1997),

(2001), ( ,
)
(2001), ,
, (2001).
23. 2002. .
(
, . .)

189


,
, , , , , .
:
, 25000 , 4.

, (2) 12
:
1. y, , () () , , () , ;
2. () 100 150 ; ,
;
3. : ( );
4. (16 ).
, ;
5. () ()
( ,
.), ,
;
6. .
. :
) : () , ,
(), , .
) : () ,
, , (), , , ,
.
) .
7.
;
8. , ,
. :
;
9. 4-5 ;
10. ,
;
11. .

.



1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.

(. ) -----------------------------------------------------------------------------100,00

(. )----------------------------------------------------------------100,00
(. ) -----------------------------------------------------250,00
- (. ) -------------------------------------------------------200,00
(. ) --------------------------------------------------------250,00
(. ) -----------------------------------------------------------------600,00

(. )------------------------------------------------------------------------100,00
(. )--------------------------------------------------------------------------330,00
(. ) ---------------------------------------------------------------------------500,00
(. )------------------------------------------------------300,00
(. , . )---------------------------250,00
(. , . ) --------------------------------------------------------450,00
(. , . ) -------------------------------------500,00
(. ) --------------------------------------------------------500,00
(A. M)----------------------------------------250,00
(. ) --------------------------------------------------250,00
( . )-----------------------------------------------------500,00
I -------------------------100,00
II -----------------------100,00
III ----------------------100,00
IV ----------------------100,00
( 2) ------------------------------------250,00
- II -----------------------------------------------------100,00
2001.----------------------------------------------------------------------------------------------300,00
-----------------------------------------------------------------------------------350,00
1/95 -------------------------------------------------------------------------------------------------- 50,00
2-3/95------------------------------------------------------------------------------------------------ 50,00
1-2/96------------------------------------------------------------------------------------------------ 50,00
3/96 -------------------------------------------------------------------------------------------------- 50,00
1-2/97------------------------------------------------------------------------------------------------ 50,00
3/97 -------------------------------------------------------------------------------------------------- 50,00
2-3/98------------------------------------------------------------------------------------------------ 50,00
1-2/99-----------------------------------------------------------------------------------------------100,00
3/99 -------------------------------------------------------------------------------------------------100,00
1-2/2000--------------------------------------------------------------------------------------------100,00
3/2000 ----------------------------------------------------------------------------------------------200,00
1-2/2001--------------------------------------------------------------------------------------------300,00
3/2001 ----------------------------------------------------------------------------------------------200,00

1.
2.
3.
4.

(. ) ------------------------------------------------------------------------------------330,00

(. )----------------------------------------------------------------- 50,00
(. ) ------------------------------------------------ 50,00

(. ) -------------------------------------------------------------------330,00

: - ,
4, 25000