o:31717 Novija shvatanja pojma diferencirana nastava sr Rezime: U radu se razmatra pojam diferenciranog pristupa u nastavi i ističe njegov značaj. Pravi se komparacija ranijeg shvatanja pojmova individualizacije i diferencijacije sa njihovim novijim definisanjem. Predstavljaju se mišljenja savremenih autora o tome koji su glavni preduslovi za uspešno diferencirano planiranje i realizovanje nastave, na kojim osnov-nim principima počiva ovakav pristup u nastavi, koji elementi kurikuluma se mogu diferencira-ti, kao i strategije koje podržavaju diferenciranu nastavu. Na kraju se analiziraju pretpostavke o tome zbog čega je teško postići diferencirani pristup u nastavi i navode predlozi za početak rešavanja tog problema. Summary: This paper is on the term of differentiated approach to teaching and its significance is stressed. We are comparing the previous understanding of the terms individualisation and differentiation with their new defining. Thoughts of contemporary authors are presented, concerning main pre-conditions for successful differentiated planning an teaching realisation, as well as which the bases are for this principle in teaching, what are the elements of the curriculum, which can be differentiated, as well as strategies which support differentiated teaching. In the end, we are analysing assumptions why it is hard to achieve differentiated approach to teaching, and we are stating suggestions for starting solving this problem. Ključne reči: diferencirana nastava, diferencirani pristup, individualizovani pristup, individualne karakteristike učenika. Key words: differerentaited teaching, differentiated approach, individualised approach, individual characteristics of students. 91552100 207241484 1552101 0031-3807 2023-11-20T10:51:22.560Z 44 no 46 Aleksandra Јoksimović Fakultet likovnih umetnosti u Beogradu 0000-0001-7879-5809 application/pdf 4298202 https://phaidrabg.bg.ac.rs/o:31717 no yes 1 70 92000002 111A02 Pedagogija : časopis Saveza pedagoških društava Jugoslavije 69 1 159 168 2014