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The designing of Croatian language lessons begins with the teacher’s preparation, that is, thinking about what learning outcomes should be achieved, what teaching contents they can be achieved with, how to check or evaluate these outcomes and what methodological tools to apply in order to achieve what has been planned. In the planning of Croatian language lessons, the starting point for teachers is the plan and programme, namely, the curriculum, which prescribes the teaching contents, that is, the educational outcomes. Currently in the Republic of Croatia there are several national documents: on the one hand the subject curriculum of the Croatian language, which is based on learning outcomes, and on the other hand curricula for primary school, grammar schools and vocational schools, which are based on teaching contents. This fundamental difference also conditioned the changed approach to the designing of Croatian language teaching, which was an incentive to think about how teachers prepare for Croatian language lessons according to the subject curriculum, that is, how they design Croatian language lessons. Since the teachers present their lesson plans in written form, the research material consisted of 23 collected written lesson plans for Croatian language lessons. In the analysis of the collected material, four established categories were observed and analysed: learning outcomes, activities, media and evaluation. The results showed the representation of all these categories in the collected material, although in different proportions. Learning outcomes are the most common, and the media the least represented.

In recent years, much attention has been given to creativity as a value and its promotion as a key indicator of not only successful teaching and learning, but also of personal fulfillment and progress. It is a quality based on the teacher’s knowledge and lesson-planning and it is aimed at achieving fundamental learning outcomes. The purpose of this paper is first to present the portrait of a creative teacher (their main characteristics), then creative teaching and school context, and finally to investigate whether Croatian language teachers plan creative language tasks that encourage challenge, personality, intrigue, fantasy, individual choice and original thought. The research material consisted of 30 written preparations for a Croatian language lesson collected via e-mail during 2020 and 2021. The results showed that the teachers do plan creative tasks, but not enough of them. It was also visible that the analysed written preparations for the Croatian language lesson mostly contain creative tasks which encourage original thought and that in designing these tasks teachers pay great attention to the students’ personal response, connecting new information with prior knowledge, as well as promoting cooperation and social competence.

U ovome radu tematiziraju se odstupanja od standardnojezične norme na gramatičkoj razini. Na primjeru pismenih radova na stručnome ispitu nastavnika pripravnika hrvatskoga jezika utvrdit će se razina njihove gramatičke kompetencije. Naime, iako se od nastavnika hrvatskoga jezika očekuje najviši stupanj kompetencije na svim razinama jezičnoga opisa, analizirajući pismene radove nastavnika pripravnika uočeno je odstupanje od standardnojezične norme na gramatičkoj razini. Na građi od 90 pismenih radova analizirat će se uporaba veznika budući (da) i jer, s obzirom na to da, kako… tako, potom uporaba prijedloga kroz, koje odstupaju od normativnih preporuka, promjena rekcije glagola koristiti (se), nenormativno pisanje futura prvog kada zanaglasnica slijedi glagol koji završava na ti te položaj zanaglasnice u rečenici. Cilj je rada utvrditi razloge i čestotnost tih odstupanja, a primjenom kognitivnoga modela gramatičke kompetencije utvrdit će se i jesu li uočena odstupanja isključivo pogreške te može li se govoriti o dvojnostima ili čak o jezičnim promjenama.

Prikaz knjige "Komparativne interpretacije i studije" Ane Pintarić.

U ovome se radu govori o učeničkoj percepciji primjene skupinskoga rada u nastavi gramatike. Ponajprije se na teorijskoj razini razlažu obilježja skupinskoga rada: kriteriji podjele učenika u skupine, podjela uloga u skupinama, broj učenika u skupini, vrste zadataka, trajanje skupinskoga rada. S obzirom na primjenu skupinskoga rada u nastavi gramatike ističu se Težakovi stavovi i gledišta. U istraživačkome dijelu rada prikazuju se rezultati provedenoga anketiranja na uzorku od 302 učenika petih, šestih, sedmih i osmih razreda dviju osnovnih škola te učenika prvih, drugih i trećih razreda dviju gimnazija. Cilj je bio ispitati učenike o zainteresiranosti za skupinski rad, zatim o čestoti rada u skupinama u nastavi gramatike, ostvarivanju skupinskoga rada u jednome satu i dvosatu, o podjeli uloga u skupinskome radu, zastupljenosti istovrsnih i raznovrsnih zadataka, o broju učenika u skupini, kvaliteti odnosa učenika u skupinskome radu te o procjeni učinkovitosti skupinskoga rada u nastavi gramatike. Rezultati su provedene ankete pokazali da postoji zainteresiranost ispitanih učenika za ovaj oblik rada, ali je organizaciju i provedbu skupinskoga rada u nastavi gramatike moguće poboljšati, poglavito kada je riječ o podjeli uloga u skupinama te oblikovanju kataloga pravila.

U radu se razmatra dokumentarni film u nastavi medijske kulture pri čemu se posebno istražuje aspekt učeničkoga zanimanja za ovaj filmski rod. Ponajprije se definira pojam dokumentarnoga filma, ističu se njegova temeljna obilježja – drukčiji odnos prema stvarnosti, pitanje objektivnosti / istinitosti. Navode se vrste dokumentarnoga filma i prikazuje se kontekst dokumentarnoga filma u nastavi medijske kulture. Namjera je ovoga rada istražiti učeničko zanimanje za dokumentarni film, odnosno zanimanje za pojedinu vrstu dokumentarnoga filma. U istraživanju je primijenjen metodološki postupak anketnoga upitnika koji je obuhvatio sedam tvrdnja i dva pitanja. Anketiranje je provedeno na uzorku od 291 učenika petih, šestih, sedmih i osmih razreda dviju osječkih osnovnih škola. Rezultati su pokazali da ispitani učenici pokazuju zanimanje za dokumentarni film poglavito popularno-znanstveni i antropološki dokumentarni film. Međutim, rezultati su također pokazali i učeničko nerazumijevanje i nepoznavanje pojedinih vrsta dokumentarnoga filma, stoga se ovomu filmskom rodu treba posvetiti veća pozornost u nastavi medijske kulture te poticati učenike na veće zanimanje za ovaj filmski rod., This paper deals with documentary film in media culture education, while special emphasis is put on the aspect of student interest for this film genre. Documentary film concept is firstly defined, its basis characteristics are pointed out – different attitude towards reality, matter of objectivity / truthfulness. The paper outlines types of documentary film and shows the context of documentary film in media culture education. The intention is to explore student interest for documentary film or interest for a specific type of documentary film. Questionnaire was used as a methodical procedure. It was composed of seven assertions and two questions. Questionnaire was conducted on the sample of 291 students of the fifth, sixth, seventh and eighth grades of two elementary schools in Osijek. The results outlined that the questioned students showed interest for documentary film especially for popular-scientific and anthropological documentary film. However, the results also showed that the students did not understand and did not know certain types of documentary film, therefore more attention has to be paid to this film genre in media culture education as well as students have to be encouraged to show greater interests for this film genre.

Rad se bavi govornim metodama u nastavi hrvatskoga jezika, pri čemu se najprije na teorijskoj razini razmatraju govorne metode te njihova klasifikacija. Ističu se monološke i dijaloške nastavne metode, usredotočeno se razlaže metoda usmenoga izlaganja kao monološka nastavna metoda, odnosno u dijaloškim se metodama posebno razmatraju vrste nastavnoga razgovora. Namjera je ovoga rada istražiti zastupljenost govornih metoda u nastavi hrvatskoga jezika pri čemu se ovoj problematici pristupa s aspekta poučavanja i učenja, odnosno kontinuiteta dvaju čimbenika – nastavnika i učenika. S obzirom na to, istražuje se zastupljenost nastavnikovih govornih metoda – dominacija poučavanja i uloge nastavnika (reducirano učenje) i zastupljenost učenikovih govornih metoda – dominacija učenja i uloge učenika (signifikantno učenje). Cilj je utvrditi zastupljenost govornih metoda u poučavanju i učenju hrvatskoga jezika te ispitati prevladavaju li nastavnikove ili učenikove govorne metode. Rezultati provedenoga istraživanja na čujnim zapisima 30 nastavnih sati pokazali su da je u promatranoj nastavi hrvatskoga jezika pretežita zastupljenost nastavnikovih govornih metoda i to dijaloških metoda., The paper deals with the speaking methods in the Croatian language teaching. First part deals with methods and their classification at the theoretical level. The monologic and dialogic teaching methods are emphasized, focusing on the method of oral presentation as a monologic teaching method and the types of teaching conversations as the dialogic teaching methods. The purpose of this paper is to explore the representation of speaking methods in the Croatian language teaching. We approach to this issue from the points of teaching and learning, and the continuity of two factors – teachers and students. Regarding this, the representation of the teacher’s speaking methods are explored – the dominance of teaching and the teacher’s role (reduced learning) and the representation of the students' speaking methods – the dominance of learning and the student’s role (significant learning). The aim is to determine the incidence of the speaking methods in teaching and learning of the Croatian language and to examine the prevailance of either the teacher’s or the student’s speaking methods. The research results based on the recordings of 30 hours of teaching practice showed that in the Croatian language teaching the representation of the teacher’s speaking methods, especially dialogical methods, is prevailing.

Govornici hrvatskoga jezika razlikuju se u proizvodnji pojedinih riječi ili gramatičkih kategorija u svojemu idiomu u odnosu na hrvatski standardni jezik. U ovomu će se radu istražiti kako učenici na kraju obaveznoga školovanja u pisanim zadatcima poticane proizvodnje vladaju pojedinim izrazima koji se pojavljuju kao poteškoća i kod odraslih govornika. Istraživanje je pokazalo da ispitani učenici u različitomu stupnju vladaju odabranim morfološkim jedinicama hrvatskoga standardnoga jezika. Jedan dio netočnih odgovora može se protumačiti kao propusti, drugi su jednostavno pogrješke, dijelom uzrokovane samim načinom ispitivanja, a neka različita rješenja moguće je tumačiti ne samo kao pogrješke, nego i kao tragove jezičnih promjena., Some Croatian speakers differ in their production of certain grammatical categories when they speak the Croatian standard language, or attempt to speak it. In this article we explore several morphological and morphosyntactic categories that present difficulty to some adult speakers of Croatian, as well as students that are in the process of acquiring it. The data was collected from guided written assignments of 269 children at the end of obligatory school (13–14 years), in the Osijek-Baranja County. The analysis shows that students have acquired selected morphological units of the Croatian standard language to various degrees. Some answers that are not considered standard can be interpreted as slips of pen, some as mistakes, perhaps partly caused by the very mode of examination; others are simply errors. However, some answers cannot be interpreted solely as errors, but as traces of linguistic changes.

Cilj je ovoga rada utvrditi ostvarivanje motivacije kao etape nastavnoga sata u obradbi, ponavljanju i usustavljivanju nastavnih sadržaja hrvatskoga jezika te utvrditi zastupljenost motivacijskih postupaka u jezičnoj nastavi. U istraživanju je rabljena metoda ankete, a uzorak je obuhvatio srednjoškolske nastavnike Hrvatskoga jezika Osječko-baranjske županije. Na temelju rezultata provedene ankete utvrđeno je da ispitani srednjoškolski nastavnici etapu motivacije najčešće primjenjuju pri obradbi jezičnih sadržaja, a najrjeđe pri provjeravanju jezičnih sadržaja. Također je utvrđeno da se u primjeni motivacijskih postupaka zapaženijim postotkom izdvajaju motivacijski postupci: tekst koji s poremećenim pravopisnim ili gramatičkim odnosom upozorava na važnost pravopisne ili gramatičke norme i rješavanje jezične dvojbe., The aim of this study was to determine the achievement of motivation as the stage of a lesson in introduction, repetition and systematization of teaching contents of Croatian and to determine the presence of motivation processes in language teaching. In the study we used a survey and the sample included secondary school teachers of Croatian in Osijek-Baranja County. The results of the survey showed that the teachers mostly use motivation stage during the introduction of linguistic contents, and very rarely during their evaluation. It was also found that during the application of motivation methods two motivation processes prevail by showing noticeable percentage: text that through its altered spelling or grammatical relations emphasizes the importance of orthography or grammatical norms, and solving linguistic concerns.

Korelacijski je pristup dio integracijsko-korelacijskoga sustava u nastavi Hrvatskoga jezika čijim je temeljnim obilježjem upravo povezivanje ili sjedinjavanje nastavnih sadržaja. Cilj je rada prikazati nekoliko mogućnosti korelacijskoga pristupa romanu Strah u Ulici lipa, Milivoja Matošca, inače lektirnoga djela u 5. razredu i to korelacijski odnos književnosti, hrvatskoga jezika i jezičnoga izražavanja te uporabu književnoga diskursa kao lingvometodičkoga predloška. Književni je diskurs poslužio kao korelat – povezujuća sastavnica u ponavljanju fabule i njezinih dijelova te prepričavanja (informativnoga i stvaralačkoga) i kao lingvometodički predložak u provođenju vježbe preoblikovanja provedene u obliku stvaralačkoga diktata, zatim u diktatu s obrazloženjem te u dvjema gramatičkim vježbama: fonološkoj – pisanje riječi sa skupovima ije, je i morfološkoj – razvrstavanje riječi prema kategoriji promjenjivosti. U metodološkome okviru primijenili smo metodu deskripcije te postupak sustavnoga promatranja., Correlational approach is a part of the integration-correlation system in teaching Croatian language, the basic characteristic of which is exactly correlating or integrating of teaching contents. The aim of this paper is to present several options of correlational approach to the novel Strah u Ulici lipa (Fear in Linden Street) by Milivoj Matošec, which is a part of assigned reading in the fifth grade; the aim is to present correlational relation of literature, Croatian language and linguistic expression as well as the use of literary discourse as lingual-methodical pattern. Literary discourse served as correlation- connecting component in repeating fable and its parts and retelling (informative and creative), as well as lingual – methodical pattern in implementation of exercises of redesigning, which were carried out in the form of creative dictation, then as dictation with explanation and in two grammar exercises: phonological – writing words in ije, je clusters and morphological – classification of words according to variability category. In methodological framework we applied description method and the procedure of systematic observation.

U radu se iznose rezultati istraživanja stavova učitelja o novomu poretku poučavanja padeža. Ispitano je 334 od ukupno 498 učitelja Hrvatskoga jezika istočnoga dijela Republike Hrvatske u višim razredima osnovne škole pet županija: Osječko-baranjske, Vukovarsko-srijemske, Brodsko-posavske, Požeško-slavonske i Virovitičko-podravkse. Obrađen je veći dio njihovih odgovora koji je obuhvatio obaviještenost o promjeni, poučavanje proširenim padežnim pitanjima, unaprijedni stav prema promjeni, zatim primjenu novoga poretka poučavanja padeža u sklonidbi imenica te ostalih vrsta riječi u V. razredu - pridjeva i brojeva, prednosti i nedostatke novoga poretka te odnos prema promjeni nakon provedbe u praksi. Rezultati su prikazani skupno i po županijama, a na kraju se odgovori uspoređuju prema sljedećim kriterijima obaviještenosti, zainteresiranosti, povjerenja, voljnosti, dosljednosti i promjene stava., The paper is based on the questionnaire of teachers' attitudes towards a new approach to Croatian language Case teaching which has been proposed in the new Croatian curriculum. There were 498 participants who are teachers of Croatian in primary schools (5-8 grade, ages 10-15) in eastern Croatia, its five counties (županija) with their capital towns Osijek, Vukovar, Slavonski Brod, Požega and Virovitica. Part of the questionnaire was analysed, especially on the participants attitudes after the new approach was introduced to them, their own application of it in their teaching (the questions for nouns and other declinable word were asked separately), and the change of their attitude after their own experience in class. Teachers answered about the positive and negative effects they presupposed and experienced. The results were analysed according to the five counties. They were compared according to the following criteria: being informed, interest, inclination to trust the curriculum makers, willingness to take the challenge, consistency and change of attitudes. It was interesting to find not only that counties differed according to the mentioned criteria (some were by far more interested in answering, willing to try and positively oriented after their personal experience), but a minority of the teachers were not aware of their own prejudices. They had answered the part concerning the change of the attitudes after their own personal experience of the new approach in teaching, and given that they did not apply it in teaching, according to their own words, were in effect ineligible to answer at all. Although a lot of teachers still have either an ambiguous attitude or cannot characterise their attitude easily, many of the teachers that have applied the new approach have changed their attitude into positive one.

Nastava se filma odvija u okviru programskih sadržaja nastavnoga predmeta hrvatskoga jezika, područja medijske kulture. U nastavi je filma u prvome planu filmska kultura koja podrazumijeva ostvarivanje odgojnih i filmskoobrazovnih ciljeva, a ostvaruje se na metodičkim načelima nastave filma. U nižim se razredima osnovne škole filmu pristupa literarno-dramski, ali je također važno posvetiti pozornost filmskim osobitostima. Kada govorimo o metodičkim pristupima nastavi filma, u tradicionalnoj su nastavi prevladavali reproduktivni i predavački, a u suvremenoj se prednost daje onim pristupima koji u središte pozornosti stavljaju učenika. U tom smislu, možemo govoriti o školskoj interpretaciji, problemskom i korelacijsko-integracijskom pristupu. Školska interpretacija daje naglasak interpretativnoj razini filma, problemski pristup stvaranju problemske situacije, zapažanju, isticanju i istraživanju problema, a korelacijsko-integracijski pristup temelji se na uspoređivanju i raščlambi povezujućih sastavnica književnoga i filmskoga djela., Teaching about movies is part of the Croatian language classes syllabus dedicated to media culture. It focuses mostly on teaching about movie cultre using the methodological principles of teaching about film, with an aim to inform and educate. The approach to teaching film in early learning is literary, paying attention to the specificities of film. In contemporary teaching a student is placed in the centre of attention, and the teaching 130

U hrvatskoj se pedagogiji posljednjih godina često spominju pojmovi - međupredmetna korelacija, rasterećenje učenika, učitelj kao akcijski istraživač i mnogi drugi koji, sigurno, pridonose unaprjeđenju rada u školi. Rad učitelja, ne samo na poučavanju već i na istraživanju vlastitoga procesa poučavanja, stalnoga učenja i korištenja znanja za vlastiti razvitak - hvale je vrijedan. Rad u tandemu, zajednički rad više učitelja i timska nastava neke su od zaboravljenih ideja u našim školama koje zahtijevaju promjene u radu pojedinih učitelja, ali i mijenjanje organizacije rada cjelokupne škole. U ovom radu dajemo prikaz zajedničkoga rada učiteljica hrvatskoga i engleskoga jezika na satu utvrđivanja sklonidbe imenica u petom razredu., Terms such as correlation between subjects, reduction of the curriculum and teacher as a active researcher have recently been mentioned frequently in Croatian pedagogy and the contribute to the improvement of our work in the classroom to a large extent. The work of the teachers who not only teach but also try to examine their own teachinprocess is very valuable. Team teaching and team work are some of the forgotten ideas in our schools which requirchanges not only in the work of individual teachers but also of the organization of the wor of the entire school. This paper describes an English-Croatian lesson whose topic is noun declension.