Metodička teorija i praksa

LANGUAGE ADVISOR NIJE – NEGO, REČNIK NEPRAVILNOSTI U KNJIŽEVNOM JEZIKU NAŠEM BY D. KOSTIĆ (1911) AS THE FIRST ORTHOGRAPHIC DICTIONARY OF THE SERBIAN LANGUAGE

Goran Zeljić — Sun, 07 Dec 2025 16:37:04 +0100

The paper analyzes the language guide Nije – Nego by D. Kostić as the first orthographic dictionary of the Serbian language. Without scientific pretensions, this handbook was primarily intended for general practice, as a guide that could assist everyone for whom language is a tool—journalists, writers, editors, proofreaders, teachers. Before Kostić’s guide, Serbs did not have normative works in the dictionary form: Čuturilo's orthographic handbook from 1884 and Petrović's from 1914 did not have orthographic dictionaries. This was achieved only in 1923 with Belić's Orthography of the Serbo-Croatian Language, the first systematic orthographic handbook among Serbs. In this paper, an orthographic dictionary is understood as an alphabetic list of terms related to orthographic rules covered in our orthographic handbooks – capitalization, writing words together or separately, phonetic changes, abbreviations, punctuation, and orthographic signs. The aim of the paper is to present a language handbook from the first half of the twentieth century and to highlight the significance of such a method of addressing language content in Serbian language teaching. A dictionary, as a form of orthographic handbook, is suitable for quickly finding specific terms and resolving grammatical and orthographic dilemmas that users may have. It does not require knowledge of the literary language norm or the language in general, which is why this handbook is not intended solely for language experts but also for general practice. In Kostić's handbook (and in two later editions, one of which has the phrase "orthographic dictionary" in the title), a pattern is applied where non-standard forms (on the left side, under the heading Nije) are opposed to standard forms (Nego). This is a very practical way to master the literary language norm, especially since dictionaries like this one point out language phenomena that are not covered in grammar books. It is precisely in this observation that we see the space that handbooks of this form can find in the educational process, as they easily provide examples of language mistakes that Serbian speakers might not even realize are mistakes. In didactic and broader linguistic literature, the teaching of the native language is often described as insufficiently functional, especially at the elementary school level, where crucial grammar and orthography knowledge is acquired. A characteristic of such teaching is the so-called "grammatization," formalistic and verbal, isolated from language practice, and serving as a goal in itself. When we look at grammar textbooks and the accompanying didactic-methodical apparatus, we find certain progress compared to previous observations. In addition to some grammatical handbooks in Serbian that include orthographic dictionaries within them, in the approach to presenting teaching content from grammar, orthography, and language culture, these are most often presented in the form of isolated fragments. Also appearing are so-called "language lessons" that provide examples illustrating violations of certain grammatical or orthographic rules, related to the content covered on those textbook pages and part of the didactic-methodical apparatus. On pages dedicated to a specific language content (grammatical, orthographic, etc.), such examples are often set apart in some way (framed, printed in a different color, in a separate paragraph, etc.), with expressions like Pazi! (Be careful!), Obrati pažnju! (Pay attention!), and so on. Since Belić’s Orthography from 1923, orthographic handbooks also feature orthographic dictionaries, which can also be understood as lists of terms that in practice provoke dilemmas and mistakes. This is also pointed out in the teaching process (especially in higher elementary grades and at the high school level). On the other hand, compared to dictionaries like Kostić’s, finding solutions is harder because they rarely point to irregular phenomena, which, once again, are part of everyday language practice, especially among the school population. Handbooks like this one, in the form of an orthographic dictionary, can help authors of grammar textbooks for all ages in selecting appropriate examples for specific teaching units. They have served and will continue to serve lexicographers because normative dictionaries highlight exactly those forms that, from the perspective of the literary language norm, cause dilemmas and mistakes in practice – all with the aim of improving the language culture of everyone who uses the Serbian language.

HISTORICAL AND GEOGRAPHICAL TERMS IN TEXTBOOKS FOR THE LOWER GRADES OF PRIMARY SCHOOL – FOUNDATION FOR THE LOCALISATION OF EPIC POEMS

Zorica Cvetanović, Sanja Blagdanić, Nikoleta Dobrosavljević — Sun, 07 Dec 2025 12:56:42 +0100

The horizontal link between the contents of two school subjects, Serbian Language and Science and Social Studies, can be made by a broader localisation of literary works which places literary texts in social and historical contexts. The aim of this paper is to investigate whether the sets of Serbian Language textbooks and Science and Social Studies textbooks for the fourth grade of primary school are complementary in terms of providing students with a basis for understanding historical and geographical terms necessary for the localization and understanding of traditional epic poetry. Content analysis of textbooks published by nine publishing houses was carried out, using historical and geographical terms in the poem "Miloš u Latinima" аs a unit of the content analysis.There are 53 historical and geographical terms in this poem and they were classified into three categories – historical terms (personalities, rulers' titles, other concepts from the past), geographical terms (settlements, rivers, mountains) and historical-geographical terms (nations, monasteries). The research results indicate that historical and geographical terms in the poem exist in the methodological apparatus of the textbooks and that there is a correlation in terms of the presence of these concepts in textbook sets of the same publisher for both school subjects. However, there is a level of inconsistency between the textbooks of the same publisher regarding the explanations of historical/geographical terms – some terms or concepts in the poem are either not explained in any of the textbooks or they are duplicated. It is necessary to find a way for harmonising the cross-curricular contents in the textbooks for a more successful localisation of traditional epic poems.

METHODOLOGICAL APPROACH TO THE NOUN GENDER AND NUMBER CATEGORIES IN TEXTBOOK FOR THE SECOND GRADE OF ELEMENTARY SCHOOL

Ljubica Vesic, Milena Mitrović — Sun, 14 Dec 2025 10:44:52 +0100

Given that the gender and number of nouns are adopted for the first time in the second grade of elementary school in Republic of Serbia. The subject of this research is the way of processing these grammatical categories at the age when the concepts of noun gender and number are introduced and when basic linguistic rules are established. To examine the current solutions, we analyzed eleven approved textbooks for the second grade of elementary school. We considered the starting texts, the provided examples, linguistic accuracy, and methodological gradualness, as well as the possibilities for improving grammar teaching. The research results show that: 1) there are different ways of introducing the concept of gender and number of nouns to students; 2) the introduction of grammatical gender through the concept of natural gender dominates in the second-grade textbooks; 3) there are numerous places that cause linguistic confusion or represent a kind of methodological trap. We believe that these inaccuracies can lead to significant challenges in teaching grammar in the higher grades of elementary school. In the conclusion of the paper, concrete steps are proposed in the concluding part of the paper for the introduction of the concept of gender and number of nouns in the second grade of elementary school.

THE SIGNIFICANCE OF COMMUNICATION MODELS AND TEACHING STYLES IN COLLABORATIVE LEARNING: A CASE STUDY OF THE ITALIAN LANGUAGE

Aleksandra B. Šuvaković, Jovana Ž. Govedarica — Fri, 26 Dec 2025 10:13:50 +0100

Managing a foreign language classroom represents a complex process that requires teachers to possess a wide range of skills and abilities. The effective implementation of classroom management strategies has proven crucial in overcoming challenges arising from heterogeneous monolingual classrooms. Examining key aspects such as management style, communication models, language input, and cooperative learning highlights the importance of a comprehensive approach. The democratic/integrative management style, with a focus on communicative and humanistic-affective approaches, plays a crucial role in meeting the needs of students. Asymmetric interaction in communication often emerges in institutional contexts, where the teacher's role is dominant. The quality of communication models in the classroom directly depends on fulfilling the first aspect. Language input in the classroom, tailored to the group's needs, aims at developing language competence in line with educational objectives. Cooperative learning creates space for a better understanding of others' needs, reflection on one's identity in the classroom, and the acquisition of intercultural competence. All the mentioned dimensions of managing a foreign language classroom are interconnected and require careful integration into the teaching process to achieve effective learning and meet the needs of all participants in the classroom. This underscores the importance of continuous teacher development towards a comprehensive approach to managing a foreign language classroom.

Keywords: Classroom management of foreign languages, teacher-facilitator, students, classroom management styles and communication models, collaborative learning.

ATTENTION IN TEACHING AND SCHOOL LEARNING

Aleksandar Milanković — Thu, 04 Dec 2025 19:37:25 +0100

In this paper, we examine the conceptualization of attention in the context of teaching and school learning. We start from the thesis that attention represents the fundamental framework that makes teaching and school learning possible, in general. In the paper, we first examine the exemplary theoretical definitions of attention, primarily in the perspective of pedagogy and psychology and then also from the point of view of contemporary philosophy. Furthermore, we examine the general value of attention in teaching and school learning, considering the key features of the teaching process and the problem of attention in teaching in general. Then, we examine the status of attention in the current Curriculum for grammar schools in the Republic of Serbia. Furthermore, we propose a simple didactic conceptualization of attention in teaching and school learning in four aspects, formed on the basis of characteristic conceptualizations of attention in traditional didactics and contemporary psychology and philosophy. Finally, we examine some of the important implications for teaching, teaching tools, methods, teaching content and school environment. In the paper, we propose the argument that articulating and cultivating attention should be one of the explicit, curricularly marked goals of the teaching process, since modern psychological and pedagogical research shows that attention is both 1) a condition for the teaching process and 2) one of the processes that itself is cultivated in the process. The theoretical framework of the work consists of traditional didactic, psychological and contemporary philosophical definitions of attention. First, the didactic conceptualization of attention in the didactics of Comenius, then the didactic conception of paying attention to exemplary phenomena by Martin Wagenschein, as well as contemporary pedagogical research into teaching and school learning as a process of forming attention - proposed by the author Johannes Rytzler. Second, contemporary psychological research and conceptualizations of attention. And finally, the theoretical framework of the work is made up of philosophical researches of the concept of attention, first of all, by the contemporary philosopher Sebastian Wetzl (Sebastian Watzl) - and his arguments on attention as a constitutive structure of consciousness given in the "center-periphery" model.

THE IMPORTANCE OF DAILY LIFE-PRACTICAL ACTIVITIES IN THE PROCESS OF FORMING INITIAL MATHEMATICAL CONCEPTS IN PRESCHOOL CHILDREN IN THE CONTEXT OF MODERN PRESCHOOL PROGRAMS

Mina Mavrić, Admir Metić — Sun, 07 Dec 2025 10:39:47 +0100

This paper explores the significance of everyday life-practical activities in the process of forming initial mathematical concepts in preschool children, with a particular focus on the specificities of cognitive development in the context of mathematical concept formation and contemporary preschool programs. The methodological approach to developing mathematical concepts is examined, emphasizing the importance of considering the child's life experiences as a key methodological guideline. The importance of applying situational learning, which connects mathematical content with real-life problems faced by children daily, is highlighted. In line with modern approaches, Maria Montessori’s method stands out as a crucial factor in acquiring mathematical concepts through play and independent exploration. Additionally, the paper examines how everyday activities such as measuring sizes, seriation, classification, spatial and temporal awareness contribute to children's cognitive and mathematical development and how these activities are applied in the preschool context. It is concluded that integrating everyday life experiences into mathematical learning contributes to a deeper understanding of abstract mathematical concepts, fostering logical thinking and problem-solving skills. Effective learning of mathematical concepts requires a specific methodological approach that allows children to learn through experience, play, and direct interaction with their environment.

DIGITALIZATION IN THE SERVICE OF CHILDREN IN THE REPUBLIC OF SERBIA: AN EXAMPLE OF THE "ČUVAM TE" PLATFORM

David Ivanović — Wed, 24 Dec 2025 00:00:00 +0100

The paper analyzes the process of digitalization in public administration, with a focus on the digital transformation of government services. Special attention is given to the role of digital tools in improving the education system and preventing peer violence. The theoretical framework includes defining digitalization and its application in the public sector, with a particular emphasis on educational institutions and authorities responsible for child protection. Through a case study of the national platform “I Protect You,” the paper examines the implementation of digital transformation and its effects on reducing violence among children. The results show that, over the first five years, the platform has become an important prevention instrument, while the increase in the number of reports indicates greater trust in institutional child-protection mechanisms and the development of a culture of nonviolence.

ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION

Ivan Šarčević, Slađana Šarčević — Thu, 04 Dec 2025 20:13:57 +0100

Нема.