APA 6th Edition Miše, I. (1969). Princip zornosti u nastavi stomatoloških predmeta. Acta stomatologica Croatica, 4 (1), 30-35. Retrieved from https://hrcak.srce.hr/108207
MLA 8th Edition Miše, Ivo. "Princip zornosti u nastavi stomatoloških predmeta." Acta stomatologica Croatica, vol. 4, no. 1, 1969, pp. 30-35. https://hrcak.srce.hr/108207. Accessed 28 Oct. 2020.
Chicago 17th Edition Miše, Ivo. "Princip zornosti u nastavi stomatoloških predmeta." Acta stomatologica Croatica 4, no. 1 (1969): 30-35. https://hrcak.srce.hr/108207
Harvard Miše, I. (1969). 'Princip zornosti u nastavi stomatoloških predmeta', Acta stomatologica Croatica, 4(1), pp. 30-35. Available at: https://hrcak.srce.hr/108207 (Accessed 28 October 2020)
Vancouver Miše I. Princip zornosti u nastavi stomatoloških predmeta. Acta stomatologica Croatica [Internet]. 1969 [cited 2020 October 28];4(1):30-35. Available from: https://hrcak.srce.hr/108207
IEEE I. Miše, "Princip zornosti u nastavi stomatoloških predmeta", Acta stomatologica Croatica, vol.4, no. 1, pp. 30-35, 1969. [Online]. Available: https://hrcak.srce.hr/108207. [Accessed: 28 October 2020]
Abstracts The author analyses the principle of object-lessons in all forms of teaching: lectures, seminars, consultations, demonstrations, consultative demonstrations, pre-clinical and clinical exercises, and fundamentals of research work. He gives the characteristics of all these forms of teaching in a up-to- date and sometimes quite a new way. He introduces the notion of consultative demonstrations, during which the student is the most important participant, the teacher only helping him to find the most essential point. He chooses therefore typical cases for the beginning, subsequently introducing the atypical cases. The author's standpoint is that the student during the study of dental subjects should be an active participant, formulating diagnosis, prognosis, and performing the treatment. The purpose of the study should be to enable the students to adequately apply the acquired knowledge. The author thinks that all forms of teaching should be modernized. Priority to one form can be given only if required by the specific nature of the subject.