Kvantitativni vidik pisanja zgodbe učencev 2. razreda

diplomsko delo

Nina Vajt (Author), Marija Ropič (Mentor)

Abstract

Komunikacijske spretnosti se ljudje učimo vse življenje. Najprej smo sposobni zgolj poslušati, kasneje govoriti, s šestimi leti, ko se prične formalno šolanje pa začnemo usvajati še svet pisanja in branja. Ker učenci prag šole prestopijo z različnimi predznanji, si učitelj pomaga z različnimi modeli pisalnih in bralnih razvojnih stopenj in tako ugotovi, kje mora nadaljevati z učenčevim razvojem pisalnih oz. bralnih zmožnosti. Na poti do avtomatiziranega pisanja in branja je potrebno veliko vaje, motivacije in učenčevega zanimanja. Na začetku učenci tvorijo preproste enostavčne povedi. Kasneje, ko imajo že bogatejši besedni zaklad, tvorijo zložene povedi. V empiričnem delu sem preverjala kvantitativni vidik pisanja zgodbe učencev 2. razreda na petih mariborskih osnovnih šolah. Preverila sem, koliko enostavčnih povedi je v izdelku, koliko besed je na enostavčno poved, koliko je zloženih povedi v izdelku ter koliko je besed na zloženo poved. Preverila sem tudi, ali so učenci napredovali glede na nivo pisanja. S preverjanjem kvantitativnega vidika sem z deskriptivno in kavzalno-ne eksperimentalno metodo raziskovala, kakšen je napredek učencev v razmahu treh mesecev. Preverjanje je bili izvedeno dvakrat, pri čemer je bil instrumentarij enak, saj le tako lahko govorimo o napredku.

Keywords

razredni pouk;opismenjevanje;pisanje;branje;zgodbe;enostavčna poved;zložena poved;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2012
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[N. Vajt]
UDC:	37(043.2)
COBISS:	19565320
Views:	1642
Downloads:	169
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	QUANTITATIVE PERSPECTIVE OF SECOND YEAR PUPIL'S STORY WRITING
Secondary abstract:	People learn communicational skills throughout the entire lifetime. Initially we are able only to listen, later we start talking, while at the age of six begins formal education, which brings learning of reading and writing. Because children enter a school with different prior knowledge, a teacher uses assistence of different models of writing and reading stages, what ensures him/her to realize, where development of pupil's writing and reading skills has to be continued. A lot of exercise, motivation and interest is needed to evolve automatic writing and reading. At the beginning pupils form simple sentences, while later with reacher vocabulary they start forming also compound sentences. In the empirical part is presented a quantitative aspect of story writing for pupils of the second class at five elementary schools in Maribor. It was checked, how many simple and compound sentences included a story, and how many words had each of them. It was also examined, whether pupils made a progress with regard to level of writing. Through research of a quantitative aspect were used descriptive and causal-non-experimentive method to discover the progress of pupils in a period of three months. Examination was performed twice with the same instrumentation, what provided adequate conditions for measuring the progress.
Secondary keywords:	bringing literacy;writing;reading;story;simple sentence;compound sentence;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	148 f.
Keywords (UDC):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID:	1001861