magistrsko delo
Nika Cotič (Author), Igor Saksida (Mentor)

Abstract

Slovenska šola v Italiji se je zaradi zgodovinskih in zemljepisnih razlogov razvijala drugače kot šola v Sloveniji. Tudi dokumentacija, ki določa delovanje obeh šol, je različna: osnovne šole s slovenskim učnim jezikom v Italiji uravnavajo namreč italijanska zakonodaja ter italijanske smernice za sestavo učnih načrtov. Slednje pa ne predvidevajo ciljev in kompetenc, ki naj bi jih slovenski otroci v šolah s slovenskim učnim jezikom v Italiji dosegli med poukom slovenščine. Učitelji teh šol se torej zgledujejo po smernicah za italijanščino in jih prilagajajo slovenskemu pouku, kar pa ni isto, kot če bi imeli svoja vodila, ki bi bila tudi enotna za vse osnovne šole s slovenskim učnim jezikom v Italiji. Če je pouk nekaterih predmetov lahko v nekaterih vidikih podoben slovenskim programom, v drugih pa italijanskim, bi se moral pouk slovenščine v italijanskem zamejstvu v večji meri zgledovati po pouku slovenščine v Sloveniji, seveda z upoštevanjem tako jezikovnih zmožnosti otrok, ki obiskujejo šole s slovenskim učnim jezikom v Italiji (ki se razlikujejo od slovenskih, predvsem, če upoštevamo tudi otroke iz italijanskih in mešanih družin), kot italijanske zakonodaje in smernic, ki na splošno določajo, katere kompetence naj bi učenci do določenega obdobja dosegli. Zato sem v svoji magistrski nalogi raziskovala, katere so podobnosti in razlike v praksi pouka slovenske književnosti v slovenski šoli v Italiji in v Sloveniji oz. kako različno učitelji obeh šol poučujejo slovensko književnost. V teoretičnem delu sem predstavila delovanje in zgodovino slovenskih šol v Italiji, didaktiko književnosti, faze šolske interpretacije besedila. Poleg tega sem analizirala in med sabo primerjala učne načrte osmih učiteljev/-ic slovenščine v četrtih razredih osnovnih šol s slovenskim učnim jezikom v Italiji, Državne smernice za učni načrt vrtcev ter osnovnih in nižjih srednjih šol (2012), ki jih je izdalo italijansko ministrstvo, ter učni načrt za slovenščino (Program Osnovna šola, 2011). V empiričnem delu sem izvedla dve študiji primera: opazovala in primerjala sem pouk slovenske književnosti v četrtem razredu na osonovni šoli v Sloveniji in na osnovni šoli s slovenskim učnim jezikom v Italiji. Za raziskavo sem izbrala četrti razred, zato ker sem hotela čim bolj omiliti prisotnost vpliva razlik v poznavanju slovenščine v zamejstvu (do četrtega razreda se namreč tudi otroci iz mešanih ali popolnoma italijanskih družin naučijo določeno mero slovenščine, da lahko učitelji poučujejo slovensko mladinsko književnost tudi na nekoliko višji stopnji brez prevelikega prilagajanja v primerjavi z vrstniki v Sloveniji). Z učiteljicama sem izvedla tudi intervju. Ugotovila sem, da je v obeh primerih pouk književnosti potekal na podoben način. Obe učiteljici sta besedila obravnavali po fazah šolske interpretacije besedila. Med poukom so na obeh šolah prevladovala vprašanja nižjih taksonomskih ravni. Poleg tega sem ugotovila, da učiteljici na obeh straneh meje obravnavata besedila v berilih (v obeh primerih gre za berila iz Slovenije), tem pa dodajata tudi besedila iz drugih virov. Več razlik pa je prisotnih v dokumentih, ki določajo delovanje obeh šol in ki posledično vplivajo na pouk slovenske književnosti. Najočitnejša razlika je v tem, da v Italiji ni enotnega učnega načrta za slovenščino, zato vsak učitelj piše svojega. Poleg tega sem ugotovila, da so cilji in vsebine v učnih načrtih učiteljev/-ic slovenskih šol v Italiji veliko splošnejši od ciljev in vsebin, ki so za pouk slovenske književnosti navedeni v učnem načrtu za slovenščino (Program Osnovna šola, 2011), ter da je meja med cilji književnosti in cilji jezika zelo nejasna.

Keywords

osnovna šola s slovenskim učnim jezikom v Italiji;pouk slovenske književnosti;didaktika slovenske mladinske književnosti;faze šolske interpretacije besedila;učni načrti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [N. Cotič]
UDC: 821.163.6:373.3(043.2)
COBISS: 12155721 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Comparison between the Slovenian literature teaching methods in the fourth grade of elementary school in Slovenia and the elementary school with the Slovene language in Italy
Secondary abstract: The Slovenian schools in Italy have developed in a different way than the schools in Slovenia, because of historical and geographical reasons. The documentation, on which the schools are based, is different for both types of schools, as well. The Italian laws and guidelines for teaching in the elementary schools do not provide educational aims for the Slovenian language. For this reason teachers that teach in the elementary schools with Slovene educational language in Italy base their teaching on the aims for the Italian language and adjust them for Slovenian purposes. This is not the same as having specific guidelines for the Slovenian language. The lessons of Slovene in the elementary schools with Slovene educational language should be almost the same as the lessons of Slovene in the elementary schools in Slovenia, considering at the same time the differences in the learners' language ability and the Italian laws and guidelines. For this reason the research about the similarities and the differences in the Slovenian literature teaching methods was conducted in the fourth grade of an elementary school in Slovenia and of an elementary school with Slovene educational language in Italy. Firstly the history of the (elementary) schools with the Slovene educational language in Italy was described. Furthermore, the methodology of the Slovenian literature and the phases of school interpretation of a text were presented. Eight syllabuses of fourth-grade teachers in different Slovene schools in Italy, the Slovenian syllabus for the Slovenian literature in the fourth grade and the Guidlines for the Italian language, published by the Italian ministry of education, were analysed and compared in the theoretical part, as well. In the empirical part, the observation of Slovenian literature teaching methods of two teachers, teaching Slovenian literature in the fourth grade (one in Slovenia and one in a Slovene school in Italy), were analysed and compared. The fourth grade was chosen in order to provide less impact of the students' knowledge of the Slovene language on the research. In the Slovene schools in Italy students from non-Slovenian families do reach a quite good level of Slovene, which allows teachers to teach Slovenian literature on a higher language level, which is similar to the level of schools in Slovenia. Besides, interviews with the two teachers were conducted and analysed. I found out that both teachers were teaching the Slovenian literature in a very similar way: they both planned their lessons considering the phases of school interpretation of a text and they both asked more lower level questions than higher level questions. In addition, both teachers usually propose texts from the textbooks (in both cases are textbooks from Slovenia) and add texts from other sources. I noticed much more differences in the guidelines, on which the functioning of both schools is based. In fact, the biggest difference is that there is no one single and unique syllabus for the Slovenian language, and for this reason each teacher has to write it on his own. Besides, I found out that the teaching aims and contents, written in the syllabuses of teachers in the Slovenian schools in Italy, are more general than the aims and contents of the Slovene syllabus for the Slovene language and that there is no clear distinction between the literature and the grammar teaching aims.
Secondary keywords: literature;primary education;literatura;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 114 str.
ID: 10973444