magistrsko delo
Ana Palovšnik (Author), Igor Saksida (Mentor)

Abstract

Magistrska naloga v teoretičnem delu najprej opisuje razlike med učenci, ki (lahko) vplivajo na bralni dogodek oziroma bralno dejavnost učencev. Slednje se razvijejo že v predšolskem obdobju, vendar lahko nanje vplivamo, če jih upoštevamo in ustrezno prilagajamo izobraževanje. Magistrska naloga zato v prvem delu opredeli tudi pojma diferenciacija in individualizacija ter opisuje, kaj vse lahko učitelj diferencira oziroma individualizira pri pouku oziroma izvedbi bralne dejavnosti ter tako uveljavi spodbudno učno (bralno) okolje, ki upošteva (bralne) sposobnosti posameznega učenca. Bralna značka v osnovni šoli je prostovoljna interesna dejavnost, pri kateri poteka individualno branje. Kot taka ima bistveno prednost pred poukom slovenščine in ponuja odlično priložnost za prilagajanje priporočilnih bralnih seznamov glede na bralno zmožnost in interese učencev. V teoretičnem delu je predstavljena zgodovina Bralne značke, njen razvoj ter cilji in naloge. Opisan je potek bralne značke v osnovni šoli v 1. in 2. triletju, poudarek pa je na priporočilnih bralnih seznamih in vlogi mentorja pri izvedbi dejavnosti. Ta mora pri izvedbi bralne značke upoštevati dejstvo, da se z leti sposobnost zaznavanja razvija in bogati in da je razumevanje kot prepoznavanje razmerij med sestavinami besedila odvisno od bralčeve starosti in zmožnosti. Če želi mentor z bralno značko spodbujati, razvijati bralno zmožnost ter bralno motivacijo posameznega učenca mora prav tako prilagajati vsebine, cilje in metode bralnega dogodka. Raziskovalni del vključuje akcijsko raziskavo, ki je potekala v 3. razredu osnovne šole pri bralni znački. Izvedba bralnega testa je pokazala, da med učenci obstajajo razlike v branju. Glede na stopnjo bralne zmožnosti so bili razdeljeni v tri skupine, vsaka skupina pa je sledila svojemu priporočilnemu bralnemu seznamu, na katerem je bila literatura prilagojena glede na zahtevnost in interes. Vsak mesec je bila v razredu izvedena tudi poustvarjalna dejavnost, ki je učencem omogočila poglobljeno doživljanje prebranih knjig. Končni rezultati raziskave kažejo, da zgolj diferenciacija bralnih seznamov ni dovolj močna spodbuda za prostočasno branje. Je pa lahko ob izvedbi poustvarjalnih dejavnosti in ob učiteljevih oziroma mentorjevih dodatnih spodbudah eden izmed načinov izvedbe bralne značke, ki pripomore k večjemu številu učencev, ki uspešno zaključijo bralno značko.

Keywords

razlike med učenci;bralna zmožnost;diferenciacija;bralna značka;bralni seznami;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Palovšnik]
UDC: 028:373.3(043.2)
COBISS: 12215369 Link will open in a new window
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Downloads: 78
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Other data

Secondary language: English
Secondary title: Reading badge project differentiation in the third grade of primary school
Secondary abstract: The master's thesis in its theoretical part describes the differences between pupils, who (can) influence the reading events or reading activities among pupils, which develop in the preschool period already, however they can be influenced on if we take them into consideration and adjust the education. The terms differentiation and individualisation are defined in the first part of the thesis. It also describes what a teacher can individualise and define in the teaching process to create a stimulative reading environment, which takes into consideration reading skills of each individual pupil. The reading badge is an extracurricular activity in primary schools, where individual reading is required. As such it takes a priority over the Slovene lessons as it offers a perfect opportunity to adjust the reading lists to pupils’ interests and abilities. The theoretical part presents the history of Bralna značka (Reading badge), its development and its tasks and aims. The reading badge in the 1st and 2nd triennial is described, with emphasis on recommended reading lists, and the role of the mentor in executing the activities, who needs to be aware that with years the perception skills develop and enrich, therefore, the understanding and perception of the relationships within a written text are in correlation with the reader’s age and abilities. If the mentor wants to encourage, develop reading abilities, and reading motivation of individual pupils, through the reading badge, one has to adjust the content, goals, and methods of the reading event. The research part includes the results of the research carried out, in the 3rd year of primary school, on the topic of reading badge. The reading test has shown that there are differences in reading among pupils. On basis of their reading skills, the pupils are divided into 3 groups where each group follows its own recommended reading list containing literature adjusted by the level of difficulty and interests. Each month the post-reading activities are executed enabling pupils the in-depth experience of read books. The final results show that the differentiation of the reading lists only does not suffice to stimulate free-time reading, however, it can with the help of reproductive activities and mentor encouragement bring pupils to successfully accomplish the goals of the reading badge.
Secondary keywords: reading;primary education;branje;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Pages: 78 str.
ID: 10990576