magistrsko delo
Maša Cokan (Author), Mateja Dagarin Fojkar (Mentor), Vesna Štemberger (Co-mentor)

Abstract

Celostno učenje je eden od vidikov učenja, ki ne zajema le enega področja otrokovega razvoja, ampak ga obravnava celostno, kar pomeni na vseh ravneh razvoja: kognitivnem, socialnem, čustvenem, kulturnem, gibalnem in telesnem. Celostno učenje s svojimi metodami vpliva na celostni razvoj otroka in ne le na eno področje razvoja, kar je vsekakor prednost takega načina učenja. Njegove cilje dosega tudi medpredmetno povezovanje. S prepletanjem ciljev dveh različnih predmetov lahko učencem zagotovimo razvoj na več področjih, omenjenih zgoraj, pri čemer sta gibalni in telesni razvoj še posebej prepletena. Učenje vsake, tudi najmanjše in vsakdanje gibalne spretnosti zahteva pri učencu ob določeni telesni razvitosti tudi bolj ali manj močno intelektualno razvitost ter socialno in čustveno razvitost. Zato je dobro pri učencu gibalno dejavnost obravnavati splošneje in ne le v povezavi s telesnimi dejavnostmi. Medpredmetno povezovanje je še toliko bolj priporočljivo v prvem razredu osnovne šole, saj omogoča učencem lažji prehod iz predšolskega v šolsko obdobje. Znanje angleščine ima danes zelo poseben pomen, zato se je začelo poučevanje angleščine uvajati tudi v prvem triletju osnovne šole. Potekati mora čim naravneje, za kar poskrbi zgodnje poučevanje angleščine po metodah VJIU (vsebinsko in jezikovno integrirano učenje; angl. CLIL – Content and Language Integrated Learning) in PTO (popolni telesni odziv; angl. TRP – Total Physical Response). Zaradi zgoraj opisanih razlogov smo se odločili povezati zgodnje poučevanje angleščine z vsebinami športa. V maju 2018 smo izvedli evalvacijsko raziskavo, ki je potekala na osnovni šoli v okviru učnih ur tujega jezika. V raziskavi je sodelovalo 51 učencev, od tega 25 v eksperimentalni skupini, pri kateri so bile v pouk angleščine vključene vsebine športa, in 26 v kontrolni skupini, kjer je pouk angleščine potekal na klasičen, sedentarni način. Namen eksperimenta je bilo oblikovati model za vključevanje vsebin športa v pouk angleščine v prvem razredu osnovne šole, preizkusiti in evalvirati tak model poučevanja z vidika napredka v znanju ter ugotoviti, ali tak način poučevanja vpliva na učenčevo motivacijo za učenje tujega jezika. Rezultati so pokazali, da so bili učenci, ki so se tujega jezika učili preko vključevanja vsebin športa v pouk, bolj motivirani za učenje angleščine in dosegli večji napredek v znanju kot učenci, ki so se tujega jezika učili na klasičen način.

Keywords

šport;gibalne dejavnosti;gibanje;prvi razred;medpredmetno povezovanje;celostni razvoj;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Cokan]
UDC: 811.111:373.3(043.3)
COBISS: 12253769 Link will open in a new window
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Downloads: 81
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Other data

Secondary language: English
Secondary title: Integration of sports content in the english teaching in the first class of the primary school
Secondary abstract: Integrated learning is one aspect of learning that covers not only one area of the child's development, but deals with it comprehensively. Its objectives are achieved by cross-curricular integration. By interweaving the goals of two different subjects, students can develop in many areas: cognitive, social, emotional, cultural, motor and physical, with the latter two being particularly intertwined. Therefore, it is good for the student to take movement activity more generally and not only in relation to physical activity. Cross-curricular integration is all the more advisable in the first grade of the elementary school, since it enables learners to make easier transition from pre-school to school. Knowledge of English has a very special significance today, consequently teaching of English was introduced into the first three years of elementary school. Learning has to take place in the most natural way with appropriate methods such as CLIL (Content and Language Integrated Learning) and TPR (Total Physical Response). For the reasons described above, we decided to link early teaching of English with the content of sports. In May 2018, we carried out an evaluation study that took place at the elementary school in the context of foreign language lessons. 51 pupils participated in the study, of which 25 were in the experimental group, where the content of the sport was included in English classes, and 26 in the control group, where English classes were conducted in a classical, sedentary manner. The purpose of the experiment was to design a model for integrating sports content into English classes in the first grade of the elementary school, to test and evaluate such a model of teaching in terms of advancement in knowledge and to determine whether such a teaching method influences the student's motivation for learning a foreign language. The results showed that pupils who learned foreign languages through the inclusion of sports content in classes were more motivated to learn English and had greater progress in knowledge than pupils who studied foreign languages in the classical way.
Secondary keywords: English language;primary education;angleščina;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Pages: 86 str.
ID: 10999858