magistrsko delo
Neli Pirc (Author), Marija Ropič (Mentor)

Abstract

Vsak posameznik vstopi v šolo z različnim predznanjem. Učiteljevo poznavanje učenčevega predznanja je ključnega pomena pri načrtovanju in izvajanju pouka. Samo tako lahko učitelj prilagodi pouk vsakemu posamezniku, glede na njegove zmožnosti, in mu na takšen način omogoči najboljše pogoje za razvoj in napredek. V naši raziskavi smo želeli ugotoviti napredek posameznikov pri pisanju iz prvega v drugi razred. V prvem razredu smo posameznikovo predznanje pisanja preverili s preizkusom predznanja, ki je vseboval pisanje črk in besed po nareku. V drugem razredu pa smo njihov napredek preverjali s pisanjem nareka. V raziskavi je sodelovalo 108 učencev iz dveh osnovnih šol. Prvo preverjanje je predstavljal preizkus predznanja, ki smo ga izvajali oktobra 2017. Na podlagi teh rezultatov smo razvrstili učence v tri skupine, glede na predznanje. Drugo preverjanje pa je bilo pisanje nareka, ki smo ga izvedli maja 2019. Napake iz nareka smo klasificirali v tabelo in jih razvrstili v tri glavne podskupine.

Keywords

magistrska dela;poslušanje;pisanje;grafomotorika;narek;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [N. Pirc]
UDC: 373.3:811.163.6'35(043.2)
COBISS: 25055752 Link will open in a new window
Views: 694
Downloads: 93
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Other data

Secondary language: English
Secondary title: The Impact of Foreknowledge on Writing by Dictation
Secondary abstract: Individuals enter school with various backgrounds and foreknowledge. The teacher's familiarity with the student's foreknowledge is crucial in planning and the implementation of lessons, therefore the teacher is able to tailor the class to each individual according to his abilities and thus provide him with the best conditions for development and progress. In our research, we wanted to identify individuals' progress in writing in the transition from first to second grade. In the first grade, we tested the individual's prior knowledge of writing with an exam that included writing letters and words from dictation. In second grade, we tested their progress with writing from dictation. The research involved 108 pupils from two primary schools. The first test, examining prior knowledge, was conducted in October 2017. Based on these results, we classified the students into three groups according to their foreknowledge. The second test was writing by dictation, which we performed in May 2019. Errors from the dictation have been classified in the table and sorted into three main subgroups.
Secondary keywords: master theses;listening;writing;graphomotor skills;dictation;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: XI f., 113 str.
ID: 11327896