magistrsko delo
Ester Potočar (Author), Tomaž Petek (Mentor)

Abstract

Učitelj se mora zavedati, da se med učenci pojavljajo razlike, tudi če te niso vidne na prvi pogled. Te razlike mora odkrivati in jih upoštevati pri načrtovanju ter izvajanju pouka. Pouk književnosti pri tem ni izjema. Faza t. i. novih nalog učitelju ponuja veliko možnosti za diferenciacijo. Ali jo bodo učitelji uporabljali in kako ustrezne bodo naloge, pa je odvisno od njihovega mnenja o pomembnosti učne diferenciacije, usposobljenosti, načinov diferenciacije itn. Cilj raziskave je bil ugotoviti, kako učitelji ocenjujejo pomembnost diferenciacije bralnih nalog, kako ocenjujejo svojo usposobljenost za njeno izvajanje, kako pogosto jo izvajajo, za koga jo izvajajo, kaj pri tem upoštevajo in na kak način prilagajajo naloge, koliko nalog ponudijo učencem, kako pogosto diferencirane naloge zapišejo v učno pripravo in ali z njimi uresničujejo isti učni cilj. Želeli smo ugotoviti tudi, katere razlike se pojavljajo med učitelji z različno delovno dobo v njihovi oceni pomembnosti in usposobljenosti ter pogostosti izvajanja diferenciacije bralnih nalog. V empiričnem delu so predstavljeni rezultati, ki smo jih pridobili s spletnim vprašalnikom in z analizo učnih priprav. Vzorec so predstavljali učitelji razrednega pouka, ki so v šolskem letu 2020/21 poučevali v drugem triletju osnovne šole v Sloveniji, in učitelji, ki so v omenjenem šolskem letu poučevali slovenščino v 6. razredu osnovne šole. Spletni vprašalnik je izpolnilo 141 učiteljev, po eno učno pripravo pa je posredovalo 74 učiteljev. Na podlagi rezultatov, zbranih s spletnimi vprašalniki, smo ugotovili, da učitelji na 5-stopenjski lestvici, na kateri ocena ena pomeni zelo slabo, ocena pet pa odlično, v povprečju svojo usposobljenost za izvajanje diferenciacije bralnih nalog pri pouku književnosti ocenjujejo z oceno tri, torej kot dobro. Učitelji z najdaljšo delovno dobo v povprečju najbolje ocenjujejo lastno usposobljenost za izvajanje diferenciacije bralnih nalog, učitelji z najkrajšo delovno dobo pa usposobljenost v povprečju ocenjujejo najslabše. Največ učiteljev bralne naloge diferencira tako, da prilagajajo stopnjo zahtevnosti glede na Bloomovo taksonomijo, pri prilagajanju pa jih največ upošteva jezikovni, bralni in literarnorecepcijski razvoj ter horizont pričakovanja. Ugotovili smo tudi, da največji delež učiteljev bralne naloge diferencira za učence s posebnimi potrebami. Večina učiteljev je odgovorila, da diferencirane naloge zapišejo v učno pripravo. S spletnim vprašalnikom in z analizo učnih priprav smo ugotovili, da večina učiteljev z diferenciranimi nalogami uresničuje isti učni cilj. Povprečno število diferenciranih nalog v analiziranih učnih pripravah je bilo 3,36. Oblikovali smo priporočila, ki bodo učiteljem v pomoč pri oblikovanju ustrezno diferenciranih bralnih nalog. Prav tako smo zbrali primere diferenciranih nalog, ki smo jih na podlagi izbranih meril določili za ustrezne.

Keywords

notranja učna diferenciacija;učitelji razrednega pouka;pouk književnosti;šolska interpretacija;bralne naloge;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Potočar]
UDC: 373.3(043.2)
COBISS: 96581891 Link will open in a new window
Views: 136
Downloads: 8
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Other data

Secondary language: English
Secondary title: Suitability of differentiation of reading tasks in literature classes in the second triad of primary school
Secondary abstract: Teachers need to be aware that there are differences among their learners, even if they are not noticeable at first glance. These differences should be identified and taken into consideration both in planning and in delivery of lessons. Teaching literature is no exception. The so-called new task phase provides teachers with many opportunities for differentiation. Whether teachers make use of it and how appropriate the tasks are depends on their views on the importance of teaching differentiation, their qualifications, the methods of differentiation, etc. The aim of this research was to establish how teachers assess the importance of differentiation in reading tasks, how they assess their own competence to deliver it, how often they deliver it, for whom they deliver it, what they take into consideration and in what ways they adapt the tasks, how many tasks they offer to their learners, how often they include differentiated tasks in their lesson plans and whether they achieve the same educational objective with them. Our goal was also to establish which differences occur between teachers of different seniority in their assessment of the importance of delivering differentiated tasks, and in their qualifications and frequency of delivery of differentiated reading tasks. The empirical part of this thesis presents the results gathered through an online questionnaire and the analysis of lesson plans. Our sample consisted of class teachers who were teaching in the second trimester of Slovenian primary schools in the school year 2020/21 and teachers who were teaching Slovene in grade 6 of primary school in the same school year. 141 teachers responded to the online questionnaire and 74 teachers submitted one lesson plan each. Following the results of the online questionnaires, we found that on a 5-point scale, where a score of one means very poor and a score of five means excellent, teachers on average rate their qualification to differentiate reading tasks in teaching literature at a score of three, which means good. On average, teachers with the longest seniority rate their qualification to differentiate reading tasks highest, while teachers with the shortest seniority rate their qualification lowest. Most teachers differentiate reading tasks by adjusting the level of difficulty according to Bloom's taxonomy, and most of them take into consideration the development of language, reading and literary perception and the horizon of expectation. We also established that the highest proportion of teachers differentiate reading tasks for learners with special educational needs. Most of the teachers responded that they include differentiated tasks in their lesson plans. Through the online questionnaire and the analysis of lesson plans, we found that most teachers use differentiated tasks to achieve the same educational objective. The average number of differentiated tasks in the analysed lesson plans was 3.36. Recommendations have been formulated to help teachers in creating appropriate differentiated reading tasks. We have also compiled samples of differentiated tasks which, based on the criteria selected, we have determined to be appropriate
Secondary keywords: Osnovnošolsko učenje in poučevanje;Slovenščina;Nivojski pouk;Osnovnošolski učitelji;Univerzitetna in visokošolska dela;
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: 72 str.
ID: 14485781