magistrsko delo
Darja Zemljič (Author), Polonca Šek Mertük (Mentor)

Abstract

Sporazumevalna zmožnost je v življenju človeka bistvenega pomena. Razvijamo jo s sporazumevalnimi dejavnostmi. V osnovni šoli poteka načrtno in postopno usvajanje prvin jezika. Da se lahko ljudje sporazumevamo in hkrati sobivamo z okolico, je zelo pomembno, da je naša sporazumevalna zmožnost čim bolj razvita. Ljudje se naučimo poslušati, govoriti, brati in pisati. V osnovni šoli pri pouku slovenščine usvajamo znanja o jeziku na podlagi učnega načrta za pouk slovenščine, ki je sistematično sestavljen za vsako vzgojno-izobraževalno obdobje posebej. Tam so zapisani cilji in minimalni standardi znanja. Pri pouku slovenščine začnemo kot otroci postopno usvajati pravopisno zmožnost, ki je v osnovni šoli zelo poudarjena. Usvajanje in urjenje pravopisnih pravil poteka vse do devetega razreda osnovne šole. Pri pravopisni zmožnosti so v učnem načrtu za pouk slovenščine za osnovnošolsko izobraževanje zastavljeni učni cilji, ki se navezujejo na pravilno rabo vejice. Rabo vejice učenci usvajajo in urijo večji del osnovnošolskega izobraževanja. V teoretičnem delu magistrskega dela so zapisane vse sporazumevalne dejavnosti, ki jih uporabljamo za razvoj sporazumevalne zmožnosti. Zapisana so tudi pravopisna pravila, ki jih usvajajo učenci in tako bogatijo svojo pravopisno zmožnost. Osredotočamo se na pravopisna pravila pravilne rabe vejice. Pravopisna pravila so zapisana po ciljih v učnem načrtu za pouk slovenščine v osnovni šoli (2018). V empiričnem delu so predstavljeni rezultati analize več učnih gradiv za pouk slovenščine v osnovni šoli. Uporabili smo kvalitativno raziskavo in nato pri rezultatih uporabili besedilno analizo. Zajeli smo nekaj učbenikov in delovnih zvezkov, različnih avtorjev in založb, ki so najpogosteje uporabljeni za pouk slovenščine v osnovni šoli. In sicer: Lili in Bine 3, Mlinček (za tretji razred), Naša ulica 3, Slovenščina 3, Znanka ali uganka 4, Radovednih pet (za četrti razred), Slovenščina 4, Hej hoj 4, Slovenščina 5, Hej hoj 5, Slovenščina za vsak dan 6, Slovenščina 6, Znanka ali uganka 6, Slovenščina v oblaku 6, Slovenščina za vsak dan 8, Slovenščina 8, Znanka ali uganka 8, Slovenščina v oblaku 8, Slovenščina za vsak dan 9, Slovenščina v oblaku 9. Ob pregledu učnih gradiv smo ugotavljali, kje najdemo zapis o pravilni rabi vejice, kako avtorji razlagajo pravila rabe vejice, v kakšnem obsegu so zapisana ter ali se skladajo z učnimi cilji in minimalnimi standardi v učnem načrtu. Ugotavljamo, da se učenci o pravilni rabi vejice začnejo učiti ob koncu prvega vzgojno-izobraževalnega obdobja, posledično zapisa o vejici v učnih gradivih za prvi in drugi razred ne najdemo. V učnih gradivih za tretji razred pa se sicer že pojavi pravilo o vejici med naštevanjem, vendar to pravilo ni minimalni standard prvega vzgojno-izobraževalnega obdobja. V drugem in tretjem vzgojno-izobraževalnem obdobju pa so zastavljeni cilji in minimalni standardi, ki zajemajo pravila rabe vejice in jih posledično najdemo tudi v vseh pregledanih učnih gradivih. Gradiva se med seboj razlikuje in avtorji različno razlagajo pravila rabe vejice; prav tako je ta tema med učnimi gradivi zajeta v različnih obsegih.

Keywords

magistrska dela;sporazumevalna zmožnost;pravopisna zmožnost;vejica;učni načrt slovenščina;učna gradiva za slovenščino;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [D. Zemljič]
UDC: 37.091.3:811.163.6'35(043.2)
COBISS: 140597251 Link will open in a new window
Views: 14
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Other data

Secondary language: English
Secondary title: Discussion of comma in teaching materials for teaching slovene language in primary school
Secondary abstract: In a person's life the ability to communicate is essential. We develop it through communication activities. In primary school, there is a planned and gradual acquisition of language elements. For people to be able to communicate and coexist with their surroundings, it is very important that our communication skills are developed as much as possible. We learn to listen, talk, read and write. In primary school, at Slovene lessons we get knowledge of the language on the basis of curriculum, which is systematically formed for each educational period separately. In the curriculum are also written the goals and minimal standards of knowledge. As children we gradually start in primary school, at lessons of Slovene language, acquire spelling skills, which are very emphasized in primary school. The acquisition and training of spelling rules takes place until the ninth grade of primary school. In the curriculum for Slovene language in primary schools learning goals are set that relate to the correct use of comma. The use of comma students learn and practice throughout most of primary education. In the theoretical part of the thesis are written all communication activities that we use to develop communication skills. There are also written spelling rules, adopted by the students for enriching their spelling abilities. We focus on the spelling rules for the correct use of comma. Spelling rules are written according to the goals in the curriculum for teaching Slovene in primary school (2018). The empirical part presents the results of the analysis of several teaching materials for the teaching of Slovene in primary school. We used qualitative research and then used textual analysis for the results. We included selected textbooks and workbooks by various authors and publishers, which are most often used for teaching Slovene in primary school. Namely: Lili in Bine 3, Mlinček, Naša ulica 3, Slovenščina 3, Znanka ali uganka 4, Radovednih pet, Slovenščina 4, Hej hoj 4, Slovenščina 5, Hej hoj 5, Slovenščina za vsak dan 6, Slovenščina 6, Znanka ali uganka 6, Slovenščina v oblaku 6, Slovenščina za vsak dan 8, Slovenščina 8, Znanka ali uganka 8, Slovenščina v oblaku 8, Slovenščina za vsak dan 9, Slovenščina v oblaku 9. When reviewing the teaching materials, we determined where do we find the entries of the correct use of comma, how the authors explain the rules of comma usage, to what extent they are written and whether they comply with learning goals and minimum standards in the curriculum. We find that students start learning about the correct use of comma at the end of the first educational period, consequently we do not find entries about comma usage in the teaching materials for the first and second grade. The comma rule for usage in enumeration already appears in the teaching materials for the third grade, but this rule is not the minimum standard of the first educational period. In the second and third educational period, however, goals and minimum standards have been set, which include the rules for the use of comma, and consequently can also be found in all reviewed teaching materials. The materials differ and the authors interpret the rules of comma usage differently; also, this topic is covered in various volumes among the teaching materials.
Secondary keywords: master theses;communicative ability;spelling ability;comma;curriculum for Slovene;teaching materials for Slovene;Sporazumevalna zmožnost;Pravopis;Slovenščina;Učila in učni pripomočki;Izobraževalni programi;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 1 spletni vir (1 datoteka PDF (108 str.))
ID: 15685223