magistrsko delo
Maruša Čuk (Author), Tomaž Petek (Mentor)

Abstract

Interpretacija umetnostnega besedila je osrednja metoda pouka književnosti. V slovenski javni osnovi šoli je v uporabi komunikacijski model pouka, ki ga sestavljajo faze šolske interpretacije. Prva izmed njih je uvodna motivacija, katere namen je pripraviti učence na literarno doživetje ter usmeriti njihovo razpršeno energijo in pozornost. Uvodna motivacija lahko svoj namen doseže, le če se učitelj nanjo ustrezno pripravi in jo tako tudi izvede. Priprava na uvodno motivacijo učiteljem daje veliko svobode in prostora za ustvarjalnost, zato lahko za vsako literarno delo izberemo svojo vrsto uvodne motivacije. Kakovostna priprava uvodne motivacije ni odvisna le od znanja, ki ga imajo učitelji o tematiki, ampak tudi od njihovega odnosa do te učne faze. V ta namen smo v magistrskem delu preučevali odnos razrednih učiteljev do uvodne motivacije pri pouku književnosti. V empiričnem delu so predstavljeni rezultati, ki smo jih pridobili s pomočjo anketnega vprašalnika. Vzorec so predstavljali učitelji razrednega pouka slovenskih osnovnih šol, ki so aktivno poučevali v šolskem letu 2021/22. Spletni anketni vprašalnik je izpolnilo 106 razrednih učiteljev. Na podlagi dobljenih rezultatov smo ugotovili, da razredni učitelji v povprečju dobro poznajo posledice pomanjkanja učne motivacije, saj je bilo povprečno strinjanje s trditvami, ki govorijo o posledicah pomanjkanja učne motivacije, zaokroženo na odgovor niti se strinjam niti se ne strinjam in dvakrat na odgovor strinjam se. Razredni učitelji v povprečju zelo dobro poznajo vlogo in namen uvodne motivacije, a kljub temu jih slaba petina trdi, da uvodne motivacije ne izvajajo vedno ali vsaj zelo pogosto. Pri veliki večini učiteljev razlog za neizvajanje ni mnenje, da se jim uvodna motivacija ne zdi potrebna, ampak to, da imajo premalo časa za jemanje snovi, da nimajo dovolj časa za poglobljeno pripravo na uro ali pa jih zmanjkuje idej. Večina učiteljev nameni pripravi uvodne motivacije do 5 ali od 5 do 10 % celotne priprave na učno uro književnosti, uvodno motivacijo pa pri uri izvedejo v 5 ali 10 minutah. S pomočjo rezultatov raziskave smo ugotovili, da je pogosteje uporabljena jezikovna vrsta uvodne motivacije kot nejezikovna. Od tega so najpogosteje izvajane izkušenjska, predstavna in besedna uvodna motivacija. Razlike med skupinami z različno delovno dobo glede pogostosti izvajanja posamezne vrste uvodne motivacije smo preverili s t-testom za neodvisne vzorce. Ugotovili smo, da se od jezikovnih uvodnih motivacij v povprečju najpogosteje izvajanje izkušenjska, besedna in predstavna uvodna motivacija, najredkeje pa zgodbena in medbesedilna, čeprav skupina z delovno dobo od 36 do 42 let v tem izstopa. Od nejezikovnih uvodnih motivacij je najpogosteje zastopana uvodna motivacija, ki vključuje gibalne igre, z izjemo v skupini z najvišjo delovno dobo, kjer je najpogosteje izvajana uvodna motivacija, ki vključuje likovno ustvarjanje. V povprečju skupina z najvišjo delovno dobo v primerjavi z drugimi pogosteje izvaja nejezikovno uvodno motivacijo. Pripravili smo priporočila za pripravo in izvedbo uvodne motivacije pri književnosti.

Keywords

učna motivacija;uvodna motivacija;pouk književnosti;didaktika mladinske književnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Čuk]
UDC: 373.3:82.09-93(043.2)
COBISS: 121637123 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Primary school teachers' attitudes to initial motivation in literature classes
Secondary abstract: Interpretation of an artistic text is a central method of teaching literature. Slovenian public schools use a communication model of teaching, which consists of phases of school interpre-tations. The first of them is the introductory motivation, the purpose of which is to prepare students for literary experience and direct their scattered energy and attention. Introductory motivation can achieve its purpose only if the teacher implements it well and thus prepares for it properly. Preparation for the introductory motivation gives teachers a lot of freedom and room for creativity, therefore, we can choose our own type of introductory motivation for each literary work. The quality of the preparation for the introductory motivation does not only depend on the knowledge that the teachers have about the topic, but also on their attitude towards this learning phase. For this purpose, we studied teachers' attitudes towards introduc-tory motivation in literature lessons in the master's thesis. In the empirical part, the results we obtained with the help of a survey questionnaire are presented. They are a model represented by classroom teachers of Slovenian elementary schools who actively taught in the school year 2021/22. 106 classroom teachers completed the online questionnaire. Based on the obtained results, we found that the class teachers are, on average, well aware of the consequences form lack of learning motivation, as there was an average agreement with the statements that talk about the consequences of lack of learning motivation, rounded to the answer I don't even agree and I agree twice per answer. Classroom teachers on average know the role and purpose of introductory motivation very well, but still, less than a fifth claim they don't always exercise introductory motivation in their lessons, or at least very often. For the vast majority of teachers, the reason for non-implementation is not the opinion that they do not find the introductory motivation necessary, but that they do not have enough time to cover the goals of the curricu-lum in the lesson, so they don't have enough time for an in-depth preparation for the class or they are running out of ideas. Most teachers aim to prepare for the introductory motivation up to 5 or from 5 to 10% of complete preparation for the literature lesson and the introductory motivation during the lesson is performed for the first 5 or 10 minutes. With the help of the research results, we found that the linguistic type of introductory motivation is used more often than the non-linguistic. Experiential, representational, and verbal introductory motivation types are most often implemented. We checked the differences between groups with a different frequency of implementation of each type of introductory motivation by completing the t-test for independent samples. We found that within the linguistic type of introductory motivation, the experiential, verbal, and representational introductory motivation is on average most often implemented, the rarest are story and intertextual types of introductory motivation, although in the group with working experience of 36 to 42 years it stands out in those types of introductory motivation. Of the non-linguistic introductory motivation type, the most frequently represented is the one, which includes movement games, with the exception of the group with the highest years of working experience, where the most commonly performed introductory motivation is the one involving art creation. On average the group with the highest years of working experi-ence uses a non-linguistic introduction more often than the other types of introductory motiva-tion. We have prepared recommendations for the preparation and implementation of introduc-tory motivation in literature lessons.
Secondary keywords: Osnovnošolsko učenje in poučevanje;Slovenščina;Mladinska književnost;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: [69] str.
ID: 16478433