Metka Kordigel Aberšek (Author), Mateja Šega (Author)

Abstract

V pričujočem sestavku bomo skušali prikazati rezultate dela empirične raziskave, s katero smo preverjali prisotnost miselne sheme pravljica pri otrocih v predoperativnem in operativnem obdobju njihovega osebnostnega razvoja, zavedanje o prisotnosti miselne sheme, poleg tega pa smo opravili tudi kvalitativno analizo pravljične miselne sheme. Raziskavo smo opravili na Oddelku za razredni pouk Pedagoške fakultete v Mariboru z namenom, da preverimo ustreznost v učnem načrtu za devetletko zastavljenih aproksimativnih literanorecepcijskih ciljev v okviru razdelka Književne zvrsti in vrste - proza, ki predvideva priklicevanje relevantnih literanoestetskih izkušenj že ob samem poimenovanju književne zvrsti/vrste pred branjem oz. najkasneje potem, ko je otrok slišal/prebral prvih nekaj povedi.

Keywords

književna vzgoja;predšolski otroci;recepcija pravljice;bralni razvoj;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM PEF - Faculty of Education
Publisher: Slavistično društvo Slovenije
UDC: 37.091.3:028.5-053.2
COBISS: 10920456 Link will open in a new window
ISSN: 0021-6933
Parent publication: Jezik in slovstvo
Views: 1337
Downloads: 58
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Other data

Secondary language: English
Secondary title: On the fairy-tale reception cognitive scheme at the pre-operational and operational stages of the child's reading development
Secondary abstract: The article presents the results of a part of an empirical study which explored the presence of the cognitive scheme 'fairy-tale' in children at the pre-operational and operational stages of their personality development, and of their awareness of the presence of a cognitive scheme. Additionally, a qualitative analysis of the fairy-tale cognitive scheme was carried out. The experiment was done in the Department of Elementary Education at the Faculty of Education in Maribor. Its purpose was to test the adequacy of the approximative literary-reception objectives in the chapter Literary Genres and Subgenres - Prose of the nine-year primary school curriculum. The curriculum builds on the expectation that a mere naming of a literary (sub)genre will triger off recall of relevant literary aesthetic experience even before the reading of a text or at least when the child has read/heard a few introductory sentences.
Secondary keywords: reading development;pre-school children;fairy-tales;reception of fairy-tales;Osnovnošolsko učenje in poučevanje;Recepcija (umetnost);Branje;Književnost;Pravljice;
URN: URN:NBN:SI
Type (COBISS): Scientific work
Pages: str. 257-272
Volume: ǂLetn. ǂ46
Issue: ǂšt. ǂ6
Chronology: 2000/01
ID: 1747724