diplomsko delo
Janja Bračič (Author), Marija Ropič (Mentor)

Abstract

V prvi razred devetletke učitelji sprejmejo učence, ki se razlikujejo po svojih sposobnostih, pa tudi po svojem predznanju pisanja. Nekateri prestopijo prag šole s poznavanjem vseh črk, širokim znanjem branja in pisanja, medtem ko drugi tega predznanja nimajo. Ker vsak otrok komaj čaka, da se nauči brati in pisati, saj končno tudi on hodi v šolo, morajo učitelji ubrati pot do pismenosti, ki bo prilagojena vsem učencem ne glede na njihovo predznanje. Opismenjujejo s pomočjo didaktičnih pripomočkov in iger, med katerimi je posebej pomembna slikovno-črkovna. Gre za v praksi uveljavljeno in preverjeno učno sredstvo, namenjeno začetnemu opismenjevanju, ki smo ga poimenovali tudi učenčeva stavnica. Kako pogosto, kdaj in kako učitelji uporabljajo stavnico, lahko razberemo v empiričnem delu diplomskega dela. Prav tako lahko iz grafičnih in tabelaričnih prikazov pregledamo, kakšne so bile razlike v odgovorih učiteljev, ki poučujejo na območju severovzhodne Slovenije glede na njihovo izobrazbo in leta poučevanja. Pri raziskavi smo uporabili dve metodi: deskriptivno in kavzalno-ne eksperimentalno raziskovalno metodo. Vzorec smo izbrali iz konkretne populacije učiteljev, ki poučujejo v 1., 2. ali 3. razredu devetletne osnovne šole. V raziskovalni vzorec smo vključili 306 učiteljev in učiteljic iz skupno 117 šol. Na anketni vprašalnik jih je odgovorilo 100. Rezultati preverjanja so pokazali, da veliko učiteljev pri delu uporablja stavnico kot didaktični pripomoček. Zanimivo je, da je velika večina anketiranih opazila, da so učenci z motnjami pri branju in pisanju pri delu uspešnejši, če si pri delu pomagajo s stavnico. Iz te raziskave lahko ugotovimo, da je stavnica zelo koristen didaktični pripomoček v fazi opismenjevanja, kar je za učitelje podatek velike vrednosti.

Keywords

razredni pouk;osnovne šole;razredna stopnja;stavnica;didaktični pripomočki;grafomotorika;opismenjevanje;črke;glasovi;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM PEF - Faculty of Education
Publisher: [J. Bračič]
UDC: 37(043.2)
COBISS: 17463560 Link will open in a new window
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Downloads: 444
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Other data

Secondary language: English
Secondary title: USE OF SPELLER AS DIDACTIC AID AT PRIMARY SCHOOL LEVEL
Secondary abstract: Teachers enrol in the first grade of the nine-year primary school students distinguishing in both, their abilities and their basic knowledge of writing. Some of them step over the school's threshold with knowledge of all characters and a broad reading and writing skills, while the others lack such basic knowledge. As each child hardly waits to learn how to read and write, because they finally went to school, teachers have to find a way to literacy that will suit all students, with no regard to their basic knowledge. They develop literacy with assistance of didactic aids and games, among which spellers play a significant role. It concerns a teaching tool, well recognised and verified in practice, aimed at initial literacy development, which we named also a student's speller. The empirical part of this diploma thesis shows us how often, when, and how teachers use such spellers. Likewise, we can use the graphs and tables to observe the differences in answers provided by teachers lecturing in the area of Northeastern Slovenia, according to their educational level and years of service. The research methods used in the research assignment included the descriptive method and the causal & non-experimental method. The sample was selected from living population of teachers lecturing in 1st, 2nd or 3rd grades of nine-year primary schools. The research sample included 306 male and female teachers from 117 schools in total, out of which the questionnaire was completed by 100 persons. Examination of results demonstrates that many teachers use spellers as a didactic tool with their work. It is also interesting that most of participants in the survey had noticed that students with reading and writing disorders were more successful at their work, if they used spellers as an aid. Based on this investigation, we may draw a conclusion that spellers are very useful didactic aids at the literacy development stage, which is valuable information for teachers.
Secondary keywords: Graphomotorics;Literacy development;Characters and sounds acquisition;Speller;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 96 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 18340