diplomsko delo
Barbara Domajnko (Author), Marija Ropič (Mentor)

Abstract

Waldorfska osnovna šola v prvem triletju otrokom pri pouku slovenščine nudi počasnejši ritem, kar sem preučila s primerjavo minimalnih standardov znanja z vidika ciljev ter števila ciljev, saj je teh manj kakor v učnem načrtu javne osnovne šole. Učenci v waldorfski osnovni šoli uporabljajo manj učnih sredstev, v prvem triletju waldorfske šole namreč ni učbenikov, delovnih zvezkov ali delovnih listov. Tudi učitelji ne uporabljajo priročnikov, učbenikov ali delovnih listov. Pri samem pouku v waldorfski šoli ne uporabljajo računalnika, televizije ali kakršnega koli drugega multimedijskega pripomočka. Učenci v waldorfski šoli v prvem in drugem razredu za pisanje uporabljajo voščenke, medtem ko v javni osnovni šoli uporabljajo že barvice, svinčnike in nalivna peresa. Učenci v waldorfski osnovni šoli dobijo berilo šele takrat, ko so pripravljeni za branje. Tudi obravnava črk poteka v waldorfski osnovni šoli nekoliko drugače od obravnave črk v javni osnovni šoli. Učenci waldorfske šole začnejo črke obravnavati že v prvem razredu po monografskem postopku pridobivanja črk in postopnem zaporedju usvajanju črk, katera prevladujeta tudi v javni šoli, vendar ima učitelj javne devetletne osnovne šole možnost uporabe tudi kompleksnega postopka pridobivanja črk ter možnost hkratnega usvajanja črk.

Keywords

razredni pouk;slovenščina;prvo triletje;waldorfska OŠ;javna šola;znanje;standardi;književni pouk;jezikovni pouk;učna sredstva;črke;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Source: Maribor
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [B. Domajnko]
UDC: 37(043.2)
COBISS: 17541128 Link will open in a new window
Views: 4098
Downloads: 492
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Other data

Secondary language: English
Secondary title: A COMPARISON OF THE SLOVENIAN LANGUAGE CLASS IN THE FIRST TRIMESTER IN THE WALDORF PRIMARY SCHOOL AND THE PUBLIC PRIMARY SCHOOL
Secondary abstract: During my comparison of minimal knowledge standards in the light of the goals and the number of goals, I came to the conclusion that the rhythm of the Slovenian language class in the first triad at the Waldorf Primary School is not as hasty as the one of public primary school, whereby I have to point out that there are fewer goals in the Waldorf School as compared to a public school. The students of a Waldorf Primary School use less teaching aids, in the first triad there are no textbooks, no workbooks or working papers. The teachers, too, are using no handbooks, textbooks or working papers. No computers, televisions or other multi-media instruments are being used in a class of a Waldorf Primary School. While the students of the first and second year of a public school are already writing with colouring pencils, pencils and pens, students of a Waldorf Primary School are writing with crayons. Students of a Waldorf Primary School get their reading books when they are ready for reading. Even the learning of letters is a bit different in a Waldorf Primary School than in a public primary school. The students of a Waldorf Primary School start learning letters in their first year and are working on a monographic system of learning words and a gradual learning of letters. The same system is used in public primary schools as well; however, a teacher in a public nine-year primary school can also use a more complex system for teaching letters and simultaneous learning of letters.
Secondary keywords: Waldorf Primary School;first triad;minimal knowledge standards;literary class;language class;teaching aids;learning aids;learning letters;gradual learning of letters;
URN: URN:SI:UM:
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 72 f.
Keywords (UDC): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 18420