Transmisijski in komunikacijski model književne vzgoje - stališča učiteljev

diplomsko delo

Katja Bek (Author), Metka Kordigel Aberšek (Mentor)

Abstract

V diplomskem delu so strnjene ugotovitve že opravljenih raziskav, v katerih so ugotavljali stališča in mnenja učiteljev o posameznih spremembah, ki jih je s seboj prinesla devetletna osnovna šola. Nadalje je zapisana primerjava strukture in vsebine med učnim načrtom za slovenski jezik za osemletno osnovno šolo ter učnim načrtom za slovenščino za devetletno osnovno šolo, in sicer primerjava prvih dveh razredov osemletne osnovne šole s prvim triletjem devetletne osnovne šole. Opisan je tudi komunikacijski model poučevanja književne vzgoje in ne nazadnje izpostavljene posamezne spremembe, ki jih je prinesel prehod od transmisijskega h komunikacijskemu modelu književne vzgoje. V empiričnem delu so predstavljeni rezultati, ki so bili pridobljeni s pomočjo anketnega vprašalnika, na osnovi katerih smo ugotavljali (ne)znanje in stališča učiteljev razrednega pouka prvega in drugega triletja o komunikacijskem modelu književne vzgoje ter razlike med njimi.

Keywords

razredni pouk;književna vzgoja;učitelji;stališča;modeli;komunikacija;učni načrti;znanje;primerjava;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2010
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[K. Bek]
UDC:	82(043.2)
COBISS:	17541384
Views:	2842
Downloads:	300
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	TRANSMISSIONAL AND COMMUNICATIVE MODEL OF LITERATURE EDUCATION - TEACHERS' STANDPOINTS
Secondary abstract:	The diploma work contains consolidated statements of already performed researches in which they established the teachers' standpoints and opinions about several changes that the nine-year elementary school has brought with it. Furthermore, the comparison of the structure and contents between the Slovenian language curriculum for the eight-year elementary school and the Slovenian language curriculum for the nine-year elementary school has been described, namely the comparison of the first two classes of the eight-year elementary school with the first triennium of the nine-year elementary school. A communicative model for teaching literature education has also been described, and last but not least, the same has been done with several relevant changes being caused by the transition from the transmissional to the communicative model of literature education. In the empiric part of the diploma work we present results achieved with the help of a questionnaire; on their basis we established the (non)knowledge and standpoints of teachers, teaching in the first and the second triennium, about the communicative model of literature education and the differences between them.
Secondary keywords:	communicative model of literature education;curriculum;teachers’ standpoints;teachers’ knowledge;elementary education;comparison;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	135 f., [5] f. pril.
Keywords (UDC):	language;linguistics;literature;jezikoslovje;filologija;književnost;literature;književnost;
ID:	18421