Pogledi učiteljev razrednega pouka in učiteljev slovenščine na interpretativno branje

Abstract

Temelj sodobnega načrtovanja pouka književnosti predstavlja t. i. komunikacijski pouk. V prispevku izhajamo iz predpostavke, da interpretativno branje učitelja predstavlja središčno vlogo v priporočenem modelu šolske interpretacije umetnostnega besedila za razvijanje bralne zmožnosti učencev. Preučili smo poglede učiteljev razrednega pouka in učiteljev slovenščine na interpretativno branje. V raziskavi, v kateri je sodelovalo 110 učiteljev, se je med drugim pokazalo, da se večini zdi ustrezno interpretativno branje v razredu zelo pomembno, znanje pa bi morali, sodeč po izsledkih raziskave, še nadgraditi. Med učitelji razrednega pouka in učitelji slovenščine ni razlik glede znanja o interpretativnem branju.

Keywords

komunikacijski pouk;šolska interpretacija;književno besedilo;interpretativno branje;pogledi učiteljev;

Data

Language:	Slovenian
Year of publishing:	2024
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
UDC:	373.3:028.8
COBISS:	200193283
ISSN:	2350-4803
Views:	50
Downloads:	6
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Views of elementary school teachers and Slovenian language teachers on interpretive reading
Secondary abstract:	The basis for modern planning of literature teaching is communication teaching. In the present study, we assumed that interpretive reading by the teacher plays a central role in the recommended model of school interpretation of literary texts for the development of student reading ability. We investigated the views of elementary school teachers and Slovenian language teachers on interpretive reading. A survey of 110 teachers revealed, among other things, that most consider appropriate interpretive reading in the classroom to be very important and that knowledge about it should be further developed. There was no difference between elementary school teachers and Slovenian language teachers in terms of knowledge about interpretive reading.
Secondary keywords:	Branje;Učitelji;Osnovnošolsko izobraževanje;
Type (COBISS):	Article
Pages:	str. 171-187
Volume:	ǂLetn. ǂ17
Issue:	ǂšt. ǂ2
Chronology:	jun. 2024
DOI:	10.18690/rei.3741
ID:	24505543