magistrsko delo
Maruša Peklaj (Author), Tomaž Petek (Mentor)

Abstract

Branje je ključna veščina za razvoj kritičnega mišljenja, pridobivanje znanja in uspešno vključevanje v družbo. V današnji digitalni dobi je bralna pismenost bistvena za razumevanje različnih vrst besedil, spodbuja ustvarjalnost in prispeva k osebnemu razvoju. Kljub temu raziskave kažejo na upad bralne motivacije, zlasti med mladimi, kar poudarja potrebo po njenem spodbujanju. Bralna značka že več kot 60 let krepi bralno kulturo v slovenskih osnovnih šolah. Njen cilj je učence navdušiti za branje in razvijati bralno pismenost kot vrednoto. Z organiziranim pristopom želijo mentorji povečati zanimanje za knjige tudi v prostem času. Učenje branja je zahteven proces, ki zahteva podporo in motivacijo, pri čemer ima ključno vlogo bralna motivacija. Učitelji uporabljajo različne pristope, da učence pritegnejo k sodelovanju pri Bralni znački, pomemben pa je tudi vpliv družinskega in širšega socialnega okolja, saj se bralne navade pogosto prenašajo med generacijami. V magistrskem delu smo raziskovali, kako učenci 4. in 5. razreda osnovne šole sodelujejo pri bralni znački ter kakšen odnos imajo do branja. Zanimalo nas je zakaj učenci sodelujejo pri bralni znački, kdo ali kaj jih spodbudi k branju, kako učitelji preverjajo vsebino prebranih knjig in ali so jim zaključne nagrade pomembne. Ugotovili smo, da imajo učenci načeloma pozitiven odnos in mnenje o branju. Prav tako imajo pozitivno mnenje o bralni znački. Učenci branje dojemajo kot prijetno dejavnost, prav tako pa jih branje sprosti in jih zabava. Tudi bralno značko v večini učenci dojemajo kor zabavno dejavnost in ne kot dodatno šolsko delo. Vseeno pa je sodelovanje pri bralni znački bolj priljubljeno pri dekletih kot pri dečkih. Eden od razlogov je lahko ta, da so deklice bolj notranje motivirane za branje kot dečki. Nismo ugotovili povezave med tem, da bi učenci, ki sodelujejo pri bralni znački, prebrali kaj več knjig, kot tisti, ki ne sodelujejo. Smo pa ugotovili, da večina učencev sodeluje pri bralni znački zaradi želje po branju in ker v tem uživa. Kljub temu pa jih za branje najbolj spodbujajo starši. Nezanemarljivo vlogo pri spodbujanju pa imajo tudi učitelji. Od učitelja je namreč odvisno, kako bo preverjal vsebino prebranega. Učenci imajo najraje, da se o vsebini pogovarjajo, kar sovpada tudi z najpogostejšim načinom dejanskega preverjanja prebranega. Učenci si prav tako želijo, da bi lahko večkrat narisali ilustracije o vsebini. Ugotovili smo, da bi učence najbolj spodbudilo k sodelovanju pri bralni znački, če bi jih nagradili. Večini učencev je namreč nagrada ob zaključku bralne značke pomembna. Pri spodbujanju k branju na sploh pa jim je pomembno, da se zavedajo, da se z branjem tudi česa naučijo. Veliko pripomorejo tudi spodbudne besede in sodelovalno branje. Z magistrskim delom želimo spodbuditi učitelje k razmisleku o njihovih pristopih pri motiviranju učencev za sodelovanje pri bralni znački. Poudarek je na inovativnih in ustvarjalnih metodah spodbujanja branja, ki bi učence še bolj pritegnile k sodelovanju. Prav tako želimo učitelje spodbuditi k večjemu vključevanju individualnih interesov učencev pri izbiri knjig in načinov preverjanja prebranega. S tem lahko dolgoročno prispevajo k dvigu bralne pismenosti in oblikovanju trajnih bralnih navad učencev.

Keywords

branje;bralna pismenost;spodbujanje branja;bralna motivacija;bralna značka;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Peklaj]
UDC: 028.5:373.2/.5(043.2)
COBISS: 233316611 Link will open in a new window
Views: 77
Downloads: 13
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Other data

Secondary language: English
Secondary title: Participation of primary 4 and 5 students in the Reading Badge competition
Secondary abstract: Reading is a key skill for the development of critical thinking, the acquisition of knowledge and successful integration into society. In today's digital age, reading literacy is essential for understanding different types of texts, it stimulates creativity and contributes to personal development. Nevertheless, research shows a decline in reading motivation, especially among young people, which highlights the need to promote it. For more than 60 years, the Reading Badge has strengthened reading culture in Slovenian primary schools. With an organized approach, mentors want to increase the interest in books even in their free time. Learning to read is a demanding process that requires support and motivation, with the key role of reading motivation. Teachers use different approaches to attract students to participate in the Reading Badge, and the impact of family and wider social environment is also important, as reading habits are often transmitted between generations. In the master's thesis, we investigated how students of the 4th and 5th grade of primary school participate in Reading Badge and what their attitude towards reading is. We wanted to know why students participate in the reading badge, who or what motivates them to read, how teachers check the content of the books and whether the final awards are important to them. We found that students generally have a positive attitude and opinion about reading. They also have a positive opinion about the Reading Badge. Students perceive reading as a pleasant activity, as well as making them relax and have fun. Reading Badge is also perceived by most as a fun activity and not as an additional school work. However, participation in the Reading Badge is more popular with girls than with boys. One of the reasons may be that girls are more intrinsically motivated to read than boys. We did not find a connection between students who participate in the Reading Badge reading more books than those who do not. However, we found that most students participate in the Reading Badge because of the desire to read and because they enjoy it. Nevertheless, they are most encouraged to read by their parents. Teachers also have a non-negligible role in encouraging them. It depends on the teacher how they check what they read. Students also want to be able to draw illustrations of the content more often. We have found that rewarding students would be the best way to encourage them to participate in a Reading Badge. For the majority of students, the reward at the end of a Reading Badge is important. In encouraging them to read, in general, it is important for them to be aware that they learn something by reading. Encouraging words and collaborative reading also help a lot. The aim of the master's thesis is to encourage teachers to reflect on their approaches to motivating students to participate in the Reading Badge. The emphasis is on innovative and creative methods of promoting reading, which would encourage students to participate even more. We also want to encourage teachers to include students' individual interests in the selection of books and ways of checking what they read. By doing so, they can in the long term contribute to the improvement of reading literacy and the formation of long-term reading habits of students.
Secondary keywords: reading;reading literacy;reading promotion;reading motivation;Reading Badge;Osnovnošolsko učenje in poučevanje;Bralne značke;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Pages: 1 spletni vir (1 datoteka PDF ([65] str.))
ID: 26230442