Poučevanje skozi ustvarjalni gib v 2. razredu osnovne šole

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Language:	Slovenian
Year of publishing:	2011
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[D. Lončar]
UDC:	37.091.33:793(043.2)
COBISS:	8952393
Views:	1042
Downloads:	196
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Learning through creative movement in second grade of primary school
Secondary abstract:	During my study at the faculty, I attended the course in creative movement by Vesna Geršak. In lectures, I was impressed by the spontaneity and method of work. I found it interesting to discover this method and incorporate it into lessons. I noticed that the creative movement is a dynamic and active way of teaching. It includes a positive component of socialization, education and social contacts. Precisely because of that it contributes to a greater variety of teaching and remembering. I explored the use of the creative movement method in teaching all subjects at all stages in the second grade of elementary school. The theoretical part includes definitions of movement, creativity and creative movement method, as an integrated method of teaching in primary schools. Through these concepts, I came to introduce creative movement in the teaching and learning through movement. The empirical part is divided into two parts. At the beginning I included creative-motor activities of creative movement in terms of learning objectives from the curriculum for each school subject separately. This confirmed that teaching with the creative movement method is possible for all school subjects in the second grade of elementary school. In the second part of the empirical part I presented an action research on teaching through creative movement in the second grade of elementary school. The method of teaching creative movement was focused on all school subjects and the possibility of integration in different parts of the lesson. The following table presents the activity used in teaching certain topic and analysis of observations. I identified and confirmed my research questions. I investigated, if creative movement can be used in each subject in the second grade of primary school. Next, I researched how and in which part of the lesson creative movement can be included in second class , and what effects and responses can thus be achieved in pupils. By testing the creative movement method, I found that the creative movement is a quite unknown method of teaching. Students accept it, but not immediately. If you include it in a longer period of time, they become interesting. Only then the students come to the right effects and responses. Above all, it helps to improve social contact and show the interpersonal relations within the class. Creative movement brings both dynamics, relaxation, creativity and serenity into the class.
Secondary keywords:	teaching method;motion;creativity;didaktična metoda;gibanje;ustvarjalnost;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	164 str.
Type (ePrints):	thesis
Title (ePrints):	Learning through creative movement in second grade of primary school
Keywords (ePrints):	gibanje
Keywords (ePrints, secondary language):	movement
Abstract (ePrints):	Tekom študija sem na fakulteti obiskovala izbirni predmet ustvarjalni gib pri asistentki Vesni Geršak. Na vajah sem bila navdušena nad sproščenostjo in metodo dela. Zanimivo mi je bilo to metodo spoznavati in na praksi vključevati v pouk. Opazila sem, da je ustvarjalni gib dinamičen in aktiven način poučevanja. Zraven pa vključuje še pozitivne komponente socializacije, vzgoje in socialnih stikov. Ravno zaradi tega pripomore k večji zapomnitvi in pestrosti pouka. Uporabo metode ustvarjalnega giba sem v diplomskem delu raziskovala pri poučevanju vseh učnih predmetov, v vseh etapah učne ure v 2. razredu osnovne šole. Teoretični del zajema opredelitev pojmov gibanja, ustvarjalnosti in metodo ustvarjalnega giba, kot metodo celostnega poučevanj v osnovni šoli. Preko teh pojmov sem prišla do uvajanja ustvarjalnega giba v pouk in učenje skozi gibanje. Empirični del je razdeljen na dva dela. V prvem delu empiričnega dela so zbrani primeri ustvarjalnega giba glede na cilje iz učnih načrtov za vsak predmet posebej. S tem sem potrdila, da je z metodo ustvarjalnega giba možno poučevati pri vseh učnih predmetih v 2. razredu osnovne šole. V drugem delu empiričnega dela diplomske naloge je predstavljena akcijska raziskava o poučevanju skozi ustvarjalni gib v 2. razredu osnovne šole. Poučevanje z metodo ustvarjalnega giba je bilo usmerjeno v vse učne predmete in možnosti vključevanja v različnih etapah učne ure. V tabeli je predstavljena uporabljana dejavnost pri poučevanju določene teme in analiza opaženega. Ugotavljala in potrjevala sem raziskovalna vprašanja. Raziskala sem, če lahko ustvarjalni gib uporabimo pri poučevanju v 2. razredu osnovne šole pri vsakem učnem predmetu. Zanimalo me je, kako in v katerem delu učne ure lahko v pouk v 2. razred vključujemo ustvarjalni gib in kakšne učinke ter odzive lahko s tem pri učencih dosežemo. Z preizkušanjem metode ustvarjalnega giba, sem ugotovila, da je ustvarjalni gib še precej neznana metoda poučevanja. Učenci jo sprejemajo, vendar ji niso takoj na začetku povsem naklonjeni. Če pa to metodo dlje časa vključuješ, jim postane zanimivo in šele takrat pride pri njih do pravih učinkov in odzivov. Predvsem pomaga pri izboljšanju socialnih stikov, jih tudi pokaže kakšni so, v pouk hkrati vnaša dinamiko in sproščenost.
Abstract (ePrints, secondary language):	During my study at the faculty, I attended the course in creative movement by Vesna Geršak. In lectures, I was impressed by the spontaneity and method of work. I found it interesting to discover this method and incorporate it into lessons. I noticed that the creative movement is a dynamic and active way of teaching. It includes a positive component of socialization, education and social contacts. Precisely because of that it contributes to a greater variety of teaching and remembering. I explored the use of the creative movement method in teaching all subjects at all stages in the second grade of elementary school. The theoretical part includes definitions of movement, creativity and creative movement method, as an integrated method of teaching in primary schools. Through these concepts, I came to introduce creative movement in the teaching and learning through movement. The empirical part is divided into two parts. At the beginning I included creative-motor activities of creative movement in terms of learning objectives from the curriculum for each school subject separately. This confirmed that teaching with the creative movement method is possible for all school subjects in the second grade of elementary school. In the second part of the empirical part I presented an action research on teaching through creative movement in the second grade of elementary school. The method of teaching creative movement was focused on all school subjects and the possibility of integration in different parts of the lesson. The following table presents the activity used in teaching certain topic and analysis of observations. I identified and confirmed my research questions. I investigated, if creative movement can be used in each subject in the second grade of primary school. Next, I researched how and in which part of the lesson creative movement can be included in second class , and what effects and responses can thus be achieved in pupils. By testing the creative movement method, I found that the creative movement is a quite unknown method of teaching. Students accept it, but not immediately. If you include it in a longer period of time, they become interesting. Only then the students come to the right effects and responses. Above all, it helps to improve social contact and show the interpersonal relations within the class. Creative movement brings both dynamics, relaxation, creativity and serenity into the class.
Keywords (ePrints, secondary language):	movement
ID:	8308245