Razredni učitelji o uporabi didaktičnih materialov pri matematiki in slovenščini

Abstract

Keywords

Data

Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[P. Prosen]
UDC:	373.3:51:811.163.6(043.2)
COBISS:	9850441
Views:	951
Downloads:	464
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Primary teacher on using didactic materials at Mathematics and Slovenian
Secondary abstract:	Marie Montessori's pedagogy draws its principles from the natural development of the child. It is based on three equally important interrelated components: the prepared environment, the Montessori teacher, and the child. An essential part of the prepared environment are the Montessori materials, to which I have devoted the greater part of my thesis, and compared them with didactic materials used in the public elementary school. Independent interaction with materials enables the child to attain incredible levels of concentration, which helps the child to discover oneself and the surrounding world. In addition, it teaches the child to handle materials responsibly and respectfully, and consequently the child learns boundaries and rules. An important role in this process is played by the teacher who enables the interaction between the child and the material. Unlike the Montessori materials, didactic materials in the public elementary school do not play such an important role, rather they serve as a complement to the classroom. However, the elementary school teachers are becoming more aware of the value of didactic materials and often include them in the teaching process, because these materials play a large motivational role and have a positive impact on performance of the pupils, as has been evidenced by the research of the use of didactic materials. The empirical part of my thesis shows the findings of the analysis of answers provided by 80 elementary school teachers responding to a questionnaire. The main purpose for this survey was to research the use of didactic materials in teaching Mathematics and Slovenian, and to determine the familiarity of the teachers with the Montessori materials. The results have shown that most of the elementary school teachers know about the Montessori materials and approve of them. They are quite familiar with their characteristics. The key findings regarding the use of didactic materials in Mathematics and Slovenian suggest that the frequency of their use is not based on the number of years the teachers have worked in education, or the subject they teach. Most of the teachers often use didactic materials in the classroom while teaching Mathematics and Slovenian. This allows them to better illustrate new information and help some pupils who may have difficulties learning otherwise, which shows that they are aware of the importance of these materials in the learning process.
Secondary keywords:	mathematics;teacher;Slovenian language;matematika;didactics;učitelj;slovenščina;didaktika;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Pages:	X, 87 str.
Type (ePrints):	thesis
Title (ePrints):	Primary teacher on using didactic materials at Mathematics and Slovenian
Keywords (ePrints):	didaktični materiali
Keywords (ePrints, secondary language):	didactic materials
Abstract (ePrints):	Pedagogika Marie Montessori temelji na treh med seboj povezanih in enakovrednih komponentah, ki upoštevajo otrokov naravni razvoj. Te so pripravljeno okolje, odrasli oz. učitelj in otrok. Bistveni del pripravljenega okolja predstavljajo materiali montessori, ki sem jim posvetila večji del svojega diplomskega dela ter jih primerjala z didaktičnimi materiali v javni osnovni šoli. Samostojno delo z njimi otroku omogoča, da doseže neverjetno koncentracijo, ki mu pomaga odkrivati samega sebe in okolico. Poleg tega se uči odgovornega in spoštljivega ravnanja z materiali ter posledično spoznava meje in pravila. Pomembno vlogo v tem procesu ima učitelj, ki omogoča interakcijo med otrokom in materialom. Za razliko od okolja montessori imajo didaktični materiali v javni šoli bistveno drugačen pomen in predstavljajo le možno dopolnilo k pouku. Vendar se razredni učitelji vedno bolj zavedajo njihove vrednosti in jih pogosto vključujejo v poučevanje, saj imajo veliko motivacijsko vlogo in pozitivno vplivajo na uspešnosti učencev, kar dokazujejo tudi raziskave, ki so bile v ta namen izvedene. V empiričnem delu diplomskega dela so prikazane ugotovitve analize odgovorov 80-ih učiteljev razrednega pouka na anketni vprašalnik. Glavni namen raziskovanja je bilo ugotavljanje uporabe didaktičnih materialov pri poučevanju matematike in slovenščine ter poznavanje materialov montessori. Rezultati so pokazali, da je večina učiteljev razrednega pouka seznanjenih z materiali montessori in jih odobrava, prav tako pa precej dobro poznajo tudi njihove značilnosti. Ključne ugotovitve glede uporabe didaktičnih materialov pri matematiki in slovenščini so, da se delež časa, ki ga namenijo uporabi didaktičnih materialov, ne razlikuje niti glede na delovno dobo učiteljev niti glede na predmet, ki ga poučujejo. Večina učiteljev pogosto vključuje didaktične materiale pri poučevanju matematike in slovenščine, bodisi z namenom boljše ponazoritve ali kot pomoč učencem z učnimi težavami, kar kaže na njihovo zavedanje pomembnosti le-teh v učnem procesu.
Abstract (ePrints, secondary language):	Marie Montessori's pedagogy draws its principles from the natural development of the child. It is based on three equally important interrelated components: the prepared environment, the Montessori teacher, and the child. An essential part of the prepared environment are the Montessori materials, to which I have devoted the greater part of my thesis, and compared them with didactic materials used in the public elementary school. Independent interaction with materials enables the child to attain incredible levels of concentration, which helps the child to discover oneself and the surrounding world. In addition, it teaches the child to handle materials responsibly and respectfully, and consequently the child learns boundaries and rules. An important role in this process is played by the teacher who enables the interaction between the child and the material. Unlike the Montessori materials, didactic materials in the public elementary school do not play such an important role, rather they serve as a complement to the classroom. However, the elementary school teachers are becoming more aware of the value of didactic materials and often include them in the teaching process, because these materials play a large motivational role and have a positive impact on performance of the pupils, as has been evidenced by the research of the use of didactic materials. The empirical part of my thesis shows the findings of the analysis of answers provided by 80 elementary school teachers responding to a questionnaire. The main purpose for this survey was to research the use of didactic materials in teaching Mathematics and Slovenian, and to determine the familiarity of the teachers with the Montessori materials. The results have shown that most of the elementary school teachers know about the Montessori materials and approve of them. They are quite familiar with their characteristics. The key findings regarding the use of didactic materials in Mathematics and Slovenian suggest that the frequency of their use is not based on the number of years the teachers have worked in education, or the subject they teach. Most of the teachers often use didactic materials in the classroom while teaching Mathematics and Slovenian. This allows them to better illustrate new information and help some pupils who may have difficulties learning otherwise, which shows that they are aware of the importance of these materials in the learning process.
Keywords (ePrints, secondary language):	didactic materials
ID:	8311856