Učenci petega razreda berejo neumetnostno besedilo in ga razčlenijo

diplomsko delo

Eva Thaler (Author), Marija Ropič (Mentor)

Abstract

V šoli je za usvajanje znanja še vedno najučinkovitejše sredstvo branje. Učenci se vsakodnevno znajdejo v "poplavi" novih informacij, zato je zanje najpomembneje, da znajo te informacije učinkovito shraniti v njihovo že obstoječo shemo. Učiteljeva naloga je, da raven razumevanja pri učencih preverja s pomočjo vprašanj nižje in višje ravni. Razumevanje je aktiven proces, pri katerem učenci interpretirajo prebrano gradivo glede na predznanje, njihove izkušnje ter besedni zaklad. Predznanje in besedni zaklad sta ključnega pomena za dobro razumevanje prebranega in sta pogoj za nadaljnje lažje nadgrajevanje znanja. Za učinkovito učenje je pomembno tudi dobro poznavanje različnih bralnih strategij, katere bralcu omogočajo lažjo zapomnitev ter uporabo novih informacij. Pojmovna mapa je ena od učinkovitih bralnih metod, ki s svojo posebno grafično strukturo omogoča bralcu lažjo zapomnitev novih pojmov ter širjenje besednega zaklada. Uporabljena je lahko kot dejavnost pred branjem, med branjem ali po branju. Namen diplomskega dela je ugotoviti razliko v pravilnosti gradnje pojmovne mape ter razumevanju prebranega besedila med učenci dveh petih razredov. V enem razredu so učenci spoznali pojmovno mapo že v 4. razredu in jo v 5. le še nadgradili s pomočjo učnega gradiva. V drugem razredu pa uporabljajo učenci drugo gradivo, v katerem se gradnja pojmovne mape ne pojavlja.

Keywords

neumetnostna besedila;branje;vrste branja;bralne strategije;besedni zaklad;pojmovne mape;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2009
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM PEF - Faculty of Education
Publisher:	[E. Thaler]
UDC:	82(043.2)
COBISS:	17142280
Views:	665
Downloads:	44
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	STUDENTS FROM THE FIFTH GRADE READ NON-ART TEXTS, AND ANALYSE THEM
Secondary abstract:	Reading remains the most effective method of assimilating knowledge in school. Students are confronted by a "deluge" of new information everyday, therefore it is very important that they know how to effectively store such knowledge in an already existing scheme. It is the teacher's task to verify the students' level of understanding by utilising lower and higher level questions. Comprehension is an active process whereby students interpret materials they read based on prior knowledge, experience and vocabulary. Previous knowledge and vocabulary are key to understanding things read and are conditional for the continued facilitated supplementation of knowledge. A good knowledge of various reading strategies will enable readers to more easily remember and use new information and is also important for effective learning. The conceptual map with its special graphic structure is one of the most effective reading methods available, providing readers with a facilitated method for remembering new concepts and enabling them to expand their vocabulary. It can also be used as an activity prior, during or following reading. The aim of this diploma thesis is to establish the difference in the correct construction of a conceptual map and the comprehension of text read by the students of two fifth grade classes. The students in one of the classes had already been acquainted with the conceptual map in fourth grade, merely supplementing it with the aid of learning materials. The students in the second class used other materials in which the construction of conceptual maps did not arise.
Secondary keywords:	Reading comprehension;prior knowledge;vocabulary;comprehension level;reading strategies;conceptual map.;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	86 f.
Keywords (UDC):	language;linguistics;literature;jezikoslovje;filologija;književnost;literature;književnost;
ID:	8715746