Pripravljenost 1. razredov osnovne šole za uvedbo angleščine

evalvacija razreda in učbenikov

Anja Sovič (Author), Michelle Gadpaille (Mentor), Branka Čagran (Co-mentor)

Abstract

Projekt uvajanja angleščine v prvi razred osnovne šole je projekt, ki naj bi se začel v šolskem letu 2013/2014. Projekt je bil ustavljen. Raziskava je želela pokazati, kako so slovenske šole seznanjene s projektom, kakšne so njihove predhodne izkušnje z uvajanjem tujega jezika v nižjo stopnjo osnovne šole in kje zaznavajo probleme z uvajanjem. Z deskriptivno in kavzalno-ne eksperimentalno metodo empiričnega pedagoškega raziskovanja so rezultati pokazali, da so osnovne šole slabo seznanjene s projektom. Ob tem je bilo nezadovoljstvo izkazano tudi znotraj postavljenih časovnih okvirov. Izvedena je bila tudi evalvacija učbenikov, ki so primerni za poučevanje angleščine v prvem razredu. Znotraj učbenikov je bila evalvacija osredotočena na ilustracijo. Kriteriji za evalvacijo ilustracij, osnovani glede na otrokov kognitivni razvoj, so bili razdeljeni na: estetsko analizo, analizo spolnih stereotipov, semiotično analizo in likovno analizo. Evalvacija je pokazala, da ilustracije potrebujejo popravke glede na opredeljene kriterije.

Keywords

early foreign language learning;english language;coursebooks;evaluation;master theses;

Data

Language:	English
Year of publishing:	2013
Typology:	2.09 - Master's Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[A. Sovič]
UDC:	373.3.016:811.111.2'242(043.2)
COBISS:	20089864
Views:	2285
Downloads:	182
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	1st grade English pedagogy readiness
Secondary abstract:	First grade English is a project that was planned to be implemented in Slovenian schools in the school year 2013/2014. The project has however been discontinued. This study tried to show how familiar Slovenian schools were with the project and how much previous experience with early foreign language they had, as well as to identify potential problems (staff, parents). Using the descriptive and casual non-experimental methods of empirical pedagogical research, the findings showed that primary schools lacked sufficient information or time for the project. Moreover, an evaluation of the textbooks available for early English learning showed negative results. The textbook evaluation was based on illustrations. The criteria were based on children's visual perception and cognitive development and were divided into four categories: semiotic analysis, aesthetic analysis, gender stereotype analysis and artistic textbook analysis. The evaluation showed that these textbooks needed some corrections according to the defined criteria.
Secondary keywords:	zgodnje učenje tujega jezika;angleščina;učbeniki;magistrska dela;
URN:	URN:SI:UM:
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Filozofska fak., Oddelek za anglistiko in amerikanistiko, Oddelek za pedagogiko
Pages:	IV, 144 f., 10 f. pril.
ID:	8728096