magistrsko delo
Lea Kotnik (Author), Metka Kordigel Aberšek (Mentor)

Abstract

V fantastičnih pripovedih se običajno prepletata dva svetova, realni in fantastični svet. Z domišljijskim svetom se učenci osnovnih šol srečajo že v prvem vzgojno-izobraževalnem obdobju ob obravnavanju pravljic, obravnava fantastičnih pripovedi pa se prične v drugem vzgojno-izobraževalnem obdobju. Zaradi vpliva medijev se naj bi meja otrokove sposobnosti recepcije realnih in fantastičnih elementov v fantastičnem besedilu dvigala. V magistrskem delu smo raziskovali, ali učenci v 4. razredu osnovne šole zaznavajo tiste točke, ki razmejujejo realno od fantastičnega. Z učenci smo po metodi branja v nadaljevanjih obravnavali fantastično pripoved Matilda. Zanimalo nas je, ali obstaja razlika glede na spol ter ali učenci uporabljajo zunanje ali notranje kriterije za odločitev, kaj v besedilu je realno in kaj fantastično. Analiza intervjujev je pokazala, da spol pri zaznavanju in razumevanju teh točk ne igra pomembne vloge, učenci pa že uporabljajo zunanje kriterije za določitev realnega ali fantastičnega v besedilu. Pokazalo pa se je, da imajo učenci težave pri razmejevanju realnega dogajalnega prostora od fantastičnih dogodkov v fantastični pripovedi Matilda. Po učnem načrtu se poglobljena obravnava fantastičnih pripovedi v četrtem razredu osnovne šole šele prične, vendar pa imajo učenci ob koncu šolskega leta še vedno očitne težave pri ločevanju med realnim in fantastičnim v fantastični pripovedi.

Keywords

didaktika književnosti;mladinska književnost;fantastična proza;recepcijska zmožnost;Matilda;magistrska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [L. Kotnik]
UDC: 37.091.3:821.111-93-312.9(043.2)
COBISS: 20866312 Link will open in a new window
Views: 1594
Downloads: 262
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Other data

Secondary language: English
Secondary title: RECEPTION OF FANTASTIC ELEMENTS IN A FANTASTIC TALE MATILDA IN FOURTH GRADE OF PRIMARY SCHOOL
Secondary abstract: In fantastic tales, there is usually intertwinement of two worlds, i. e. the real and the fantastic world. Primary school pupils already get acquainted with the imaginary world in the first educational period with discussion of fairy tales, however, the discussion of fantastic tales starts in the second educational period. Due to influence of media, the limit of a child's ability to receive real and fantastic elements in a fantastic text is supposedly raising. In this master's degree thesis, our research was focused on whether fourth grade pupils perceive the points, which distinguish real from the fantastic. For discussion of the fantastic tale Matilda with the pupils, the reading in instalments method was used. We wanted to determine, whether there is a difference in reception with respect to the gender of the pupil, and whether the pupils use external and internal criteria to determine, what is real and what is fantastic in a text. Analysis of interviews showed that the gender plays no major role in perception and understanding of these points, and that the pupils already use external criteria to determine real and fantastic elements in a text. It was established, however, that pupils encountered difficulties in distinguishing the real setting from the fantastic happening in the fantastic tale Matilda. According to the curriculum, a detailed discussion of fantastic tales in the fourth grade represents only the beginning; however, at the end of the school year, pupils still show obvious difficulties in separating the real and the fantastic in a fantastic tale.
Secondary keywords: literature didactics;youth literature;fantastic prose;reception ability;Matilda;master theses;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: IX, 117, [3] f., [43] f. pril.
ID: 8729952