magistrsko delo
Petra Erjavec (Author), Marija Ropič (Mentor)

Abstract

Branje je poleg poslušanja, govorjenja in pisanja pomembna komunikacijska dejavnost, ki posamezniku omogoča, da lahko vzpostavi interakcijo z družbo, pridobiva informacije, se izobražuje, sporoča svoje mnenje in želje. Ker smo v današnjem času deležni poplave različnih medijev, raziskave kažejo, da ljudje vse manj časa namenijo branju. Proces učenja branja se začne že zgodaj v otroštvu in od posameznika zahteva veliko vaje. S pomočjo vaje bralec svoje branje avtomatizira, kar mu omogoča, da več energije porabi za višje miselne procese. V šolskem letu 2011/12 so se v slovenskem šolskem sistemu začele uvajati številne spremembe, ki so se dotaknile tudi začetnega opismenjevanja. Ravno zaradi teh sprememb me je zanimalo, kakšno je bralno razumevanje učencev drugega razreda osnovne šole, ki so bili deležni začetnega opismenjevanja po prenovljenem učnem načrtu. Osredotočila sem se predvsem na kvalitativni vidik branja, saj me je zanimalo, kaj od prebranega besedila so si učenci zapomnili. Rezultati, ki so predstavljeni in interpretirani v empiričnem delu magistrske naloge, so pridobljeni na petih mariborskih osnovnih šolah, v razmiku štirih mesecev. Zanimal me je predvsem individualni napredek učencev pri dveh spremenljivkah - vprašanjih nižje ravni in vprašanjih višje ravni. Pridobljene rezultate bralnega razumevanja sem interpretirala tudi glede na spol učencev, predstavila sem tudi rezultate posameznih oddelkov na šolah, ki sem jih vključila v raziskavo. Rezultate, pridobljene v raziskavi, sem primerjala tudi med posameznimi šolami.

Keywords

magistrska dela;začetno opismenjevanje;branje;bralno razumevanje;višja raven bralnega razumevanja;nižja raven bralnega razumevanja;2. razred;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UM PEF - Faculty of Education
Publisher: [P. Erjavec]
UDC: 028.6:37.091.3(043.2)
COBISS: 21818376 Link will open in a new window
Views: 1823
Downloads: 136
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Other data

Secondary language: English
Secondary title: QUALITATIVE ASPPECT OF READING COMPREHENSION IN THE SECOND GRADE OF PRIMARY SCHOOL
Secondary abstract: Reading, in addition to listening, speaking and writing, is an important communication activity that allows every individual to be able to interact with the society, to acquire information, to educate, to communicate his or her views and wishes. Because nowadays there are floods of different media, many researches show that people devote less and less time to reading. The process of learning to read begins early in childhood and requires a lot of practice from the individual. The reader automates the reading through exercise which allows him or her to spend more energy on higher mental processes. In the school year 2011/12, the Slovenian school system began to introduce a number of changes that have touched the initial literacy. Precisely because of these changes I was interested in the reading skills of pupils in the second grade of elementary school who received the initial literacy after the renewed curriculum. I focused primarily on the qualitative aspect of reading because I wanted to know what part of the text pupils had memorized the most. The results, which are presented and interpreted in the empirical part of my master's thesis, were obtained from five elementary schools in Maribor, with an interval of four months. I was interested primarily in the individual progress of pupils regarding two variables - the lower level questions and the higher level questions. I interpreted the acquired results of reading comprehension in relation to the gender of pupils; I also presented the results of individual departments at schools that I have included in the study and compared the results obtained in the study between schools.
Secondary keywords: master theses;initial literacy;reading;reading comprehension;higher level of reading comprehension;lower level of reading comprehension;2nd grade;
URN: URN:SI:UM:
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages: 111 f.
ID: 9064562