Strategije raziskovanja in poučevanja pismenosti

Abstract

Prispevek je teoretična razprava o strategijah raziskovanja in poučevanja pismenosti s poudarkom na bralni pismenosti. Namenjen je predvsem učiteljem, ki poučujejo v razredu. Prikazani so modeli usvajanja branja, ki omogočajo uresničevanje bralne pismenosti, velika pozornost pa je namenjena ocenjevanju bralnega razumevanja učencev (cilji ocenjevanja branja, ocenjevanje branja na krajevni in državni ravni ter različne prilagoditve, merila za prepoznavanje bralnih motenj, ocenjevanje branja, ki nam pomaga pri poučevanju, merjenje znanja na osnovi učnega načrta ...). Ker sta branje in pisanje dve neposredno povezani sporazumevalni dejavnosti, je na konkretnem modelu prikazano povezovanje branja in pisanja, nakazana pa je tudi neposredna povezava s prakso na modelu za ocenjevanje CLAS-Plus, ki smo ga prilagodili slovenskemu vzgojno-izobraževalnemu sistemu.

Keywords

branje;bralna pismenost;raziskovanje;poučevanje;modeli branja;ocenjevanje;organizacija pouka;

Data

Language:	Slovenian
Year of publishing:	2012
Typology:	1.01 - Original Scientific Article
Organization:	UL PEF - Faculty of Education
UDC:	028:37.091.2
COBISS:	2514775
ISSN:	1581-6036
Parent publication:	Šolsko polje
Views:	1151
Downloads:	277
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Research and literacy teaching strategies
Secondary abstract:	The article is a theoretical discussion about research and literacy teaching strategies with an emphasis on reading literacy. It is especially intended for teachers giving lessons. The models of learning to read, making realization of reading literacy possible, are presented and a lot of attention is given to the evaluation of studentsʼ reading comprehension (reading evaluation aims, reading evaluation on the local and state level and different adjustment criteria for the recognition of reading disorders, the evaluation of reading that helps with teaching, measuring knowledge on the basis of the curriculum, etc.). Since reading and writing are two directly related activities, a concrete model exemplifies the correlation of reading and writing, and the direct relation with practical work is indicated on the evaluation model CLAS-Plus, which we have adapted to the Slovene educational system.
Secondary keywords:	reading literacy;researching literacy;teaching literacy;reading models;evaluation;education;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 199-220, 288-289
Volume:	ǂLetn. ǂ23
Issue:	ǂšt. ǂ3/4
Chronology:	2012
ID:	9101095