Načelo nazornosti kot motivacijski dejavnik pri pouku slovenščine v osnovni šoli
diplomsko delo
Abstract
Osrednja tema pričujočega diplomskega dela je didaktično načelo nazornosti kot motivacijski dejavnik pri pouku slovenščine v osnovni šoli. V teoretičnem delu smo raziskali in proučevali literaturo, ki se navezuje na našo temo; pregledali različne sisteme didaktičnih načel, preverili, ali vključujejo načelo nazornosti ali ne, nato smo podrobneje razčlenili samo načelo nazornosti. Ker uresničevanje tega načela daje prednost drugim čutnim zaznavam pred govorjenjem o stvareh, smo s pomočjo literature raziskali zaznavni sistem in različne zaznavne tipe - vizualnega, avditivnega in kinestetičnega (olfaktornega in gustatornega ne obravnavamo posebej, ampak v sklopu kinestetičnega). Pri nazornem podajanju učne snovi ne moremo mimo ponazoril, tako smo raziskali tudi to področje ter navedli osnovna pravila in pogoje za diskutiranje v razredu. Zanimalo nas je, ali ima nazorno podajanje učne snovi ustrezen učinek na učenčevi strani, ali vzbudi njihovo motivacijo za učno delo. Pogledali smo, katere motivacijske dejavnosti so primerne za uresničevanje tega načela, ter s katerimi motivacijskimi metodami lahko pri pouku prebudimo vse oz. različne čute. Odločili smo se za tiste metode, pri katerih dajemo prednost pisanju in domišljiji (ustvarjalno pisanje), dotiku oz. delu z rokami (ustvarjalni dotik), metode, kjer je prisotna korelacija gibov, izražanja in ustvarjanja (igralne improvizacije). V empiričnem delu smo analizirali anketne vprašalnike, ki so jih izpolnili učenci 6. in 9. razreda in anketne vprašalnike, ki so jih izpolnile njihove učiteljice. Zanimalo nas je, kakšen pomen pripisujejo učitelji slovenščine v osnovnih šolah načelu nazornosti, kako ga uresničujejo, s katerimi pripomočki, metodami, dejavnostmi. Vprašali smo jih, katere metode uporabljajo za motiviranje učencev pri pouku književnosti in katere za jezikovni pouk. Na drugi strani pa smo želeli izvedeti, katere dejavnosti so najljubše učencem, kaj najraje počnejo, kako se najlažje učijo, ali si bolj zapomnijo učiteljevo razlago, projekcijo oz. tabelski zapis, jim v spominu ostanejo miselni vzorci ali jim je bližje tiho oz. glasno branje/učenje. Zanimalo nas je tudi, kako posamezni zunanji dejavniki vplivajo na počutje in motivacijo učencev.
Keywords
diplomska dela;didaktična načela;načelo nazornosti;nazornost;motivacijske metode;motivacijske dejavnosti;zaznavni tipi;
Data
| Language: | Slovenian |
|---|---|
| Year of publishing: | 2016 |
| Typology: | 2.11 - Undergraduate Thesis |
| Organization: | UM FF - Faculty of Arts |
| Publisher: | [M. Hebar] |
| UDC: | 37.091.31:811.163.6(043.2) |
| COBISS: |
22407688
|
| Views: | 1442 |
| Downloads: | 226 |
| Average score: | 0 (0 votes) |
| Metadata: |
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Other data
| Secondary language: | English |
|---|---|
| Secondary title: | ǂThe ǂprinciple of clarity as a motivational factor in teaching Slovene language in primary school |
| Secondary abstract: | The central theme of this diploma thesis is the didactic principle of clarity as a motivational factor during Slovene lessons in primary schools. In the theoretical part we researched and studied literature that relates to our topic; concentrated on different systems of didactic principles, verified whether they include the principle of clarity. Further on we thoroughly dissected the principle of clarity itself. Since the implementation of this principle gives priority to other sensory perceptions before speaking about things, we used literature to explore the perceptual system and different sensory types - visual, auditory and kinesthetic (olfactory and gustatory are not treated separately, but as part of the kinesthetic). When delivering the learning content clearly we cannot ignore illustrations. That is why we explored this area and indicated basic rules and conditions for the discussion in class. We wanted to know whether delivering the learning content clearly has an appropriate impact on the students', whether it raises their learning motivation. We looked at the appropriateness of motivational activities for the implementation of this principle and which motivational methods can awaken all senses in the classroom. We chose those methods which give advantage to writing and imagination (creative writing), touching or working with hands (creative touch) and methods, where the correlation of movements, expression and creativity (playing improvisation) is present. In the empirical part, we analyzed questionnaires that were filled in by 6th and 9th grade students and their teachers. We wanted to know what importance do Slovenian primary school language teachers give to the principle of clarity, how do they implement it and which aids, methods and activities do they use. We asked them which methods they use to motivate students when teaching literature and which for teaching language structures. On the other hand, we wanted to find out what are students' favourite activities, what they like to do, what is the easiest way to learn, whether they remember more teachers' explanation or projection/writing on the board, if they remember mind maps and if they prefer silent or loud reading/learning. We also wanted to know which external factors affect the mood and students' motivation. |
| Secondary keywords: | theses;didactic principles;the principle of clarity;motivational methods;motivational activities;senzory types; |
| URN: | URN:SI:UM: |
| Type (COBISS): | Undergraduate thesis |
| Thesis comment: | Univ. v Mariboru, Filozofska fak., Oddelek za slovanske jezike in književnosti |
| Pages: | 88 f., 5 f. pril. |
| ID: | 9145133 |
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