magistrsko delo
Zala Cerar (Author), Marja Bešter (Mentor)

Abstract

V Beli knjigi o vzgoji in izobraževanju v Republiki Sloveniji je avtonomija opredeljena kot eno izmed splošnih načel vzgoje in izobraževanja. T. i. notranja avtonomija učitelja kot strokovnjaka na svojem področju med drugim vključuje tudi možnost operativnega odločanja o izbiri in uporabi učnih gradiv, izbiranju učnih vsebin, izpuščanju in nadomeščanju nalog iz učnega gradiva z drugimi itd. Razne raziskave (npr. PISA) so pokazale, da slovenski učenci dosegajo dobre rezultate le na nižjih ravneh bralne pismenosti, medtem ko na višjih ravneh niso uspešni. Ker menimo, da bi bil razlog za to lahko v tem, da se učitelji izogibajo zahtevnejšim nalogam v učnem gradivu, smo se odločili, da preučimo, kako poteka jezikovni pouk pri predmetu slovenščina, in sicer ob učnem gradivu. Zanimalo nas je, v kolikšni meri učitelji pri jezikovnem pouku pri predmetu slovenščina uporabljajo učna gradiva in kakšno mnenje imajo o posameznih nalogah. Teoretični del, v katerem smo pisali o sporazumevalni zmožnosti, taksonomijah znanja, bralnem razumevanju, pismenosti, raziskavi PISA, učnih gradivih in o avtonomiji, smo dopolnili z empiričnim delom. V raziskavi smo uporabili deskriptivno in kavzalno-neeksperimentalno statistično metodo. Raziskovalni pristop pa je bil kvantitativni. Vzorec, ki smo ga vključili v raziskavo, je neslučajnostni, in sicer priložnostni. Analizirali smo 36 anketnih vprašalnikov in tiste učne enote iz učnih gradiv, na podlagi katerih so učitelji izpolnjevali vprašalnik. V magistrskem delu smo ugotavljali, katere vrste nalog glede na raven znanja vsebujejo t. i. besedilne (in jezikovne) enote v učnih gradivih za jezikovni pouk pri predmetu slovenščina od 3. do 6. razreda (tudi 8. razred) OŠ. Ugotovili smo, da v učnih gradivih prevladujejo naloge, ki od učencev glede na Bloomovo taksonomijo zahtevajo raven znanja in raven razumevanja, oz. naloge, ki od učencev zahtevajo prvo in drugo raven bralnega razumevanja. Ugotavljali smo tudi mnenja učiteljev o učnih gradivih za jezikovni pouk pri predmetu slovenščina. Raziskovali smo, ali se mnenja učiteljev razlikujejo glede na delovno dobo, razred, ki ga poučujejo, naziv in število let izkušenj z delom z določenim učnim gradivom. Zanimalo nas je, iz katerih razlogov učitelji izberejo določeno učno gradivo oz. kateri so razlogi, da učnega gradiva ne izberejo sami. Spraševali smo po tem, katere naloge učitelji pri pouku predelajo, katere izpuščajo in katere dodajajo. Na podlagi anketnih vprašalnikov smo ugotovili tudi, kateri so razlogi za reševanje nalog, kateri za izpuščanje nalog in kateri za dodajanje nalog. Spoznali smo, da so učitelji bolj avtonomni pri dodajanju nalog kot pri izpuščanju nalog. V raziskavi se je pokazalo, da učitelji, ki dodajajo naloge, te večinoma pripravijo sami in jih ne jemljejo iz drugih učnih gradiv. Poleg tega smo ugotovili, da se med učitelji z različno delovno dobo, med učitelji, ki poučujejo v različnih razredih, med učitelji z različnimi nazivi in med učitelji z različnim številom let izkušenj z uporabo določenega učnega gradiva večinoma ne pojavljajo statistično pomembne razlike v navajanju zgoraj omenjenih razlogov.

Keywords

učna gradiva;bralna pismenost;sporazumevalna zmožnost;taksonomije znanja;ravni razumevanja besedila;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [Z. Cerar]
UDC: 811.163.6:373.3(043.2)
COBISS: 11048777 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Teacher's autonomy in selecting and using teaching materials for teaching Slovene in the primary school
Secondary abstract: The White Paper on Education in the Republic of Slovenia defines autonomy as one of the most general principles of education. The so-called internal autonomy of the teacher, allows the flexibility and autonomy on selection of the teaching materials, teaching content, selection or replacement of assignments, etc. Several studies (e.g. PISA) have shown that Slovenian students reach good results only on the lower levels of reading literacy whereas they are not successful on the higher levels. We hypothesize that the reason for these results might be the possibility that the teachers avoid selection of complex and high level contents from the teaching materials. To verify this assumption, we decided to study the teaching process in Slovenian language class, with the focus on the study materials. We were interested in class use of teaching materials and teachers opinion on individual assignments. The Theoretical part on communication skills, knowledge taxonomies, reading comprehension, literacy, the PISA survey, teaching materials and autonomy, was supplemented by empirical work. Research was conducted using the descriptive and causal non-experimental statistical method. The research approach was quantitative using a non-coincidental, i.e. casual. A sample set of 36 survey questionnaires on the teaching units selected by Slovene language teachers was analyzed. In this dissertation we were analyzing ,which types of assignments based on knowledge categories are included in the so-called text (and linguistic) units in the primary school Slovenian language classes from 3rd to 6th (and also 8th) grade. We found out that teaching materials predominantly consist of assignments that according to Bloom's taxonomy include remembering and understanding, or to put it differently - assignments that require pupil's first and second levels of reading comprehension. We were also interested in the teachers opinion on the teaching materials. Further, the correlation of their background (such as: years of experience, title, grade) with the selection of teaching materials was studied. We were interested in their justification of selection of certain materials. Based on the survey questionnaires the conclusions were done on the reasoning on the selection of working material. We can conclude that the teachers are more autonomous at adding the assignments than skipping them. Most of the teachers that add the assignments, prepare these theirselves. Finally, we concluded that the teachers background (such as: years of experience, title, grade) do not have statistically significant influence on their selection of teaching materials.
Secondary keywords: Slovenian language;teacher autonomy;primary education;slovenščina;avtonomija učiteljev;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 190 str.
ID: 9151513