magistrsko delo
Alenka Lukaček (Author), Igor Saksida (Mentor)

Abstract

»Klasična avtorska pravljica se neposredno zgleduje pri folklorni glede strukture, tem in motivov, od nje pa se najbolj loči po poetiki, ki je seveda avtorjev pečat povedanega.« (Haramija, 2012: 17). Pravljica je predmet raziskovanj že od 19. stoletja in je bila obravnavana po različnih teorijah: folkloristični, strukturalistični, literarni, psihoanalitični, sociološki, feministični in poststrukturalistični (Blažić, 2014). V učnem načrtu (Program osnovna šola. Slovenščina. Učni načrt. 2011) je ena izmed predlaganih literarnih vrst v prvem triletju. Drugi del mojega teoretskega zanimanja je bila družinska pismenost. L. Mandel Morrow (1995) meni, da »družinska pismenost vsebuje načine, kako starši, otroci in drugi družinski člani uporabljajo pismenost doma in v njihovi skupnosti. L. Knaflič piše, da družinska pismenost zajema vse dejavnosti, ki potekajo znotraj družine in so povezane s pismenostjo (2009: 7). Vpliv družinske pismenosti na pismenost otrok so ugotavljali v različnih raziskavah. Mednarodna raziskava o pismenosti odraslih (International Adult Literacy Survey, 1999), v kateri je sodelovala tudi Slovenija, je pokazala, da se »pomembnejše kot založenost okolja z bralnim gradivom, kažejo najrazličnejše dejavnosti (branje knjig, obiskovanje knjižnic ipd.), ki jih izvajajo družinski člani in so povezane s pismenostjo« (Knaflič, 2002: 37). V raziskovalnem delu sem predstavila projekt družinskega branja klasičnih pravljic. Aktivnosti so bile usmerjene v razvijanje bralnega razumevanja, oblikovanje bralnih strategij in razvoj jezikovnih zmožnosti. Raziskovalci in strokovnjaki uporabljajo različne pristope za ocenjevanje družinske pismenosti, zato sem najprej z Listo naslovov in avtorjev otroških knjig (Marjanovič Umek, Fekonja Peklaj) ugotovila poznavanje otroških knjig in pravljic staršev otrok. Starše sem navdušila za voden projekt družinskega branja in pripovedovanja klasičnih pravljic. Ker književna vzgoja v prvem triletju osnovne šole temelji na komunikacijskem pouku književnosti, so učenci razvijali recepcijsko zmožnost s poslušanjem, branjem in tvorjenjem/(po)ustvarjanjem klasičnih pravljic. S standardiziranim bralnim testom avtoric S. Pečjak in N. Potočnik sem preverila splošno bralno zmožnost učencev ob koncu prvega triletja osnovne šole. Razvita bralna zmožnost je v učnem načrtu (Program osnovna šola. Slovenščina. Učni načrt. 2011) opredeljena kot sposobnost hitrega avtomatiziranega branja z razumevanjem in predstavlja osrednjo učno spretnost. Dosežek učenca na bralnem testu je pokazal, kje v populaciji tretješolcev se nahaja posamezni učenec glede na svoj dosežek. Ugotovljeno stanje mi bo omogočilo učinkovitejše načrtovanje pomoči posameznemu učencu in s tem tudi učinkovitejše poučevanje pri samem pouku. Čeprav rezultatov ne morem posploševati, bo projekt družinskega branja pravljic, kot primer dobre prakse, lahko prenosljiv tudi v druge okoliščine.

Keywords

komunikacijski pouk književnosti;polno literarnoestetsko doživetje;bralna zmožnost;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [A. Lukaček]
UDC: 028:373.3(043.2)
COBISS: 11347785 Link will open in a new window
Views: 793
Downloads: 116
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Other data

Secondary language: English
Secondary title: A classic fairy tale in the first triennial of the elementary school and the family literacy
Secondary abstract: A classic fairy tale by a known author is modelled on a folk fairy tale as regards the structure, themes and motifs; however, it mostly differs from it in poetics which gives the fairy tale the character of the author’s narrative” (Haramija, 2012: 17). Fairy tales have been researched since the 19th century and they have been analysed according to numerous theories: folk theory, structuralism theory, literary theory, psychoanalytic theory, sociological theory, feminist theory, and poststructuralist theory (Blažić, 2014). In the educational curricula for Slovene in primary schools (Program osnovna šola. Slovenščina. Učni načrt. 2011), a fairy tale is one of the suggested literary genres in the first triad. Another aspect of my theoretical interest concerned family literacy. According to L. Mandel Morrow (1995), »family literacy contains methods how parents, children and other family members use literacy at home and in their community. L. Knaflič writes that family literacy includes all the activities connected with literacy that a family engages in (2009: 7). The way family literacy influences the literacy of children has been analysed in numerous researches. International Adult Literacy Survey (1999), in which also Slovenia took part, has shown that “various activities connected to literacy (reading books, visiting libraries etc.) that family members undertake have higher importance than an abundance of reading materials” (Knaflič, 2002: 37). In the research part of my MA thesis, I presented the project of family reading of classic fairy tales. The activities were oriented into developing reading comprehension, devising reading strategies, and developing linguistic skills. Researchers and experts use different approaches for assessing family literacy. Therefore, I checked how familiar parents are with children’s books and fairy tales using the list of titles and authors of children’s books (Marjanovič Umek, Fekonja Peklaj). I made parents enthusiastic about a guided project of family reading and telling classic fairy tales. Since teaching literature in the first triad of the primary school is based on a communicative approach, the students developed their perception skills through listening, reading and writing/re-creating classic fairy tales. With a standardized reading test by authors S. Pečjak and N. Potočnik I established the general level of students’ reading skills at the end of the first triad of the primary school. An acquired reading skill according to the educational curricula for Slovene in primary schools (Program osnovna šola. Slovenščina. Učni načrt. 2011) is defined as a skill of fast fluent reading with comprehension and it represents the central learning skill. The results of the reading test showed an individual student’s reading skills as compared to other third-graders’ reading skills. The results will enable me a more efficient planning of providing help for an individual student. At the same time, my teaching will become more efficient. Although it is not possible to generalise the results, the project of family reading of fairy tales will be applicable in other situations, as an example of good practice.
Secondary keywords: literacy;fairy tale;family;pismenost;pravljica;družina;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 189 str.
ID: 9230431