Zmožnosti učencev 2. razreda pri pisanju nareka in domišljijskega binoma

diplomsko delo

Katja Ivezić (Avtor), Marija Ropič (Mentor)

Povzetek

Otroci se že od rojstva naprej srečujejo z opismenjevanjem doma in v okolju z različnimi bralnimi in pisnimi vzorci. Le-ti jim pomagajo pri spoznavanju sveta ter jim omogočajo socialno interakcijo z odraslimi. Ob vstopu v formalni proces opismenjevanja otrok tako v razvoju ni na točki nič. Ko otroci vstopijo v šolo in gredo v prvem triletju osnovne šole skozi fazo opismenjevanja, kar pomeni učenje branja in pisanja, je učiteljeva naloga ta, da z najprimernejšim pristopom (z različnimi metodami opismenjevanja, z grafomotoričnimi vajami in s slušnimi vajami) učencem zagotovi možnost, da bodo postali funkcionalno pismeni bralci. Napredek pri opismenjevanju učitelji lahko spremljajo s pisanjem nareka. Pomembno je, da učenci pišejo isti narek dvakrat v različnih časovnih obdobjih, učitelji pa zabeležijo, katere napake so pri učencu najpogostejše ter katera napaka je bila pri učencu dominantna. V teoretičnem delu diplomskega dela sem predstavila opismenjevanje (postopke, metode, motnje) in poudarek namenila predvsem grafomotoriki, pisanju, poslušanju, branju in različnim motnjam, ki spremljajo posamezne procese, na katere mora biti učitelj zelo pozoren, saj je mogoče, da so jih starši v zgodnjem otroštvu spregledali. Danes je že skoraj v vsakem razredu učenec, ki ima težave v razvoju branja in pisanja; nedvomno lahko take težave vplivajo na posameznikove rezultate in uspeh v nadaljnjem izobraževanju. V teoretičnem delu diplomskega dela sem opisala obe preverjanji, in sicer narek in domišljijski binom, s katerima so se srečali učenci med šolskim letom. V empiričnem delu sem v obliki tabel predstavila rezultate, ki so jih učenci dosegli pri preizkusu pismenosti, ki so ga pisali na začetku šolskega leta, ter napake, ki so jih učenci napravili pri pisanju nareka ob koncu šolskega leta. V obliki tabel sem predstavila tudi rezultate domišljijskega binoma, ki smo jih ocenjevali na podlagi prej zastavljenih kriterijev. Domišljijske binome so učenci pisali konec šolskega leta. S preizkusi znanja sem ugotavljala njihove zmožnost pri pisanju nareka in domišljijskega binoma.

Ključne besede

opismenjevanje;grafomotorika;poslušanje;narek;diplomska dela;

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Maribor
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UM PEF - Pedagoška fakulteta
Založnik:	[K. Ivezić]
UDK:	37.016:003-028.31(043.2)
COBISS:	19365640
Št. ogledov:	4638
Št. prenosov:	349
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	ABILITIES OF 2ND CLASS PUPILS IN TAKING DICTATION AND FANTASTIC BINOMIAL
Sekundarni povzetek:	From the moment of their birth children encounter literacy development attempts both at home and in the outside-home environment by way of various reading and writing patterns, which help them discover the world and enable their social interaction with adults. On entering the formal literacy development process, a child therefore does not start from the zero point. When children begin their school education and in the first three-year cycle of the elementary school go through the literacy development phase, which means being taught to read and write, it is the task of the teacher to use the most suitable approach, the variety of literacy development methods, the graphomotor exercises and listening exercises for enabling the pupils to become functionally literate readers. Teachers can monitor the progress in literacy development by using dictation. It is important though that the pupils take the same dictation twice in different time periods, that the teachers note down the most frequent mistakes a pupil makes as well as the prevailing mistake made by the pupil. In the theoretical part of the paper we presented the literacy development (processes, methods, disorders) with particular emphasis on graphomotor, writing, listening and reading skills as well as various disorders, accompanying individual processes, which call for particular attention of the teacher, as they might have well been overlooked by the parents in the early childhood. Nowadays, in almost every classroom there is a pupil who has difficulties in developing the reading and writing skills, which undoubtedly affects the results and the success of an individual in his/her further educational process. The theoretical part of the paper also describes both methods of testing i. e. the dictation and the fantastic binomial, which the pupils met with during the school year. In the empirical part we used tables to present the results, achieved by the pupils in literacy tests, taken at the beginning of the school year and the mistakes, made by the pupils when taking dictation at the end of the school year. Tables were also used for presenting the results of the fantastic binomial, which were evaluated on the basis of the previously set criteria. The fantastic binomials were written by the pupils at the end of the school year. We used such tests to ascertain their abilities in taking dictation and fantastic binomial.
Sekundarne ključne besede:	Literacy;development;graphomotor skills;listening skills;reading skills;dictation;fantastic binomial.;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani:	118 f.
Ključne besede (UDK):	social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;fundamentals of education;theory;policy etc;;science and knowledge;organization;computer science;information;documentation;librarianship;institutions;publications;znanost in znanje;organizacije;informacije;dokumentacija;bibliotekarstvo;institucije;publikacije;prolegomena;fundamentals of knowledge and culture;propaedeutics;prolegomena;splošne osnove znanosti in kulture;writing systems and scripts;sistemi pisanja in pisave;
ID:	1026333