magistrsko delo
Andreja Vidervol (Avtor), Vida Manfreda Kolar (Mentor)

Povzetek

Ustvarjalnost je mogoče najti na vsakem koraku. Mnenje mnogih ljudi je, da je ravno matematika tista, ki je manj ustvarjalna ali pa je sploh nimajo za ustvarjalno, saj temelji na pravilih in zakonih. Vendar temu ni tako. V magistrskem delu smo našteli in opisali nekaj primerov, ki dokazujejo, da je pouk matematike lahko še kako ustvarjalen in zabaven. Tudi poučevanje je ustvarjalni proces. Učitelju omogoča razviti različne pristope za različne učence. Pri tem je vloga učitelja bistvenega pomena, saj je pobudnik za ustvarjalno poučevanje. V magistrskem delu smo natančneje opredelili ustvarjalnost. Gre za zelo širok pojem, zato bi ga težko strnili v eno samo definicijo. Opisali smo merila in pogoje, ki so potrebni za ustvarjalnost, pozitivne učinke ustvarjalnega poučevanja ter navedli nekaj težav, zaradi katerih je ustvarjalno poučevanje oteženo. V empiričnem delu je prikazana analiza 8 intervjujev z učiteljicami razrednega pouka, ki poučujejo v 5. razredu osnovne šole. Namen raziskave je bil ugotoviti, kako učitelji vključujejo ustvarjalne pristope v pouk matematike v 5. razredu osnovne šole ter kakšna stališča imajo učiteljice 5. razredov do ustvarjalnega poučevanja matematike. Rezultati so pokazali, da večina učiteljic poučuje matematiko z internetnimi pripravami, ki jih ponudijo založbe. V njih je nekaj ustvarjalnih nalog, vendar menimo, da poučevanje ni ustvarjalno, saj ne gre za lastne ideje in ustvarjalne pristope učiteljic. Ustvarjalne pristope vključujejo v pouk matematike, vendar jih ne vnašajo v priprave. Ustvarjalnost se pri pouku matematike pojavi tudi spontano, ko sta radovednost učencev ter njihova notranja motivacija glavna pobudnika za odpiranje novih matematičnih problemov. Ugotovili smo tudi, da učiteljeva delovna doba ne vpliva na uporabo ustvarjalnih pristopov, saj so bistvenega pomena občutek samozavesti in kompetentnosti, pozitivne izkušnje matematike iz otroštva, dodatna izobraževanja in usposabljanja ali pa jim je ta predmet osebnostno najbližji. Učiteljice si zelo široko razlagajo pojem ustvarjalnega poučevanja, saj se nanaša na vsa področja človekovega delovanja. Ustvarjalne pristope vključujejo na različne načine, uporabljajo pa predvsem tiste, ki jim najbolj ustrezajo in so jih v preteklosti že preizkusile. Poslužujejo se različnih oblik in metod dela, reševanja besedilnih nalog, reševanje problemov iz vsakdanjega življenja, uporaba različnega didaktičnega materiala in didaktičnih iger. Najpogosteje ga uporabijo, ko ponavljajo ter utrjujejo snov. Predstavljene so tudi priprave, ki so dopolnjene z našimi ustvarjalnimi idejami. Matematika ni najljubši predmet vseh učiteljev, zato smo njihova močna področja medpredmetno povezali z matematično temo, da bi jih spodbudili k ustvarjalnemu poučevanju.

Ključne besede

ustvarjalnost;učilnica;učni tipi;divergentno mišljenje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Vidervol]
UDK: 51(043.2)
COBISS: 11732041 Povezava se bo odprla v novem oknu
Št. ogledov: 848
Št. prenosov: 129
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Teachers' attitudes to creative teaching of mathematics in the 5th grade of primary school
Sekundarni povzetek: Creativity can be found everywhere we look. Nevertheless many people think, that mathematics the least creative is, or not at all, given the fact, that it is based on rules and facts. In reality, that is not the case. In this master's thesis we have listed and described some examples, which prove, that teaching mathematics can be very creative and entertaining. Teaching itself is a creative process. It allows the teacher to develop different approaches towards different students. In this regard, the role of the teacher is essential, as he is the initiator of creative teaching. In this master's thesis we have defined crativity more precisely. It is a very broad concept and therefore impossible to define with one simple definition. We have described the criteria and conditions needed for creativity, the positive effects of creative teaching, and stated some of the problems that make creative teaching difficult. The empirical part shows an analasys of 8 interwievs with teachers who teach the fifth grade of elementary school. The purpose of the research was to find out how teachers include creative approaches in mathematics lessons in the 5th grade of the elementary school, and what is the position of those teachers towards the creative teaching of mathematics. The results have shown, that the majority of the teachers use the internet preparations to teach mathematics, that are offered by publishing houses. They contain creative tasks, that are belived not to be very effective, as the tasks are not ideas of individual teachers and their individual approach. Teachers include creativity in their classes, but they don't write them into their preparations. It often occurs spontaneously, when pupils' curiosity and their inner motivation are the main initiators for solving new mathematical problems. We also found out, that teachers' years of sevice don't affect the use of creative approaches, since the self-confidence and competence are essential for teaching, together with positive experiences with mathematics from childhood, additional education and training or simply personal preference for mathematics. Teachers interpret the concept of creative teaching very widely as it relates to all areas of human activity. Creative approaches are incorporated in a variety of ways, using primarily those that are best suited for them and have been tested in the past. They employ various forms and methods of work, solve textual tasks, solve problems from everyday life, use different didactic material and didactic games. Creativity is mostly used when refreshing the subject matter. The thesis also includes preparations, that have been complemented with our creative ideas. Mathematics isn't exactly the most popular subject, even amongst teachers, so we have linked their all their strong domains with the mathematical theme in order to encourage them to create creative teaching.
Sekundarne ključne besede: primary education;teacher;mathematics;osnovnošolski pouk;učitelj;matematika;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 121 str.
ID: 10865992