magistrsko delo
Tamara Prajndl (Avtor), Milena Blažič (Mentor), Mojca Vrhovski Mohorič (Komentor)

Povzetek

Magistrsko delo obravnava pravljice kot učno gradivo za spodbujanje samopodobe učencev z lažjo motnjo v duševnem razvoju. Ti učenci imajo namreč poleg znižane intelektualne ravni težave tudi na drugih področjih, kar lahko pusti posledice na njihovi samopodobi, ki je velikokrat negativna in nerealna. Zaradi tega potrebujejo veliko spodbud, pozitivnih podkrepitev, prijetno vzdušje in pogoje, da si oblikujejo pozitivno in realno samopodobo. Pravljice so lahko pri tem v pomoč. V teoretičnem delu magistrske naloge smo zajeli in s pomočjo različne literature razjasnili osnovne pojme: podrobneje smo predstavili značilnosti in funkcioniranje učencev z LMDR ter njihovo šolanje, opredelili samopodobo, strukturo samopodobe po modelih, značilnosti učencev s pozitivno in negativno samopodobo. V nadaljevanju smo predstavili še opredelitve in pomene pravljice, delitev pravljic ter značilnosti le-teh, povezali smo pravljico skupaj s samopodobo in z učenci z lažjo motnjo v duševnem razvoju, zaključili pa z obravnavo pravljic v prilagojenem programu osnovne šole z nižjim izobrazbenim standardom. V empiričnem delu smo z namenom spodbujanja pozitivne in realne samopodobe izvedli 12-tedenske pravljične delavnice z dvema učencema z lažjo motnjo v duševnem razvoju, ki obiskujeta 6. razred prilagojenega programa osnovne šole z nižjim izobrazbenim standardom. Raziskovanje temelji na pridobivanju podatkov s kvalitativnimi in kvantitativnimi tehnikami. Podatke smo pred in po izvedbi delavnic pridobili s pomočjo samoocenjevalne Piers-Harris lestvice samopodobe in delno strukturiranih intervjujev z učencema in njuno razredničarko, glavnino podatkov pa smo pridobili z analizo pravljic in pripravo dejavnosti za pravljične delavnice ter z refleksivnimi dnevniki izvedenih delavnic. Na podlagi pridobljenih podatkov in analize smo ugotovili napredek in pozitivne spremembe učencev na različnih področjih samopodobe. Izvedbo 12-tedenskih pravljičnih delavnic ocenjujemo kot učinkovito in uspešno, saj so se številne dejavnosti ob identifikaciji z glavnim likom izkazale kot uporabne in primerne za spodbujanje pozitivne in realne samopodobe učencev z lažjo motnjo v duševnem razvoju.

Ključne besede

lažja motnja v duševnem razvoju;pravljične delavnice;prilagojen program z nižjim izobrazbenim standardom;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [T. Prajndl]
UDK: 159.922.76-056.313:82-343(043.2)
COBISS: 11991625 Povezava se bo odprla v novem oknu
Št. ogledov: 699
Št. prenosov: 170
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: Fairy tales as a learning aid to promote self-concept of students with mild intellectual disability
Sekundarni povzetek: The master's thesis deals with fairy tales as learning aid to promote self-concept of students with a mild intellectual disability. In addition to the reduced intellectual level, these students have problems in other areas, which can leave the consequences for their self-concept, which is often negative and unrealistic. For this reason, they need a lot of encouragement, positive reinforcements, a pleasant atmosphere and the conditions to form a positive and realistic self-concept. Fairy tales can aid in the improvement of these areas. In the theoretical part of the master's thesis, we covered and clarified the basic concepts with the help of different literature: we presented in detail the characteristics and functioning of students with mild intellectual disability and their education, defined self-concept, the structure of self-concept according to models, the characteristics of students with positive and negative self-concept. In the following, we presented the definitions and the meaning of the fairy tale, the structuring of fairy tales and the characteristics of fairy tales, we linked the fairy tale with self-concept and the students with a mild intellectual disability, and we finished with the treatment of fairy tales in an adapted program with a lower educational standard. In the empirical part of the master's thesis, in order to stimulate positive and real self-concept, 12-week fairy tale workshops with two students with a mild intellectual disability attending the sixth grade of a program with a lower educational standard were conducted. Research is based on the acquisition of data by qualitative and quantitative techniques. Data were obtained before and after the workshops with the help of Piers-Harris children's self-concept scale and partly structured interviews with students and their class teacher. The majority of the data were obtained through the analysis of fairy tales and the preparation of activities for fairy tale workshops and reflexive diaries of workshops. On the basis of the obtained data and analysis, we have identified the progress and positive changes of students in different fields of self-concept. The performance of 12-week fairy tale workshops is assessed as effective and successful, since many of the activities next to identification with the main character have proved to be useful and suitable for stimulating positive and realistic self-concept of students with mild intellectual disability.
Sekundarne ključne besede: mentally handicapped;fairy tale;self-concept;duševno prizadeti;pravljica;samopodoba;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: 138 str.
ID: 10933243