magistrsko delo
Anja Seliškar (Avtor), Stojan Kostanjevec (Mentor)

Povzetek

Prenašanje nečesa iz roda v rod in ustalitev tega v življenju neke skupnosti, lahko opredelimo kot tradicionalnost. Živimo v svetu, kjer so dnevno prisotne migracije, ki tako v Sloveniji kot drugih državah vplivajo na družbeno raznolikost. Sprejetje različnih kultur, običajev, jezikov, jedi itd. je V Sloveniji vplivalo na odprtje različnih restavracij s tradicionalno hrano drugih narodov. V delu se osredotočim na jedi in kuhinje petih držav, ki jih lahko najdemo v Sloveniji: Bosne in Hercegovine, Indije, Kitajske, Mehike in Nigerije. V osnovnošolskem predmetniku se tradicionalne jedi drugih narodov pri rednih predmetih ne obravnavajo. V empiričnem delu naloge sem ugotavljala poznavanje in odnos učencev do tradicionalnih jedi drugih narodov. Podatke sem pridobila z vprašalnikom za učence, analizo učnih načrtov in učbenikov za osnovno šolo ter intervjuji z učitelji. V raziskavi so sodelovali 203 učenci od šestega do devetega razreda ter 12 učiteljev predmeta Gospodinjstvo in izbirnega predmeta Načini prehranjevanja. Raziskovala sem, ali obstaja razlika v poznavanju tradicionalnih jedi drugih narodov med učenci in učenkami ter njihov odnos do teh vsebin. Ugotavljala sem, pri katerih predmetih obravnavajo vsebine o tradicionalnih jedeh drugih narodov, kako učitelji obravnavajo vsebine tradicionalnih jedi drugih narodov in kakšen je njihov odnos do omenjenih vsebin. Rezultati raziskave so pokazali, da učenci najbolje poznajo mehiške tradicionalne jedi, najmanj pa nigerijske. Poznavanje najznačilnejših tradicionalnih jedi drugih držav (Bosna in Hercegovina, Indija, Kitajska in Mehika) je dobro, razen tradicionalnih jedi Nigerije. Slabše je poznavanje tistih tradicionalnih jedi, ki so v Sloveniji manj prisotne. Odnos učencev do tradicionalnih jedi drugih narodov je pozitiven, saj so pripravljeni pokusiti tudi njim nepoznane jedi. Poleg tega jih radi jedo, zdijo se jim okusne in si želijo, da bi o njih vedeli več. Vsebine, povezane s tradicionalnimi jedmi drugih narodov, lahko v učnih načrtih in učbenikih za osnovno šolo zasledimo pri izbirnem predmetu Načini prehranjevanja. Vsebine o tradicionalnih jedeh drugih narodov učitelji obravnavajo pri predmetih Gospodinjstvo in Načini prehranjevanja, nekateri le teoretično, drugi tudi praktično. Učitelji imajo pozitiven odnos do vsebin o tradicionalnih jedeh drugih narodov, kar se kaže kot prilagajanje in dopustitev izbire obravnavanja tradicionalnih kuhinj drugih narodov učencem. Smiselno bi bilo, da bi vsebine o tradicionalnih jedeh drugih narodov vključili v program rednega predmeta Gospodinjstvo, česar zdaj ne predvideva. Pomembno je, da bi učenci poznali kulturo drugih narodov, kamor uvrščamo tudi tradicionalne jedi. Pri obravnavi teh vsebin je pomembno tudi medpredmetno povezovanje, saj je vsebina lahko obravnavana z zgodovinskega, geografskega in drugih vidikov.

Ključne besede

tradicionalne jedi;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Seliškar]
UDK: 641.56(1/9)(043.2)
COBISS: 96193539 Povezava se bo odprla v novem oknu
Št. ogledov: 133
Št. prenosov: 16
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: Primary students' knowledge of and attitudes towards traditional foods of different nations
Sekundarni povzetek: The transmission of something from generation to generation and its stabilization in the life of a community can be defined as tradition. We live in a world where migrations are present on a daily basis, and these have affected social diversity in Slovenia as well as in other countries. Accepting different cultures, customs, languages, cuisines, etc. led, among other things, to the opening of various restaurants, with traditional food of other nations. In this work, I focus on the dishes and cuisines of five countries that can be found in Slovenia: Bosnia and Herzegovina, India, China, Mexico and Nigeria. Students, according to curriculum, should not encounter traditional dishes of other nations in regular classes and optional subjects. Therefore I have decided to research whether this is the case, and find out what is the knowledge and attitude of students towards traditional dishes of other nations. I collected the data through an online questionnaire for students, an analysis of curriculum and textbooks for elementary school, and interviews with teachers. 203 students from sixth to ninth grade and 12 teachers of Home Economics and the optional subject The Way of Nourishment from all over Slovenia took part in the survey. I researched if there is a difference in knowledge of traditional dishes of other nations between students and what attitude students have towards these contents. In addition, I wanted to find out in which subjects the discussion of traditional dishes of other nations is included and what is the way of dealing with the contents of traditional dishes of other nations by teachers and their attitude towards them. The results of the research showed that knowledge of the most typical traditional dishes of other countries (Bosnia and Herzegovina, India, China and Mexico) is good, except for traditional dishes of Nigeria. Knowledge is somehow worse towards those traditional dishes that are less known and present in Slovenia. The attitude of the students towards the traditional dishes of other nations is positive, as they are willing to try dishes, unknown to them. In addition, they love to eat traditional dishes of other nations, as they find them delicious, and want to know more about them. Content related to traditional dishes of other nations can be found in the curriculum and textbooks for the elective subject The Way of Nourishment. Contents about the traditional dishes of other nations are discussed by teachers in the subject of Home Economics and The Way of Nourishment. Some teachers discuss them only theoretically, others also practically. Teachers have a positive attitude towards content about traditional dishes of other nations, which manifests itself as adapting and allowing students to choose discussion contents of traditional cuisines of other nations. It would make sense to include contents of traditional dishes of other nations in the program of the regular subject Home Economics, which it does not anticipate at the moment. It is important that students know the culture of other nations, which also includes traditional dishes. Interdisciplinary integration is also important when dealing with these contents, as the contents can be considered from historical, geographical and other aspects.
Sekundarne ključne besede: Gospodinjstvo;Učenci;Bosansko-hercegovska kuhinja;Indijska kuhinja;Kitajska kuhinja;Mehiška kuhinja;Nigerijska kuhinja;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predmetno poučevanje
Strani: VII, 59 str.
ID: 14434885