magistrsko delo
Povzetek
V magistrskem delu sem proučevala odnos med bralno pismenostjo in njenimi sestavinami ter bralno samopodobo učencev 6. razreda osnovne šole. Šestošolce sem izbrala zato, ker je poučevanje le-teh deloma tudi v pristojnosti razrednih učiteljev, poleg tega pa predvidevam, da imajo ti učenci že usvojeno tehniko branja z razumevanjem in dokaj stabilno bralno samopodobo. V teoretičnem delu sem prikazala pomen funkcionalne in drugih vrst pismenosti v sodobnem svetu, katerih temeljni element je bralna pismenost. Posebej sem predstavila bralno pismenost (dejavniki, razvoj, bralna pismenost v učnem načrtu, izsledki raziskav). V tem delu sem opredelila tudi pojem samopodobe, bralne samopodobe ter njenih sestavin (dojemanje lastne bralne zmožnosti, odnos do branja, zaznavanje težavnosti branja), poudarila sem pomen bralne samopodobe za bralne in učne dosežke. V empiričnem delu sem ugotavljala bralno pismenost in bralno samopodobo učencev 6. razreda, in sicer s testom bralne pismenosti za učence, ki sem ga sestavila za namen tega dela, ter z vprašalnikom bralne samopodobe Chapmana in Tunmerja. Ugotavljala sem, ali so rezultati učencev na testu bralne pismenosti povezani z njihovo bralno samopodobo in z njenimi sestavinami. Z rezultati raziskave sem dokazala, da sta bralna samopodoba in bralna pismenost učencev pozitivno povezani, da se najbolj uspešni in najmanj uspešni bralci razlikujejo v bralni samopodobi ter v vseh njenih sestavinah, še posebej v odnosu do branja. S tem sem opozorila na pomen spodbujanja otrokove pozitivne bralne samopodobe (s poudarkom na razvijanju pozitivnega odnosa do branja) v povezavi z razvijanjem spretnosti branja v šoli in doma.
Ključne besede
vprašalnik Chapmana in Tunmerja;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2017 |
Tipologija: |
2.09 - Magistrsko delo |
Organizacija: |
UL PEF - Pedagoška fakulteta |
Založnik: |
[K. Cegnar] |
UDK: |
028:373.3(043.2) |
COBISS: |
11653193
|
Št. ogledov: |
988 |
Št. prenosov: |
137 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
Reading literacy and reading self-concept of year 6 primary school students |
Sekundarni povzetek: |
In the present Master thesis, we research the relation between the reading literacy and its components and the reading self-concept in grade 6 elementary school students. Sixth grade students were chosen because they are partially taught by class teachers and because we assume that they are already familiar with the reading comprehension technique and have a more-or-less stable reading self-concept. In the theoretical part, we present the importance of functional literacy and of other types of literacy in the modern society, which are all built upon reading literacy. Special focus is given to the reading literacy (factors, development, reading literacy in the curriculum, research findings). We also define the notion of self-concept, reading self-concept and its components (perception of own reading competences, attitude towards reading, perception of reading difficulty) and underline the importance of reading self-concept for reading and learning achievements. In the empirical part of the Master thesis, we researched the reading literacy and reading self-concept of grade 6 students, using a reading literacy test prepared especially for this study and the Chapman and Tunmer questionnaire on reading self-concept. We wanted to see whether the students’ results on the reading literacy test are in any way related to their reading self-concept and its components. The results of the study show that there is a positive correlation between reading self-concept and reading literacy, and that the most and the least successful readers show different reading self-concept in all its aspects, but especially in their attitude to reading. The Master thesis aims to show the importance of encouraging positive self-concept in students (with a focus on developing a positive attitude towards reading) when developing reading competences in school and at home. |
Sekundarne ključne besede: |
literacy;primary school;pupil;pismenost;osnovna šola;učenec; |
Vrsta datoteke: |
application/pdf |
Vrsta dela (COBISS): |
Magistrsko delo/naloga |
Komentar na gradivo: |
Univ. v Ljubljani, Pedagoška fak. |
Strani: |
VII, 88 str. |
ID: |
10850358 |