magistrsko delo
Povzetek
Branje je ena izmed osrednjih dejavnosti učenja v prvih letih izobraževanja. Predstavlja pomembno sredstvo, s pomočjo katerega učenci dosegajo nove učne dosežke, se izobražujejo in s tem vstopajo v svet funkcionalne pismenosti. Prav pri učenju je način branja in njegovo razumevanje tako pomembno, saj velik del informacij dobimo prav z branjem. Ključ do uspešnega bralnega razumevanja je poznavanje pomena besed, ki omogoča, da bralec kar prebere tudi razume. Neznane besede pa z vedno več branja dobivajo svoje pomene. Za lažjo zapomnitev pa je potrebno informacije in podatke v besedilu razumeti in znati ločiti bistvene od nebistvenih. Tako si nekatere podatke zapomnimo, drugi pa nam te le podrobneje opisujejo. V teoretičnem delu so predstavljeni pogoji za uspešno branje in dejavniki, ki vplivajo nanj. V sklopu razumevanja branja smo se podrobneje osredotočili na strategije, ki pripomorejo k ustreznemu prepoznavanju podatkov v besedilu. V empiričnem delu smo za raziskavo uporabili deskriptivno in kavzalno neeksperimentalno metodo empiričnega pedagoškega raziskovanja. Podatki so bili zbrani s pomočjo neumetnostnega besedila, v katerem so učenci 4. in 5. razredov med branjem prepoznavali neznane besede, bistvene podatke (makrostrukture) in pomembne podrobnosti (mikrostrukture). Te smo med seboj primerjali glede na razred in spol. Zbrali smo tudi podatke o hitrosti branja besedila. Rezultate smo obdelali na nivoju deskriptivne statistike in jih prikazali s pomočjo tabel.
Ključne besede
magistrska dela;bralno razumevanje;neznane besede;makrostruktura;mikrostruktura;neumetnostno besedilo;hitrost branja;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2017 |
Tipologija: |
2.09 - Magistrsko delo |
Organizacija: |
UM PEF - Pedagoška fakulteta |
Založnik: |
[B. Strelec] |
UDK: |
028.1(043.2) |
COBISS: |
23463944
|
Št. ogledov: |
1191 |
Št. prenosov: |
113 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
Detection of unknown words, macrostructure and microstructure in non-fiction texts |
Sekundarni povzetek: |
Reading is one of the main learning activities in the early years of education. It represents an important tool through which students achieve new learning achievements, are educating and entering the world of functional literacy. Reading and its understanding is important part of learning, because a large part of the information is obtained just by reading. The key to successful reading comprehension is the knowledge of the meaning of words that enables the reader to read and understand as well. Unknown words are gaining their meaning by reading more and more. In order to make it easier to remember, the information and facts in the text need to be understood and able to distinguish the essentials from the non-essential. This is how we remember some information, while others describe them in more detail. The theoretical part presents the terms for successful reading and the factors that influence it. Within reading comprehension, we focused more closely on strategies that contribute to the proper identification of facts in the text. In the empirical part, the descriptive and causally non-experimental method of empirical pedagogical research was used for the research. The facts were gathered by means of a non-textual text in which students of the 4th and 5th grades identified the unknown words, essential facts (macrostructure) and important details (microstructure) during reading. We compared each other according to class and gender. We also collected information about reading speed. The results were processed at the level of descriptive statistics and displayed using tables. |
Sekundarne ključne besede: |
master theses;reading comprehension;unknown words;macrostructure;microstructure;non-textual text;reading speed; |
URN: |
URN:SI:UM: |
Vrsta dela (COBISS): |
Magistrsko delo/naloga |
Komentar na gradivo: |
Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk |
Strani: |
76 f., [1] f. pril. |
ID: |
10866790 |