magistrsko delo
Nina Potrč (Avtor), Tomaž Petek (Mentor)

Povzetek

V magistrskem delu smo podrobneje raziskovali nove naloge po obravnavanem umetnostnem besedilu pri pouku književnosti in njihovo diferenciacijo v 1. vzgojno-izobraževalnem obdobju. Nove naloge sodijo v zadnjo, sklepno fazo šolske interpretacije komunikacijskega pouka književnosti, ki v središče postavlja učenca in besedilo. Učitelj prevzame vlogo spodbujevalca in usmerjevalca, njegova naloga pa je, da učencem omogoči vstop v svet domišljije in s tem razvijanje ustvarjalnosti in besedne ustvarjalne sposobnosti. To doseže z oblikovanjem več raznovrstnih, zanimivih, zabavnih in ustvarjalnih novih nalog, ki omogočajo različne oblike dela in učencem ponujajo možnost izbire. Ker se med učenci vselej pojavljajo razlike v znanju, spretnostih, potrebah in interesu, je tudi pri književnem pouku ključnega pomena diferenciacija novih nalog, tj. oblikovanje na različnih zahtevnostnih ravneh, kar učitelji pripravijo v naprej, saj le uspešno diferencirane nove naloge omogočajo uspeh in napredek vseh učencev. V empiričnem delu smo raziskovali dajanje novih nalog in njihovo diferenciacijo učiteljev prvega triletja. Zbrali smo podatke s pomočjo vprašalnika, analize priprav in opazovanja književnosti v razredu, ki smo jih na koncu med seboj primerjali. Rezultati so pokazali, da učitelji v povprečju pripravijo okoli 3 naloge po obravnavanem delu in da se največ poslužujejo nalog razvijanja imaginacije, domišljijske aktivnosti in nadaljevanja. Skoraj ¾ učiteljev nove naloge uspešno diferencira v pripravi, medtem ko jih le malo več kot polovica diferenciacijo tudi uspešno izvede. Ugotovili smo tudi, da je večina novih nalog oblikovanih na ravni uporabe in sinteze. Pokazalo se je, da ni statistično pomembnih razlik med učitelji v dajanju nalog glede na delovno dobo. S pomočjo rezultatov smo dobili vpogled v trenutno stanje dajanja novih nalog in njihove diferenciacije v 1. vzgojno-izobraževalnem obdobju, kar nam je omogočilo oblikovanje modela za načrtovanje, pripravo in izvedbo novih nalog v sklopu obravnave književnega besedila, da bodo nove naloge na različnih zahtevnostnih ravneh ustrezneje načrtovane in izvedene.

Ključne besede

pouk književnosti;ustvarjalnost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Potrč]
UDK: 373.3(043.2)
COBISS: 11963209 Povezava se bo odprla v novem oknu
Št. ogledov: 607
Št. prenosov: 128
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: New primary school teachers' literature tasks and their differentiation in the first triad
Sekundarni povzetek: In this master dissertation we explored in detail the new literature tasks accompanying the discussion of literary texts in literature classes, together with their differentiation in the first triad. The new literature tasks belong to the last, concluding phase of educational interpreting in the communicative approach to literature teaching. The latter centers around the student and the text. The teacher assumes the role of a facilitator whose duty is to make it possible for pupils to enter the world of imagination, thereby fostering the development of their creativity and linguistic proficiency. This is achieved through the creation of several diverse, interesting, fun and creative new literature tasks that allow for many different forms of classwork and offer pupils a great deal of choice. Since differences in knowledge, skills, needs and interests always exist among pupils, the differentiation of tasks (i.e. their design with different levels of difficulty in advance of the class) is crucial in literature teaching too. Only sufficiently differentiated new literature tasks allow all pupils to progress and succeed. In the empirical part we explored the new literature tasks and their differentiation by teachers of the first triad. The data was obtained from a questionnaire, an analysis of teachers’ preparations, and from an observation of a literature class. The results from comparing these three data sources show that teachers on average prepare around three assignments for a literary work used in class. The tasks that are most often used are those of developing imagination, imaginative activity and the continuation. Almost three-fourths of teachers are successful at differentiating the new literature tasks when preparing for the class, however, only slightly more than half of them are also successful at executing the differentiation. While most of the new literature tasks are designed at the level of the use and synthesis, there are no statistically significant differences among teachers in the assignment of tasks relative to their length of service. With the help of the empirical analysis, we obtained an insight into the current state of the new literature tasks and their differentiation in the first triad. This in turn made it possible for us to develop a model for the planning, preparation and execution of the new literature tasks as part of a literary text discussion, in the hope that the new literature tasks with different levels of difficulty would be more appropriately planned and executed.
Sekundarne ključne besede: teacher;primary education;učitelj;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Strani: 70 str.
ID: 10921697