magistrsko delo
Maša Prelogar (Avtor), Igor Saksida (Mentor)

Povzetek

Knjige so nepogrešljiv del otroštva. Otrokom omogočajo potovanje v svet, ki je zanje resničen. Z branjem napredujejo in rastejo na različnih področjih razvoja – na čustvenem, moralnem, intelektualnem in na socialnem. Po drugi strani pa čedalje bolj prevladujejo mediji in se branju knjig namenja vedno manj časa. Branje je nenadomestljivo, vendar pa se moramo zavedati, da tudi dober film lahko da otroku bogato življenjsko izkušnjo. Znano je, da smo ob gledanju televizije pasivni in da je naša zavest oslabljena. Učinki branja in gledanja televizije so zelo malo raziskani. Želela sem izvedeti, ali je vizualno podprta pripoved smiselna za uporabo v razredu pri pouku književnosti, zato sem naredila primerjavo doživljanja in pomnjenja med gledalci filma Matilda in bralci knjige Matilda. V raziskavi je sodelovalo 20 učencev 5. razreda osnovne šole iz okolice Ljubljane, in sicer 10 učencev, ki so brali samo knjigo Matilda, in 10 učencev, ki so gledali samo film Matilda. Za raziskovalno metodo sem uporabila intervju, v sklopu katerega so učenci odgovarjali na vprašanja. Njihove odgovore sem si zapisovala; odgovore in odzive sem predstavila v preglednicah. Izsledki kažejo, da vizualno podprta pripoved, čeprav živimo v elektronski dobi, ne vpliva na boljšo zapomnitev in bolj doživeto doživljanje vsebine kot knjiga, vsekakor pa je lahko dobra popestritev pri književnem pouku.

Ključne besede

knjiga Matilda;vizualno podprta pripoved;film Matilda;primerjava doživljanja in odzivanja bralcev in gledalcev;pouk književnosti;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Prelogar]
UDK: 82-93(043.2)
COBISS: 12215113 Povezava se bo odprla v novem oknu
Št. ogledov: 304
Št. prenosov: 46
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: Comparing the experiencing of the book and the film Matilda at 5th grade pupils
Sekundarni povzetek: Books are a vital part of everyone's childhood. They enable children travelling into the world which is real for them. Reading gives them a chance to move forward and grow on different spheres of their development – emotional, moral, intellectual and social. Next to this, lately more prevailing, is the media and there is less time devoted to reading. Reading is irreplaceable, but we have to be aware that also a good film can be a very rich life experience. It is known that when watching television, one becomes inactive and that our conscience is inattentive. The effects of reading and watching television have not been well researched yet. I wanted to find out if the visually supported narrative can be used in classroom during the literature lesson. For that reason I decided to make a comparison of experiencing and memorising between the television viewers of film Matilda and the readers of book Matilda. This research was done with 20 pupils of Primary School, 5th grade, from the vicinity of Ljubljana. 10 of those pupils only read the book Matilda and 10 pupils only watched the film Matilda. The research method was an interview, for the pupils who answered specific questions. I wrote down their answers and later presented these answers and other responses in charts. The results show that even though we live in electronic era, the visually supported narrative does not influence memorising and experiencing of the content in a more positive way than just reading the book. However, it can be an interesting bonus to make a literature lesson more interesting.
Sekundarne ključne besede: reading;primary education;branje;osnovnošolski pouk;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 104 str.
ID: 10990585