magistrsko delo
Patricija Žokalj (Avtor), Mateja Dagarin Fojkar (Mentor)

Povzetek

Ena najpomembnejših učiteljevih nalog je zadostiti raznolikim individualnim potrebam vsakega svojega učenca, da bi le-ta lahko dosegel svoj polni potencial. To je še posebej pomembno v tujejezikovnem razredu, kjer se učenci med seboj razlikujejo po stopnji predznanja in motivacije za učenje jezika, kulturnem ozadju, preteklih izkušnjah in spoznanjih ter učnih preferencah. Učne preference posameznika in njegov pristop k reševanju nalog določajo njegov učni stil. Če se ta sklada z učiteljevim stilom poučevanja, lahko to vodi do dobrih učnih dosežkov in medsebojnega zadovoljstva, medtem ko prevelik razkorak vodi v slabši uspeh, nemotiviranost, odklonilen odnos in slabo učno samopodobo. Pomembno je, da učitelj dobro spozna svoje učence in ugotovi, na kakšen način se najlažje učijo, zavedati pa se mora tudi lastnih preferenc in morebitne pristranskosti. Da zadosti raznolikim potrebam svojih učencev, mora v razredu uporabljati raznolika in kakovostna gradiva, vizualno podporo, multisenzorično predstavitev snovi ter učenje skozi kontekst in konkretne situacije. Svoje delo mora vseskozi evalvirati in po potrebi prilagajati. V magistrskem delu smo raziskovali, kakšna so stališča učiteljev angleščine v 4. in 5. razredu osnovne šole o teoriji učnih stilov in njeni uporabi pri poučevanju angleščine. Sestavili smo anketni vprašalnik, ki ga je rešilo 89 slovenskih učiteljev in učiteljic. Z njim smo izvedeli, kakšno je njihovo mnenje in poznavanje teorije učnih stilov, kako načrtujejo svoje delo, kako v razredu zadostijo učnim preferencam vseh svojih učencev ter kakšno učno gradivo in dejavnosti uporabljajo v razredu. Na podlagi odgovorov smo z vidika učnih stilov analizirali 6 najpogosteje uporabljenih učbenikov (3 za 4. razred in 3 za 5. razred), opravili pa smo tudi 5 polstrukturiranih intervjujev z učiteljicami angleščine v 4. in/ali 5. razredu ter tako dobili poglobljeni vpogled v način dela glede na različne učne stile učencev. Ugotovili smo, da večina sodelujočih učiteljev dobro pozna teorijo učnih stilov in svoj učni stil ter ocenjuje, da so učni stili pri poučevanju angleščine pomembni. O učnih stilih učencev razmišljajo tako v fazi načrtovanja pouka kot tudi med podajanjem snovi in preverjanjem ter ocenjevanjem znanja. Poznavanje učnih stilov učencev ni odvisno od izobrazbe, delovne dobe učiteljev ali števila oddelkov, v katerih poučujejo, se pa med učitelji z različno dolgo delovno dobo pojavljajo razlike v razmišljanju o učnih stilih učencev v fazi načrtovanja pouka ter v upoštevanju teorije učnih stilov pri načrtovanju preverjanja in ocenjevanja znanja pri angleščini. Skoraj vsi učitelji pri pouku uporabljajo učbenik in večina jih ocenjuje, da je v izbranem učbeniku najmanj zastopan kinestetični učni stil, kar je potrdila tudi analiza najpogosteje omenjenih učbenikov. Kljub temu se učitelji v vsaki učni uri trudijo zadostiti vsem učnim stilom, in sicer tako, da v pouk vključujejo raznolike aktivnosti, lastne ideje, diferenciacijo, gibanje in druge dejavnosti.

Ključne besede

stil poučevanja;poučevanje angleščine;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [P. Žokelj]
UDK: 811.111(043.2)
COBISS: 20988419 Povezava se bo odprla v novem oknu
Št. ogledov: 280
Št. prenosov: 44
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: Teachersʹ viewpoints on the learning styles theory use at teaching English to the fourth and the fifth graders
Sekundarni povzetek: One of the most important tasks a teacher has is to adapt to individual needs of each pupil in order to help them realize their full potential. The importance of adapting to pupils' needs becomes even more evident in foreign language classes, where the differences in the prior level of knowledge, motivation for learning a language, cultural background, previous experience and learning preferences are more pronounced. Learning style of each individual pupil is determined by their learning preferences and approach to solving tasks. When compatible teaching and learning styles are employed, it can lead to improved learning performance and mutual satisfaction, whereas a gap between learning and teaching styles, in most cases, results in poorer performance, lack of motivation, unfavourable attitude and negative learning self-perception. A teacher has to be well acquainted with the pupils to determine the preferable learning method, but also take into consideration personal learning and teaching preferences and possible biases. To satisfy the multitude of learning needs, the teacher must use varied and quality teaching materials, visual support, multi-sensory presentation of the subject, contextualize the subject matter and include concrete situations. Teacher’s performance must be self-monitored, evaluated and adapted if necessary. This master's thesis focuses on analysing the viewpoints of 4th and 5th grade teachers on the learning styles theory and its practical application in teaching English. 89 teachers took part in a survey in which we tried to establish their attitude and knowledge of the learning style theory, how they plan their lessons, how they comply with the pupils' needs and the type of materials and activities they prefer to use in class. Based on the results, we compiled a list of 6 most frequently used student's books (3 for the 4th grade and 3 for the 5th grade) and analyzed them. We also conducted 5 semi-structured interviews with 4th and 5th grade English teachers to get a more in-depth view of their work according to learning styles. We can conclude that most teachers have adequate knowledge of the learning styles theory, they are aware of their learning styles and believe that they play an important role in teaching English. Participants consider learning styles while planning lessons, during the lessons and during assessment. The level of knowledge of learning styles does not fluctuate with teachers' education, years of teaching or the number of classes a certain teacher teaches. The difference in attitude and considering learning styles while planning lessons and evaluating knowledge can be explained by the difference in years of teaching. The majority of participants use student's books in class and agree that the kinaesthetic learning style is the most underrepresented in used materials. This was also confirmed by the analysis of the previously mentioned student's books. Regardless of this, teachers try to incorporate all learning styles to satisfy the needs of all students by preparing various exercises, coming up with their own ideas, differentiation and including physical exercise and other activities.
Sekundarne ključne besede: English language;primary education;angleščina;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 z angleščino
Strani: 95 str.
ID: 11874267