magistrsko delo
Nina Šutić (Avtor), Vesna Geršak (Mentor)

Povzetek

Dandanes poznamo veliko učnih metod, ki jih učitelji lahko uporabijo za bolj razgiban pouk in njegovo popestritev. Ena od teh metod je tudi metoda ustvarjalnega giba, ki pozitivno vpliva na učenčevo dolgotrajno zapomnitev snovi, njegovo psihično in fizično počutje ter močno vez med sovrstniki in učiteljem. Pa vendar se zdi, da je ta metoda premalo razširjena med učitelji. Z magistrskim delom smo želeli ugotoviti, kako dobro je metoda ustvarjalnega giba poznana in uporabljena med učitelji v Sloveniji in Švici ter kakšne so razlike med njima. V teoretičnem delu naloge smo na začetku predstavili razvoj otrok s poudarkom na gibalnem razvoju, učne metode, celostno in izkustveno učenje, na koncu pa smo predstavili metodo ustvarjalnega giba. Poleg tega smo še na kratko zapisali analizo študijskega programa za učitelje razrednega pouka in učnih načrtov v Sloveniji in Švici ter naredili kratko primerjavo. V empiričnem delu smo se ukvarjali z analizo anketnih vprašalnikov, ki so jih izpolnili učitelji obeh držav. V raziskavi je sodelovalo 128 učiteljev, od tega jih 56 poučuje v Sloveniji in 72 v Švici. Vprašalnik je vseboval seznam trditev, ki so preverjale stališča učiteljev do ustvarjalnega giba, vprašanja odprtega in zaprtega tipa ter nekaj Likertovih lestvic. Poleg tega smo zbirali še nekaj osnovnih podatkov o anketirancih, da smo jih lahko med seboj primerjali. Z raziskavo smo želeli ugotoviti, kakšne so razlike v poznavanju in uporabi metode ustvarjalnega giba med učitelji razrednega pouka v Sloveniji in Švici. Rezultati raziskave so pokazali, da imajo učitelji iz Slovenije in Švice različne predstave o ustvarjalnem gibu. Prav tako je bilo možno zaznati, da švicarski učitelji vključujejo gib pogosteje v pouk kot slovenski učitelji, medtem ko so slovenski učitelji bolj nagnjeni k raznovrstni uporabi giba (giba ne uporabljajo samo za motivacijo, ampak tudi v obliki različnih didaktičnih iger, za ponavljanje, preverjanje znanja …). Rezultati so obenem pokazali, da so se učitelji obeh držav z ustvarjalnim gibom seznanili v času študija na fakulteti in v okviru lastnega izobraževanja preko literature. Ugotovili smo še, da prihaja do razlik med učitelji obeh držav v uporabi ustvarjalnega giba na vsakodnevni ravni pri različnih predmetih. Slovenski učitelji ga pogosteje uporabljajo pri poučevanju slovenščine, matematike, tujega jezika in naravoslovja, medtem ko ga švicarski učitelji pogosteje uporabijo pri družboslovju, glasbeni in likovni umetnosti, aktivnem odmoru in jutranjem krogu. Statistično pomembne razlike se niso pojavile pri razlogih, zakaj učitelji ustvarjalnega giba ne uporabljajo. Z raziskavo smo želeli narediti primerjavo med dvema državama in odpreti možnost za raziskovanje z učitelji iz tujine.

Ključne besede

ustvarjalni gib;razredni pouk;primerjava;Slovenija;Švica;razvoj otroka;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Šutić]
UDK: 373.3.046-021.64(043.2)
COBISS: 40443651 Povezava se bo odprla v novem oknu
Št. ogledov: 180
Št. prenosov: 29
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: Comparison of knowledge and creative movement application between primary teachers in Slovenia and Switzerland
Sekundarni povzetek: Nowadays, we know many teaching methods that teachers can use for a more varied lesson and its diversification. One of these methods is also the method of creative movement, which has a positive effect on the student's long-term memorization, his mental and physical well-being, and a strong bond between pupils and the teacher. Yet, it seems that this method is not widespread enough among teachers. With our master's thesis, we wanted to find out how well the method of creative movement is known and used among teachers in Slovenia and Switzerland, and what are the differences between them. In the theoretical part of the thesis, we presented the development of children with an emphasis on motor development, learning methods, and holistic and experiential learning, and in the end, we focus on the method of creative movement. Also, we briefly wrote an analysis of the study program for classroom teachers and curricula in Slovenia and Switzerland and made a brief comparison. In the empirical part, we dealt with the analysis of survey questionnaires completed by teachers from both countries. 128 teachers participated in the research, of which 56 teach in Slovenia and 72 in Switzerland. The questionnaire contained a list of statements that examined teachers’ attitudes toward creative movement, open-ended and closed-ended questions, and some Likert scales. Also, we collected some basic data about the respondents so that we could compare them with each other. With the research, we wanted to find out what are the differences in the knowledge and use of the method of creative movement between primary school teachers in Slovenia and Switzerland. The results of the research showed that teachers from Slovenia and Switzerland have different ideas about the creative movement. It was possible to detect that Swiss teachers include creative movement more often in teaching than Slovenian teachers. On the other hand, Slovenian teachers are more inclined to use creative movement in various ways (they use movement not only for motivation but also in the form of various didactic games, for repetition, checking knowledge …). The results showed as well that teachers from both countries became acquainted with the creative movement during their studies at the faculty and through reading the literature. We also found that there are differences between teachers in both countries in the everyday use of creative movement in different subjects. Slovenian teachers use it more often in teaching Slovene, mathematics, foreign languages and science, and on the other hand, Swiss teachers prefer to use it more often in social sciences, music and fine arts, active breaks and the morning circle. There were no statistically significant differences in the reasons why teachers do not use creative movement. With the research, we wanted to make a comparison between the two countries and open up the possibility of research with teachers from abroad.
Sekundarne ključne besede: motion;gibanje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Strani: XI, 162 str.
ID: 12212174