magistrsko delo
Ana Kimovec (Avtor), Lara Godec Soršak (Mentor), Alenka Rot Vrhovec (Komentor)

Povzetek

Pouk na prostem postaja vedno bolj prepoznaven kot pomemben in potreben način poučevanja v sodobnem učnem kontekstu. Številni strokovnjaki izpostavljajo pomen vključevanja gibanja in bivanja na svežem zraku v učnem procesu, saj raziskave kažejo, da dandanes učenci veliko časa preživijo v zaprtih prostorih, način življenja pa je postal sedentaren. Vse to vpliva na splošno izgubo telesne zmogljivosti učencev, zdravje in ne nazadnje tudi na slabši učni uspeh. Dokazano je, da ima pouk na prostem številne pozitivne učinke na vzgojno-izobraževalni proces in psihofizični razvoj učencev. V učni proces vnaša izkustveno in celostno učenje, problemsko učenje in učenje z raziskovanjem. Kljub številnim pozitivnim vplivom, ki jih ima tovrstni pouk na učence, učitelji na prostem največkrat izvajajo predmet spoznavanje okolja, manj pogosto pa pouk slovenščine. Učni načrt za slovenščino sicer pouka na prostem ne opredeljuje posebej, poudarja pa medpredmetno povezovanje in pridobivanje znanja ob aktivnih oblikah učenja, tj. sodelovalnem učenju, problemskem učenju in učenju z odkrivanjem. Strokovnjaki še posebej v 1. vzgojno-izobraževalnem obdobju (v nadaljevanju VIO) priporočajo didaktično igro in razne oblike sodelovalnega učenja (Učni načrt slovenščina, 2018), katerih uresničevanje omogoča tudi pouk na prostem. Da učitelji redko izvajajo pouk slovenščine na prostem, dokazuje število raziskav, opravljenih na področju poučevanja slovenščine na prostem, v primerjavi z drugimi predmetnimi področji. Pri pregledovanju strokovne literature in raziskav namreč nisem zasledila nobene, ki bi bila opravljena na področju slovenščine in učenja na prostem. To spoznanje me je spodbudilo k raziskovanju jezikovnega pouka v nestandardni učilnici, tj. učilnici na prostem. V magistrskem delu sem s kvantitativno in kvalitativno raziskavo ugotavljala, kako je mogoče pouk slovenskega jezika izvajati na prostem, izven učilnice in v kolikšni meri je tak način poučevanja razširjen med učitelji razrednega pouka v Sloveniji. Izvedla sem spletno anketo med učitelji, ki poučujejo v 1. VIO, intervju z učenci in intervju z učiteljico iz Središča za naravno učenje Samorog (v nadaljevanju gozdne šole). Nato sem izvedla šest učnih ur slovenskega jezika na prostem in eno od teh ur izvedla še v učilnici, da bi primerjala kakovost izvajanja dejavnosti pisanja v učilnici in na prostem. Rezultati raziskave so pokazali, da so slovenski učitelji naklonjeni konceptu gozdne pedagogike in poučevanju na prostem; to dokazuje visok delež učiteljev, ki na prostem izvajajo jezikovni pouk. Interes za učenje na prostem so izkazali tudi učenci. Raziskava je prav tako pokazala, katere prednosti in izzive poučevanja slovenskega jezika na prostem prepoznavajo učitelji, ki poučujejo v 1. VIO. Ugotavljam, da je na prostem z določenimi prilagoditvami mogoče uresničevati večino jezikovnih ciljev iz učnega načrta za slovenščino in jezikovnih dejavnosti. Dejavnost pisanja na prostem pa se je v raziskavi pokazala kot težje izvedljiva. Z raziskavo želim poudariti, da je jezikovni pouk na prostem učinkovit sodoben pristop k poučevanju, ki lahko nadgradi pouk v klasični učilnici. Čeprav s takim pristopom učitelji ne morejo kakovostno uresničevati dejavnosti pisanja, jim število ur slovenščine omogoča, da del ur prilagodijo in izvedejo na prostem. Ena od možnosti za kakovostno izvajanje dejavnosti pisanja na prostem je preureditev dela šolskega igrišča v zunanjo učilnico, učilnico na prostem, ki vsebuje klopi in mize. Z magistrskim delom želim spodbuditi učitelje razrednega pouka, ki poučujejo v 1. VIO, da bi spoznali prednosti in možnosti poučevanja slovenskega jezika na prostem, se o takem načinu poučevanja dodatno izobraževali in ga tudi pogosteje uresničevali.

Ključne besede

gozdna šola;aktivne oblike učenja;1. vzgojno-izobraževalno obdobje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Kimovec]
UDK: 373.3(043.2)
COBISS: 123893763 Povezava se bo odprla v novem oknu
Št. ogledov: 0
Št. prenosov: 0
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: Outdoor Slovenian language teaching in the 1st educational period
Sekundarni povzetek: Outdoor education is becoming recognized as an important and necessary way of educating in a contemporary learning context. Many experts highlight the importance of including movement and being in the fresh air during the learning process, as research shows that today's students spend a lot of time indoors, and the lifestyle has become sedentary. All of this affects the general loss of students' physical capacity, health, and last but not least, poorer academic performance. It has been proven that outdoor lessons have many positive effects on the educational process and the psychophysical development of students. It introduces experimental and integrated learning, problem-based learning, and learning through research into the learning process. Despite the many positive effects that this type of teaching has on students, outdoor teachers most often teach the subject of environmental education (spoznavanje okolja...tle nisem zihr) and less often Slovenian lessons. The Slovenian syllabus does not specifically define outdoor lessons but emphasises cross-curricular integration and knowledge acquisition through active forms of learning, i.e. collaborative learning, problem-based learning, and discovery learning. Experts recommend didactic play and various forms of cooperative learning (syllabus Slovenian, 2018), especially in the 1st educational period, which can also be implemented by outdoor lessons. The fact that teachers rarely teach Slovene outdoors is proven by various pieces of research conducted in the field of teaching Slovene outdoors, compared to other subjects. While reviewing the professional literature and research, I did not find any that were done in the field of Slovenian and outdoor learning. This realisation prompted me to research language teaching in non-standard classrooms, i.e. outdoor classrooms. In my master's thesis, I used quantitative and qualitative research to find out how it is possible to teach the Slovenian language outdoors, outside of the classroom, and to what extent this method of teaching is widespread among primary school teachers in Slovenia. I compiled an online survey for teachers who teach in the 1st educational period, and an interview for a teacher from the Samorog National learning centre (hereinafter referred to as the forest school). Then, I conducted six lessons in the Slovenian language outdoors and conducted one hour of these lessons in the classroom to compare the quality of the implementation of writing activities in the classroom and outdoors. The results of the research showed that Slovenian teachers are in favour of the concept of forest pedagogy and outdoor teaching, as evidenced by the high proportion of teachers who conduct language lessons outdoors. Students also showed interest in learning outdoors. The research also showed which advantages and challenges the teaching of Slovene outdoors are recognised by teachers who teach in the 1st educational period. I find that most of the language goals from the syllabus and language activities can be achieved outdoors with certain adjustments. The activity of writing outdoors, however, was found to be more difficult to implement in the research. With the research, I want to emphasise that outdoor language lessons are an effective modern approach to teaching that can complement traditional classroom lessons. Although with such an approach, teachers cannot carry out writing activities in a high-quality way, the number of Slovene lessons allows them to adapt part of the lessons and carry them outdoors. One option for quality outdoor writing activities is to transform part of the school playground into an outdoor classroom that contains chairs and tables. With my master's thesis, I want to encourage RP teachers who teach in the first educational period to learn about the advantages and possibilities of teaching the Slovenian language outdoors, to get additional training on this method of teaching, and implement it more often.
Sekundarne ključne besede: Osnovnošolsko učenje in poučevanje;Slovenščina;Pouk na prostem;Univerzitetna in visokošolska dela;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji
Strani: viii, 90 str.
ID: 16642847