diplomsko delo
Tonja Krevh (Avtor), Marija Ropič (Mentor)

Povzetek

Namen mojega dela je ugotoviti in predstaviti načine učenja branja in pisanja, ki se jih uporabljajo vzgojiteljice in učiteljice v prvi triadi devetletne osnovne šole. Zanimalo me je predvsem, kdo po mnenju učiteljic in vzgojiteljic največ prispeva k uspešnemu opismenjevanju otrok, katera dejavnost priprave na opismenjevanje je najučinkovitejša, kako učiteljice in vzgojiteljice motivirajo otroke in kako spodbujajo njihovo zanimanje za branje in pisanje ter kako vpliva na mnenje vzgojiteljic in učiteljic njihova izobrazba. Želela sem izvedeti, katere metode so po mnenju učiteljic in vzgojiteljic najprimernejše za poučevanje branja in pisanja, kako pogosto učiteljice oziroma vzgojiteljice berejo otrokom in kaj po mnenju učiteljic in vzgojiteljic zavira razvoj opismenjevanja oziroma kaj povzroča otroku največje težave pri opismenjevanju. Da bi prišla do rezultatov in ugotovitev, sem trenutno stanje preverila z vprašalnikom na osnovnih šolah po Koroškem. V raziskovalni vzorec so bile zajete vzgojiteljice prvih razredov in učiteljice prve triade dvaindvajsetih osnovnih šol Koroške regije. Rezultati ankete so odgovorili na vprašanja, ki so se mi zastavljala. Rezultati so pokazali, da po mnenju vzgojiteljic največ k uspešnemu opismenjevanju prispevata učiteljica in vzgojiteljica skupaj. Učiteljice menijo, da največ prispevajo starši. Vzgojiteljice menijo, da sta najpomembnejši dejavnosti priprave na opismenjevanje govorna ustvarjalnost in poslušanje. Učiteljice menijo podobno, le da je po njihovem mnenju pomemben tudi sproščen govor. V odgovorih na vprašanje o motivaciji vzgojiteljice in učiteljice menijo, da je najbolje motivirati in spodbujati otrokovo zanimanje za branje in pisanje tako, da jim veliko pripoveduješ. Najučinkovitejša metoda za učenje branja in pisanja je po mnenju vzgojiteljic metoda igre, učiteljice pa menijo, da je najučinkovitejša metoda pripovedovanje. Raziskava je pokazala, da vzgojiteljice berejo otrokom nekajkrat na teden, učiteljice pa vsak dan. Mnenja glede zaviranja razvoja opismenjevanja so s strani učiteljic in vzgojiteljic zelo podobna. Večina jih meni, da sta za to kriva nestimulativno okolje in slaba grafomotorika.

Ključne besede

razredni pouk;opismenjevanje;Koroška;osnovne šole;vzgojiteljice;učiteljice;mnenja;poslušanje;pisanje;branje;diplomska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Izvor: Maribor
Tipologija: 2.11 - Diplomsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [T. Krevh]
UDK: 37(043.2)
COBISS: 17000712 Povezava se bo odprla v novem oknu
Št. ogledov: 3813
Št. prenosov: 350
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: PRIMARY SCHOOL AND KINDERGARTEN TEACHERS OPINION ABOUT THE LITERACY OF PUPILS IN PRIMARY SCHOOLS FROM KOROŠKA
Sekundarni povzetek: The purpose of my thesis is to establish and present the learning methods of reading and writing, used by educators and teachers in the first triad of the nine-year primary school. The main emphasis of my research lies within the following questions: who, according to educators and teachers, contributes the most to a successful literacy of pupils; which activity of preparation for literacy is the most effective; in what ways teachers and educators motivate pupils and stimulate their interest in reading and writing; and how the teachers' and educators' opinion is affected by their level of education. The additional questions of the research are: which methods, according to teachers and educators, are most suitable for teaching reading and writing; how often teachers and educators read to pupils; and what, according to their oppinion, impedes the development of literacy, i. e. what obstacles are the hardest to pass for pupils. The current state at primary schools in Koroska region was examined through my questionnaire. The research pattern included educators of the first grades and teachers of the first triad from twenty-two primary schools in Koroska region. The results showed that in educators' opinion the coworking of teachers and educators is essential for a successful literacy, while in teachers' opinion the role of parents is the most significant factor. Educators believe that the most important activities of preparation for literacy are speech creativity and listening. Teachers agree but also emphasize the importance of unimpeded speech. Regarding motivation, they agree that the best way to motivate and stimulate pupils' interest in reading and writing is regular narration. According to educators, the best method for learning reading and writing is playing, while according to educators it is narration. The research also showed that educators read to pupils a few times a week, while teachers do it on a daily basis. The beliefs of educators and teachers regarding obstacles in the literacy process are similar - most of them blame unstimulative environment and low graphomotor skills.
Sekundarne ključne besede: literacy;methods of literacy;listening;writing;reading;
URN: URN:SI:UM:
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani: 66 f., [3] f. pril.
Ključne besede (UDK): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 17893