diplomsko delo
Tjaša Lipovnik (Avtor), Marija Ropič (Mentor)

Povzetek

Pismenost je bila nekoč dejavnost določenih družbenih slojev in se je nanašala izključno na obvladanje branja in pisanja. V sodobnem svetu, moderni družbi, je postala eno temeljnih orodij za delovanje slehernega posameznika. Z različnimi oblikami pismenosti, kot so jutranje novice v časopisu, imena ulic, obvestila na cestah, branje in pisanje na delovnem mestu, šolah, skoraj ni mogoče preživeti dneva. Računalniki, televizorji, mobilni telefoni, bankomati, gospodinjski stroji ipd. so postali del našega vsakdanjika. Pomen pismenosti, tako za posameznika kot za družbo, nenehno narašča. Naloga nas, prihodnjih učiteljev, je pripraviti otroke na svet, ki teži k nenehnim spremembam in napredku. Otroci se naj razvijejo v enkratne vrstnike, prijatelje, mladostnike, sodelavce, starše in odlične intelektualce, ki jim funkcionalna pismenost ni tujka. V svoji diplomskem delu se bom dotaknila širokega pojma, ki je povezan z besedo branje. Osredotočila se bom na bralno učno strategijo VŽN: Kaj vem? Kaj želim izvedeti? Kaj sem se naučil? Na eni izmed osnovnih šol na Koroškem sem v tretjih razredih to strategijo preizkusila in preverila njeno učinkovitost. Eden izmed razredov je bil kontrolni razred (3. b), drugi pa eksperimentalni (3. a). Nobeden izmed razredov še ni obravnaval neumetnostnih besedil po bralni strategiji VŽN. Pri delu sem si pomagala z eksperimentalno in kavzalno ali ne eksperimentalno metodo pedagoškega raziskovanja. Po prvem preverjanju sem - skupaj z eksperimentalnim razredom - dva meseca, vsak četrtek drugo in tretjo šolsko uro, obravnavala različna neumetnostna besedila z že omenjeno metodo. Kontrolni razred te strategije pri svojem delu ni uporabljal. Po dveh mesecih sem ponovno izvedla preverjanje in rezultate obeh preverjanj vnesla v tabele.

Ključne besede

razredni pouk;branje;strategije;devetletka;osnovne šole;učinkovitost;bralna pismenost;razumevanje;učenje;opismenjevanje;diplomska dela;

Podatki

Jezik: Slovenski jezik
Leto izida:
Izvor: Dravograd
Tipologija: 2.11 - Diplomsko delo
Organizacija: UM PEF - Pedagoška fakulteta
Založnik: [T. Lipovnik]
UDK: 37(043.2)
COBISS: 18612744 Povezava se bo odprla v novem oknu
Št. ogledov: 3848
Št. prenosov: 367
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: THE USE EFFECTIVENESS OF THE COMPLEX READING STRATEGY KWL IN THE THIRD GRADE OF THE NINE-YEAR ELEMENTARY SCHOOL
Sekundarni povzetek: Literacy used to be a privilege of only certain social classes and was related solely to the mastery of reading and writing. In the modern world and in the contemporary society, literacy has evolved to one of the fundamental tools in the life of each individual. Without the different forms of literacy, such as morning news in the newspaper, names of the streets, information on roads and reading and writing in your workplace or school, it is almost impossible to spend the day. Computers, television, mobile phones, cash machines, household appliances have become a part of our everyday lives. The importance of literacy for both the individual and the society is constantly increasing. The task of us, the future teachers, is to prepare the children for life in a world that is subject to constant change and progress. Let the children develop in unique peers, friends, adolescents, colleagues, parents and great intelectuals to whom functional literacy is not a foreign word. In my diploma, I will touch upon the broad concept associated with the word reading. I will focus on the teaching reading strategy KWL: What do I know? What do I want to learn? What did I learn? In two 3rd grades at one of the elementary schools in Koroška I have tested the strategy and verified its effectiveness. One of the grades was the control grade (3. b) and the other was the experimental grade (3. a). None of the grades has yet discussed non-fiction texts according to the reading strategy KWL. During my work I used the experimental and the causal or non experimental methods of pedagogical research. After the first test I discussed different non-fiction texts in my experimental grade using the method mentioned above. The teaching took place during the second and third lessons every Thursday for a time period of two months. The control grade did not use this strategy during their lessons. After two months I repeated the test and represented the results of both tests in tables.
Sekundarne ključne besede: reading;reading literacy;the factors of reading performance;reading comprehension;teaching;reading strategies;complex teaching reading strategies;complex reading strategy KWL;literacy.;
URN: URN:SI:UM:
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Strani: 128 f.
Ključne besede (UDK): social sciences;družbene vede;education;vzgoja in izobraževanje;šolstvo;pouk;
ID: 19489