Strateško učenje pri dijakinji s specifičnimi učnimi težavami

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[S. Lončar]
UDK:	376:37.091.3(043.2)
COBISS:	8902473
Št. ogledov:	919
Št. prenosov:	158
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Strategic instruction for a secondary school student with learning disabilities
Sekundarni povzetek:	Adolescents with learning disabilities are at leaving primary school and entering secondary school faced with increased autonomy expectations, mainly mastering the basic learning skills and their effective use at acquiring new subject material. However, because of their learning disabilities in the learning, social, cognitive and motivational areas, they often do not manage to reach the increased autonomy expectations. Firstly, at the beginning of my diploma I introduced the results of studies made with successful adults with learning disabilities, or the key goals set for the teachers to reach. Moreover, I listed demands of the secondary school and the characteristics of adolescents with learning disabilities which we have to know to be able to understand the students. Secondly, to be able to offer effective help teachers need to know the disabilities as well as teaching methods and strategies which are appropriate for these students. The progress of students will be more significant, if the teachers consider the principles of strategic teaching, characteristics of good learning strategies and the approaches for achieving better independence. Thirdly, in the empirical part of my diploma I managed to establish the learning style of a second-year student attending grammar school and carried out a training which included the above mentioned principles and approaches. The training covers the areas of controlling or organizing time, concentration, memorising and testing the knowledge. To continue with, considering the criteria, learning style of the student and her specific needs, I formed effective learning strategies. Furthermore, the goal of the empirical part was to determine whether the training of appropriate learning strategies, encouragement of adequate organizational strategies and the training of attentiveness, have positive effects on the student’s weak areas of learning. To sum up, the results (at the end of the training) showed that mastering the learning style and the appropriate use of learning strategies have positive effects on better memorizing and student’s greater independence at learning. After considering the useful instructions for better focus and using the effective learning strategies, there was a progress at concentrating as well. Also, the student got aware of the importance to start learning in time and to reduce the frequency of cramming.
Sekundarne ključne besede:	learning difficulty;learning strategy;učne težave;strategija učenja;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	102 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Strategic instruction for a secondary school student with learning disabilities
Ključne besede (ePrints):	specifične učne težave
Ključne besede (ePrints, sekundarni jezik):	learning disabilities
Povzetek (ePrints):	Mladostniki s specifičnimi učnimi težavami se ob prehodu iz osnovne šole v srednjo soočajo s povečanimi zahtevami glede obvladovanja osnovnih šolskih veščin ter učinkovite uporabe le- teh za pridobivanje nove učne snovi. Zaradi specifičnih primanjkljajev na učnem, socialnem, kognitivnem in motivacijskem področju pogosto niso kos zahtevam po povečani samostojnosti. Na začetku diplomske naloge sem predstavila, kaj razkrivajo proučevanja uspešnih odraslih s specifičnimi učnimi težavami ter iz tega izhajajoča spoznanja oz. ključne cilje, h katerim naj bi učitelji stremeli. V nadaljevanju navajam zahteve srednje šole in značilnosti mladostnikov s specifičnimi učnimi težavami, ki jih je potrebno poznati, če jih želimo razumeti. Za učinkovito pomoč pa morajo biti učitelji seznanjeni ne le s težavami, temveč tudi z načini poučevanja, ki so za te mladostnike primerni. Napredek dijakov bo večji, če učitelji upoštevajo principe strateškega poučevanja, značilnosti dobrih učnih strategij ter pristope za doseganje večje neodvisnosti. V empiričnem delu diplomskega dela sem ugotavljala učni stil dijakinje drugega letnika gimnazije ter izvedla trening, v katerega sem vključila prej navedene principe ter pristope. Trening je pokrival področja obvladovanja oz. organizacije časa, koncentracije in pomnjenja ter preverjanja znanja. Po kriterijih, ki opredeljujejo učinkovite učne strategije sem oblikovala le-te, pri tem pa sem upoštevala še učni stil dijakinje ter njene specifične potrebe. Cilj empiričnega dela je bil ugotoviti, ali trening v katerega je vključeno učenje ustreznih učnih strategij, spodbujanje ustreznih organizacijskih strategij ter trening pozornosti pozitivno vpliva na šibka področja dijakinje pri učenju. Rezultati (ob koncu treninga) so pokazali, da poznavanje učnega stila ter ustrezna uporaba učnih strategij pripomore k boljšemu pomnjenju snovi in samostojnejšemu učenju dijakinje. Ob upoštevanju koristnih napotkov za boljšo zbranost ter ob uporabi učinkovitih strategij učenja, se je pokazal napredek tudi na področju koncentracije. Dijakinja se je začela zavedati tudi pomena pravočasnega učenja ter zmanjšala pogostost »kampanjskega« učenja.
Povzetek (ePrints, sekundarni jezik):	Adolescents with learning disabilities are at leaving primary school and entering secondary school faced with increased autonomy expectations, mainly mastering the basic learning skills and their effective use at acquiring new subject material. However, because of their learning disabilities in the learning, social, cognitive and motivational areas, they often do not manage to reach the increased autonomy expectations. Firstly, at the beginning of my diploma I introduced the results of studies made with successful adults with learning disabilities, or the key goals set for the teachers to reach. Moreover, I listed demands of the secondary school and the characteristics of adolescents with learning disabilities which we have to know to be able to understand the students. Secondly, to be able to offer effective help teachers need to know the disabilities as well as teaching methods and strategies which are appropriate for these students. The progress of students will be more significant, if the teachers consider the principles of strategic teaching, characteristics of good learning strategies and the approaches for achieving better independence. Thirdly, in the empirical part of my diploma I managed to establish the learning style of a second-year student attending grammar school and carried out a training which included the above mentioned principles and approaches. The training covers the areas of controlling or organizing time, concentration, memorising and testing the knowledge. To continue with, considering the criteria, learning style of the student and her specific needs, I formed effective learning strategies. Furthermore, the goal of the empirical part was to determine whether the training of appropriate learning strategies, encouragement of adequate organizational strategies and the training of attentiveness, have positive effects on the student’s weak areas of learning. To sum up, the results (at the end of the training) showed that mastering the learning style and the appropriate use of learning strategies have positive effects on better memorizing and student’s greater independence at learning. After considering the useful instructions for better focus and using the effective learning strategies, there was a progress at concentrating as well. Also, the student got aware of the importance to start learning in time and to reduce the frequency of cramming.
Ključne besede (ePrints, sekundarni jezik):	learning disabilities
ID:	8308007