Kako do pismenosti v prvem razredu osnovne šole?

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[M. Čufer]
UDK:	373.32.016:003(043.2)
COBISS:	9262409
Št. ogledov:	1531
Št. prenosov:	217
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	How to develope literacy in the first grade of primary school?
Sekundarni povzetek:	Reading has an important role in the process of schooling and well-developed reading ability is one of the key factors of the pupil’s learning efficiency. The first triad of primary school is based on the intensive development of reading ability. The goal of reading lessons is to develop an automated reading technique alongside with appropriate reading comprehension. Initial teaching literacy includes the entire first educational period. Pupils in the first and second grade systematically assimilate the reading and writing techniques, but in the third grade, the techniques are being revised and improved. It is important to know that the period from the child’s birth to the age of 8 or 9 is the most significant for the development of the literacy. There are big differences between the literacy development levels among the children at the beginning of their schooling, therefore the methods or the didactic approach are not the most appropriate for all children at the same time. On the other hand, motivation for learning how to read and write carries a remarkable meaning. The motivation is with most of the children in a high degree at the beginning, therefore it is really important for a teacher to maintain and stimulate the motivation with appropriate teaching contents and methods. The purpose of the research in my diploma was to evaluate the pupil’s pre-literacy skills at the beginning of their schooling by means of The evaluation scheme of reading ability. It was also used to observe the development of the pre-literacy ability with every individual, to find out the improvement of the individual and differentiated pre-literacy ability process at the end of the school year and to find out if the progress depends on the gender of a child. Therefore, the key was the path, which led me to the literacy. The research included 22 first grade pupils; 9 boys and 13 girls. The results show that pre-literacy ability of approximately two-thirds of children is already developed at the beginning of their schooling. The usage and the influence of the didactic principles of individualization and differentiation, the appropriate planning and performing of the pre-literacy activities showed the improvement with all children. At the end of the school year, there was less than a third of children (only one child), who were not ready for the teaching literacy. There were also pupils who could already read and write, but they improved their writing and reading techniques by individual and differentiated initial teaching literacy process. The improvement in a pre-literacy process really depends on the gender.
Sekundarne ključne besede:	pre-reading;pre-writing;individualized teaching;priprave na učenje branja;priprave na učenje pisanja;individualiziran pouk;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Strani:	175 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	How to develope literacy in the first grade of primary school?
Ključne besede (ePrints):	pismenost
Ključne besede (ePrints, sekundarni jezik):	literacy
Povzetek (ePrints):	Začetno opismenjevanje traja celotno prvo vzgojno-izobraževalno obdobje OŠ. V 1. in 2. razredu učenci sistematično usvajajo tehniko branja in pisanja, v 3. razredu pa ju utrjujejo in izboljšujejo. Učni načrt za slovenščino (2011) predvideva, da proces opismenjevanja poteka postopno, sistematično in individualno. Pomembno je zavedanje, da je obdobje od rojstva do 8./9. leta najpomembnejše v razvoju pismenosti in da so med otroki ob vstopu v šolo velike razlike v stopnji razvitosti porajajoče se pismenosti, zato nobena metoda/didaktični pristop ni najprimernejša/-i za vse učence. Učenci razvijajo zmožnosti branja in pisanja glede na razvite veščine, spretnosti, zmožnosti in predznanje branja/pisanja. Učni načrt prav tako predvideva, da učitelj v začetku šolskega leta ugotovi, kako dobro ima posameznik razvite sposobnosti in spretnosti, ki so potrebne za proces opismenjevanja ter na podlagi ugotovitev izdela individualni načrt za vsakega učenca. Namen diplomskga dela je bil s pomočjo Ocenjevalne sheme bralnih zmožnosti ugotoviti, katere predopismenjevalne zmožnosti imajo učenci razvite ob vstopu v osnovno šolo, spremljati individualni razvoj predopismenjevalnih zmožnosti pri posameznih učencih, ugotoviti napredek pri individualiziranem in diferenciranem procesu predopismenjevalnih zmožnosti učencev ob koncu šolskega leta ter ugotoviti, ali je napredek v individualiziranem in diferenciranem procesu predopismenjevanja odvisen od spola otroka. Na vzorcu 22 prvošolcev (9 dečkov in 13 deklic) so dobljeni rezultati pokazali, da ima skoraj dve tretjini otrok ob vstopu v osnovno šolo že razvite vse predopismenjevalne zmožnosti, da se je uresničevanje in vpliv didaktičnega načela individualizacije in diferenciacije ter ustrezno načrtovanje in izvajanje predopismenjevalnih dejavnosti pokazalo v napredku vseh učencev, da je bil ob koncu raziskave samo en otrok, ki ni bil priravljen na sistematično opismenjevanje, da so tudi učenci, ki so ob vstopu v šolo že brali/pisali, z individualiziraniem in diferenciranim procesom začetnega opismenjevanja izboljšali zmožnost branja/pisanja ter da je napredek v individualiziranem in diferenciranem procesu predopismenjevanja odvisen od spola.
Povzetek (ePrints, sekundarni jezik):	Reading has an important role in the process of schooling and well-developed reading ability is one of the key factors of the pupil’s learning efficiency. The first triad of primary school is based on the intensive development of reading ability. The goal of reading lessons is to develop an automated reading technique alongside with appropriate reading comprehension. Initial teaching literacy includes the entire first educational period. Pupils in the first and second grade systematically assimilate the reading and writing techniques, but in the third grade, the techniques are being revised and improved. It is important to know that the period from the child’s birth to the age of 8 or 9 is the most significant for the development of the literacy. There are big differences between the literacy development levels among the children at the beginning of their schooling, therefore the methods or the didactic approach are not the most appropriate for all children at the same time. On the other hand, motivation for learning how to read and write carries a remarkable meaning. The motivation is with most of the children in a high degree at the beginning, therefore it is really important for a teacher to maintain and stimulate the motivation with appropriate teaching contents and methods. The purpose of the research in my diploma was to evaluate the pupil’s pre-literacy skills at the beginning of their schooling by means of The evaluation scheme of reading ability. It was also used to observe the development of the pre-literacy ability with every individual, to find out the improvement of the individual and differentiated pre-literacy ability process at the end of the school year and to find out if the progress depends on the gender of a child. Therefore, the key was the path, which led me to the literacy. The research included 22 first grade pupils; 9 boys and 13 girls. The results show that pre-literacy ability of approximately two-thirds of children is already developed at the beginning of their schooling. The usage and the influence of the didactic principles of individualization and differentiation, the appropriate planning and performing of the pre-literacy activities showed the improvement with all children. At the end of the school year, there was less than a third of children (only one child), who were not ready for the teaching literacy. There were also pupils who could already read and write, but they improved their writing and reading techniques by individual and differentiated initial teaching literacy process. The improvement in a pre-literacy process really depends on the gender.
Ključne besede (ePrints, sekundarni jezik):	literacy
ID:	8310363