Stališča učencev do različnih oblik učne pomoči v osnovni šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2012
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[S. Kesič]
UDK:	376:37.091.312(043.2)
COBISS:	9467209
Št. ogledov:	1007
Št. prenosov:	180
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Pupils attitudes to different forms of learning assistence in elementary school
Sekundarni povzetek:	Learning problems of the children in elementary school are as old as school. In elementary school professional workers daily encounter children who need intensive learning help because of their special needs. Beside that they also face the question how to organise learning help in order to be accepted by the children with learning problems and their classmates. If help is well received among the pupils they will prefer to attend it thus increasing the efficiency of learning help. Peers of the children with learning problems are also an important aspect when offering learning help. They can increase the effects of learning help by cooperating in offering help to their peers or decrease the effects by judging, rejecting and discriminating the pupils with learning help. If the latter sense that they are supported and well received by their peers who are positively oriented towards learning help, they will accept learning help unburdened and relaxed. In the research work I analysed what kind of attitude pupils with learning problems have towards different forms of learning help. I was also interested in their peers’ attitude towards learning help who do not receive it. Moreover I wanted to find out how pupils with learning problems feel around their peers who do not receive learning help. I compared the results with how the peers see the children with learning problems and if they are willing to help them with learning. I took a sample of 103 students from sixth to ninth grade. I chose three schools in an urban area. 51 pupils received learning help and 53 do not. In the research I used an attitude assessment questionnaire with assertions to which an interviewee responds with “I agree” or “I disagree”. The results have shown that pupils have a positive attitude towards learning help. Pupils who receive learning help believe that learning help assists them in getting good grades. They are also more self-assured in their learning abilities and are more successful with the subjects which are problematic. Their peers do not treat learning help as a privilege which they do not have. They understand why someone needs learning help and are aware that they do not need special adaptations. Pupils who do not need learning help have the same relationship with pupils who receive learning help as with everyone else. They consider them equal. They like to socialise with them, help them with learning and cooperate with them in teamwork. Also the pupils receiving learning help do not feel they are less popular because of learning help which is a good sign for the development of inclusive upbringing and education in our elementary schools.
Sekundarne ključne besede:	integration;backward child;learning difficulty;primary school;integracija;otrok s posebnimi potrebami;učne težave;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	107 f.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Pupils attitudes to different forms of learning assistence in elementary school
Ključne besede (ePrints):	učna pomoč
Ključne besede (ePrints, sekundarni jezik):	learning help
Povzetek (ePrints):	Učne težave otrok v osnovni šoli so stare toliko, kolikor je stara sama šola. V osnovni šoli se strokovni delavci vsak dan srečujejo z otroki, ki zaradi svojih posebnih potreb potrebujejo različno intenzivno učno pomoč. Poleg tega se srečujejo tudi z vprašanjem, kako organizirati učno pomoč, da bo ta za učence z učnimi težavami in njihove sošolce najbolj sprejemljiva. Če bo pomoč dobro sprejeta med učenci, se je bodo slednji raje udeleževali in s tem bo učna pomoč tudi bolj učinkovita. Pomemben vidik pri nudenja učne pomoči predstavljajo tudi vrstniki učencev z učnimi težavami. Ti lahko povečajo ali zmanjšajo učinke učne pomoči, s tem da sodelujejo kot pomočniki pri nudenju vrstniške pomoči ali pa na drugem bregu obsojajo, zavračajo in diskriminirajo učence, ki prejemajo učno pomoč. Če bodo učenci, ki prejemajo učno pomoč začutili, da jih sošolci sprejemajo, podpirajo in so pozitivno naravnani k učni pomoči, potem bodo tudi sami bolj sproščeno in neobremenjeno sprejemali učno pomoč. V raziskovalnem delu diplomskega dela sem proučila, kakšna stališča imajo učenci z učnimi težavami, ki prejemajo učno pomoč, do različnih oblik učne pomoči. Zanimalo me je tudi, kako na učno pomoč gledajo njihovi sošolci in vrstniki, ki učne pomoči niso deležni. Poleg tega sem želela ugotoviti, kako se učenci z učnimi težavami počutijo v odnosu do sošolcev, ki učne pomoči niso deležni in ugotovitev primerjati s tem, kako na učence z učnimi težavami resnično gledajo njihovi sošolci ter ali so jim sošolci pripravljeni pomagati pri učenju. V vzorec sem zajela 103 učence od šestega do devetega razreda, iz treh osnovnih šol v mestnem okolju. Med njimi je bilo 51 učencev, ki prejemajo učno pomoč in 53 učencev, ki učne pomoči ne prejemajo. V raziskavi sem uporabila anketni vprašalnik za ocenjevanje stališč, s pomočjo trditev, s katerimi anketiranec lahko izrazi strinjanje z »je tako« in nestrinjanje z »ni tako«. Rezultati so pokazali, da imajo učenci pozitivna stališča do učne pomoči. Učenci, ki prejemajo pomoč, menijo da jim učna pomoč pomaga do dobrih ocen, da bolj zaupajo v svoje učne sposobnosti in so bolj uspešni pri predmetih, pri katerih imajo težave. Njihovi vrstniki na učno pomoč ne gledajo kot na privilegij, ki ga sami nimajo. Razumejo, zakaj nekdo potrebuje učno pomoč in se zavedajo, da sami ne potrebujejo posebnih prilagoditev. Učenci, ki ne potrebujejo učne pomoči imajo do svojih vrstnikov, ki prejemajo učno pomoč enak odnos kot do vseh ostalih učencev. Dojemajo jih kot enakovredne, z njimi se radi družijo, jim pomagajo pri učenju in sodelujejo pri skupinskem delu. Tudi učenci, ki so deležni učne pomoči ne čutijo, da so zaradi učne pomoči med sošolci manj priljubljeni, kar je dober znak za razvoj inkluzivne vzgoje in izobraževanja v naših osnovnih šolah.
Povzetek (ePrints, sekundarni jezik):	Learning problems of the children in elementary school are as old as school. In elementary school professional workers daily encounter children who need intensive learning help because of their special needs. Beside that they also face the question how to organise learning help in order to be accepted by the children with learning problems and their classmates. If help is well received among the pupils they will prefer to attend it thus increasing the efficiency of learning help. Peers of the children with learning problems are also an important aspect when offering learning help. They can increase the effects of learning help by cooperating in offering help to their peers or decrease the effects by judging, rejecting and discriminating the pupils with learning help. If the latter sense that they are supported and well received by their peers who are positively oriented towards learning help, they will accept learning help unburdened and relaxed. In the research work I analysed what kind of attitude pupils with learning problems have towards different forms of learning help. I was also interested in their peers’ attitude towards learning help who do not receive it. Moreover I wanted to find out how pupils with learning problems feel around their peers who do not receive learning help. I compared the results with how the peers see the children with learning problems and if they are willing to help them with learning. I took a sample of 103 students from sixth to ninth grade. I chose three schools in an urban area. 51 pupils received learning help and 53 do not. In the research I used an attitude assessment questionnaire with assertions to which an interviewee responds with “I agree” or “I disagree”. The results have shown that pupils have a positive attitude towards learning help. Pupils who receive learning help believe that learning help assists them in getting good grades. They are also more self-assured in their learning abilities and are more successful with the subjects which are problematic. Their peers do not treat learning help as a privilege which they do not have. They understand why someone needs learning help and are aware that they do not need special adaptations. Pupils who do not need learning help have the same relationship with pupils who receive learning help as with everyone else. They consider them equal. They like to socialise with them, help them with learning and cooperate with them in teamwork. Also the pupils receiving learning help do not feel they are less popular because of learning help which is a good sign for the development of inclusive upbringing and education in our elementary schools.
Ključne besede (ePrints, sekundarni jezik):	learning help
ID:	8310941