Bralna pismenost učencev petega razreda na OŠ Vič

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[Z. Hosta]
UDK:	028.5:373.3(043.2)
COBISS:	9689929
Št. ogledov:	1186
Št. prenosov:	194
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Reading literacy students of fifth class in OŠ Vič
Sekundarni povzetek:	Reading is our daily companion and a very important part of human life and acting. It is an activity we start learning already before entering primary school and it is important for further learning and academic achievement, although the real importance of reading is not realized until later. In primary school children do not read lots of books, they are motivated to read mostly by external forms of motivation by promising them a kind of reward which makes them feel well. Such a motivation is short- term, which, on the other hand, is not insignificant. Therefore it is important for the students to understand the real meaning of reading books and to start enjoying them, to read not only for the external stimulus but for their own interest and curiosity. Motivation has a significant part in reading. If there is motivation for reading there is a great probability for the children to become good readers and to also enjoy reading. In the introductory part of my work the theoretical basis in the field of motivation, reading and reading motivation is introduced. I have presented only general characteristics, motivators and factors in reading, types and techniques of reading, learning motivation, the encouraging of learning motivation, which is the basis for the understanding of the second part of my work where the results of the reading habits of the fifth grade students at Primary School Vič are presented. The results are valid for the mentioned sample only and are not to be generalized to the entire population. The results of the survey have shown that students do not read books every day but they give reading a positive meaning because they mostly read for relaxation and obtaining new information. However it also shows that students do not associate reading with learning and, furthermore, in spite of the teacher’s incentives the interest in reading lessens with the years of schooling and other activities become more and more important.
Sekundarne ključne besede:	reading;literacy;primary school;branje;pismenost;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	69 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Reading literacy students of fifth class in OŠ Vič
Ključne besede (ePrints):	branje
Ključne besede (ePrints, sekundarni jezik):	reading
Povzetek (ePrints):	Branje nas spremlja na vsakem koraku in je zelo pomemben del človekovega življenja in delovanja. Branje je dejavnost, ki se je začnemo učiti že pred vstopom v osnovno šolo in je pomembna za nadaljnje učenje in učno uspešnost, vendar se pravega pomena branja zavemo šele pozneje. V osnovnih šolah učenci ne berejo veliko, k branju jih večinoma spodbujajo zunanje oblike motivacije, ki jim obljubljajo nagrado, zaradi katere se dobro počutijo. Takšna oblika motivacije ima le kratkotrajen učinek, ki pa ni zanemarljiv, zato je pomembno, da učenci razumejo pravi pomen branja knjig in začnejo v njih uživati, torej ne berejo samo zaradi zunanjih spodbud, ampak tudi lastnega interesa in radovednosti. Veliko vlogo pri branju ima motivacija. S prisotnostjo motivacije za branje je pri otrocih velika verjetnost, da bodo postali dobri bralci in bodo v branju tudi uživali. V uvodnem delu naloge so predstavljena teoretična izhodišča s področja motivacije, branja in bralne motivacije. Predstavila sem samo splošne značilnosti, motivatorje in dejavnike branja, vrste in tehnike branja, učno motivacijo, spodbujanje bralne motivacije, kar je prvi pogoj za razumevanje drugega dela, v katerem so predstavljeni rezultati bralnih navad učencev petega razreda na Osnovni šoli Vič. Rezultati veljajo samo za omenjeni vzorec, zato jih ne moremo posplošiti na celotno populacijo. Rezultati raziskave so pokazali, da učenci knjig ne berejo vsak dan, a branju pripisujejo pozitiven pomen, saj v večini berejo predvsem zaradi sprostitve in pridobivanja novih informacij, vendar to kaže tudi na to, da ga ne povezujejo z učenjem, poleg tega pa se, kljub učiteljevim spodbudam, interes za branje z leti šolanja zmanjšuje in vse pomembnejše postajajo druge oblike dejavnosti
Povzetek (ePrints, sekundarni jezik):	Reading is our daily companion and a very important part of human life and acting. It is an activity we start learning already before entering primary school and it is important for further learning and academic achievement, although the real importance of reading is not realized until later. In primary school children do not read lots of books, they are motivated to read mostly by external forms of motivation by promising them a kind of reward which makes them feel well. Such a motivation is short- term, which, on the other hand, is not insignificant. Therefore it is important for the students to understand the real meaning of reading books and to start enjoying them, to read not only for the external stimulus but for their own interest and curiosity. Motivation has a significant part in reading. If there is motivation for reading there is a great probability for the children to become good readers and to also enjoy reading. In the introductory part of my work the theoretical basis in the field of motivation, reading and reading motivation is introduced. I have presented only general characteristics, motivators and factors in reading, types and techniques of reading, learning motivation, the encouraging of learning motivation, which is the basis for the understanding of the second part of my work where the results of the reading habits of the fifth grade students at Primary School Vič are presented. The results are valid for the mentioned sample only and are not to be generalized to the entire population. The results of the survey have shown that students do not read books every day but they give reading a positive meaning because they mostly read for relaxation and obtaining new information. However it also shows that students do not associate reading with learning and, furthermore, in spite of the teacher’s incentives the interest in reading lessens with the years of schooling and other activities become more and more important.
Ključne besede (ePrints, sekundarni jezik):	reading
ID:	8311572