magistrsko delo
Nina Svetič (Avtor), Milena Valenčič Zuljan (Mentor)

Povzetek

V sodobnem času je ena poglavitnih nalog učitelja, da učence v procesu pouka in šolanja opremi z ustreznimi kompetencami, da se bodo lahko dejavno vključili v družbo. Ker se kljub enaki ali podobni kronološki starosti učenci v različnih vidikih razlikujejo med seboj, se v zadnjih letih vse bolj opozarja na pomen izvajanja didaktičnega načela učne diferenciacije in individualizacije pri pouku. Pomembno je, da zna učitelj opredeliti značilnosti in potrebe vsakega učenca ter se na podlagi tega ustrezno odzvati z uporabo različnih strategij poučevanja. Temeljni namen raziskovalnega dela je bil ugotoviti, kako učitelji od 1. do 5. razreda osnovne šole ocenjujejo lastno kompetentnost za izvajanje učne diferenciacije in individualizacije za različne učence. Zanimalo nas je, katerih strategij se poslužujejo za prilagajanje pouka romskim učencem, priseljencem, nadarjenim in učencem s posebnimi potrebami. Ker so pomemben dejavnik pri napredku in uspehu različnih učencev stališča učiteljev, nas je zanimalo, kolikšna je stopnja pripravljenosti za sprejem različnih učencev v svoj razred. Rezultati so pokazali, da se učitelji čutijo najbolj usposobljene za poučevanje nadarjenih učencev, hkrati pa jim pouk najmanj prilagajajo. Ocenjujejo, da v splošnem pouk največ prilagajajo učencem s posebnimi potrebami, katerim pogosto nudijo dodatno razlago navodil in učne vsebine. Zanimiva je primerjava rezultatov pogostosti izvajanja različnih oblik učne diferenciacije in individualizacij za romske učence in učence priseljence. Učitelji se med poukom v najmanjšem odstotku poslužujejo prevajanja besed ali besednih zvez iz slovenščine v materni jezik učenca ter spodbujajo učence k uporabi slovarja (in pisanju lastnega). Kljub temu, da je osnovna težava obeh skupin učencev neznanje slovenskega jezika, je raziskava pokazala, da se učitelji omenjenih oblik učne diferenciacije in individualizacije pogosteje poslužujejo pri delu z učenci priseljenci. Večina učiteljev ocenjuje, da pouk v splošnem prilagajajo toliko, kot je potrebno. Kot največjo težavo vidijo pomanjkanje časa za načrtovanje in izvajanje učne diferenciacije in individualizacije ter preveliko število učencev v razredu.

Ključne besede

učenci s posebnimi potrebami;Romi;priseljenci;nadarjeni;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [N. Svetič]
UDK: 376.1:314.117-054.52(=214.58)(043.2)
COBISS: 10264137 Povezava se bo odprla v novem oknu
Št. ogledov: 968
Št. prenosov: 185
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: Differentiation and individualization from the perspective of teacher experience and self-assessment of competence
Sekundarni povzetek: One of the basic tasks of the teacher in modern times is to teach students appropriate skills during the learning process of their schooling so that they are able to integrate actively into society. Although the students are of identical or similar chronological age, they differ in several aspects. In recent years, special attention has been paid to the importance of the implementation of didactic principles of differentiation and individualisation of learning in the classroom. It is important that the teacher is able to identify the characteristics and needs of every individual student, and on this basis to respond appropriately by using a variety of teaching strategies. The basic purpose of my thesis was to determine how teachers from the 1st to the 5th grade in primary schools evaluate their own competences to carry out differentiation and individualisation for different students. We wanted to know which strategies relying on the adaptation of teaching Roma children, immigrants, talented pupils and pupils with special needs they use. An important factor regarding the progress and success of an individual student is the view of a teacher, therefore, we wanted to know what the level of preparedness of teachers might be to have such different students in their classes. The results have shown that teachers feel more qualified to teach talented students, but frequently do not tailor their lessons according to their needs. It is estimated that in general teachers pay the most attention towards teaching students with special needs. They often provide them with additional guidance and explanation of the learning material. It is interesting to compare the results of the frequency of using different forms of learning such as differentiation and individualisation regarding Roma and immigrants pupils. During the lessons teachers rarely translate Slovenian words or phrases into the pupil's mother tongue, and encourage students to use the dictionary (or to write their own). Despite the fact that the basic problem of both groups of students is an ignorance of the Slovenian language, research has shown that teachers use differentiation and individualisation more frequently when working with migrant pupils. The majority of teachers believe that in general they adapt their teaching as much as is necessary. They say that there are two big problems. The first is a lack of time for planning and implementation of differentiation and individualisation, and the second is that there are too many students in the classroom.
Sekundarne ključne besede: teacher;differentiation;individualization;učitelj;diferenciacija;individualizacija;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Razredni pouk
Strani: 125 str., [23] str. pril.
ID: 8708273