diplomsko delo
Renata Mežič (Avtor), Marja Bešter (Mentor), Alenka Rot Vrhovec (Komentor)

Povzetek

Učitelji se zavedamo, da v šolo vstopajo učenci z različnim predznanjem; za romske učence je to še posebej značilno. Zato je poučevanje romskih učencev za učitelje poseben izziv. Večina romskih učencev slabo razume slovenski jezik; za sporazumevanje ga uporablja le v šoli. V teoretičnem delu diplomskega dela so predstavljeni Romi kot etnična skupina z vsemi svojimi značilnostmi ter teoretične osnove začetnega opismenjevanja, individualizacije ter diferenciacije pouka. V empiričnem delu je predstavljena akcijska raziskava, v kateri sem spremljala tri romske učence in učenko pri začetnem opismenjevanju celotno šolsko leto. Na začetku šolskega leta sem ugotovila njihovo predznanje, naredila individualni načrt za vsakega izmed njih in nato spremljala njihov napredek. Delo sem diferencirala in individualizirala, prilagajala sem učne metode, sredstva in oblike dela. Delo sem organizirala v manjših skupinah, da sem jim lahko posvečala več pozornosti, v procesu smo sodelovale: učiteljica – razredničarka, druga učiteljica v prvem razredu in romska pomočnica. Ugotovila sem, da so romski učenci, če gledamo individualni razvoj, zelo napredovali, ker so morali nadoknaditi tudi nekatere primanjkljaje iz predšolskega obdobja. Na podlagi rezultatov sem se s kolegicama odločila, da učenka prvi razred ponavlja, ker smo mnenja, da se v prvem razredu gradijo temelji, ki morajo biti dovolj trdni za nadaljnje izobraževanje.

Ključne besede

Romi;začetno opismenjevanje;individualizacija;diferenciacija;romski pomočnik;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.11 - Diplomsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [R. Mežič]
UDK: 376.7(=214.58)(043.2)
COBISS: 10982985 Povezava se bo odprla v novem oknu
Št. ogledov: 1066
Št. prenosov: 151
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: Difficulties of Romani pupils with initial literacy in the first grade of primary school
Sekundarni povzetek: Teachers are aware that pupils who enter school have different levels of prior knowledge; that being especially characteristic of the Romani. Thus, teaching Romani pupils presents a special challenge for teachers. Most Romani pupils have difficulties with understanding the Slovenian language and only use it as a means of communication at school. The theoretical part of the thesis introduces the Romani as an ethnic group with all their characteristics and the theoretical basics of initial literacy, individualisation and differentiation of lessons. The empirical part deals with an action research in which three Romani male pupils and one female pupil were monitored during the initial literacy process during a whole school year. At the beginning of the school year their prior level of knowledge was established. An individual plan of work was prepared for each pupil and their progress was monitored. The work was differentiated and individualised, teaching methods, means and kinds of work were tailored to their needs. The work was organised in smaller groups so that more attention was being paid to these pupils and the process involved the class teacher, the second teacher in the first grade and a Romani teaching assistant. The conclusions of the research are that the Romani pupils have made a considerable progress, judging by their individual development, since they had to make up for their deficits from the preschool period. Based on the results we reached the decision that the female pupil should repeat a year since it is our opinion that the first year at school lays the foundations which need to be strong enough to enable further education.
Sekundarne ključne besede: learning difficulty;pupil;učne težave;učenec;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Diplomsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Strani: 89 str.
ID: 9140676