diplomsko delo
Povzetek
V teoretičnem delu diplomske naloge sem se osredotočila na izraz inteligentnosti ter ga opredelila glede na obstoječe definicije. Del drugega poglavja je posvečen zgodovinskemu pregledu pojmovanja inteligentnosti ter predstavitvi teorije inteligentnosti avtorjev kot so: Gall, Galton, Binet, Stern, Wechsler, Piaget, Spearman, Thurston, Cattell in Horn. V nadaljevanju sem se osredotočila na opis Gardnerjeve teorije mnogoterih inteligentnosti. Opisana so izhodišča, teorije ter kriteriji, na katerih teorija sloni, nato pa je opisana vsaka izmed inteligentnosti posebej. Po poglavju Osem mnogoterih inteligentnosti, kjer je opisana vsaka izmed inteligentnosti, sledijo poglavja, posvečena učenju tujega jezika, ki je predstavljen z vidikov razvojnih obdobij učencev, individualnega pristopa, motivacije za učenje in jezikovne zmožnosti posameznika v procesu učenja tujega jezika. V zadnjih poglavjih teoretičnega dela je nekaj odstavkov namenjenih vključevanju teorije mnogoterih inteligentnosti v pouk tujega jezika. V sklopu poglavja o uporabi teorije mnogoterih inteligentnosti pri poučevanju tujega jezika sem se osredotočila na primere dobrih praks doma in po svetu. Teoretični del je zaključen s predstavitvijo kritik Gardnerjeve teorije.
V empiričnem delu sem s pomočjo anketnega vprašalnika ugotavljala, katere metode in tehnike dela, ki razvijajo mnogotere inteligentnosti po mnenju učencev nekaterih petih razredov osnovne šole, vključenih v raziskavo, učitelji uporabljajo pri poučevanju angleščine. Raziskovala sem tudi, katere so tiste metode in tehnike dela, ki učencem pri učenju jezika najbolj ustrezajo in jim pomagajo pri zapomnitvi nove snovi. S pomočjo metode intervjuja sem raziskala, ali učitelji angleščine, ki poučujejo te iste učence, poznajo teorijo mnogoterih inteligentnosti in ali v pouk vključujejo dejavnosti, ki spodbujajo razvoj vseh mnogoterih inteligentnosti.
Ključne besede
mnogotere inteligentnosti;tuji jezik;osnovna šola;inteligentnost;Howard Gardner;teorije inteligentnosti;
Podatki
Jezik: |
Slovenski jezik |
Leto izida: |
2016 |
Tipologija: |
2.11 - Diplomsko delo |
Organizacija: |
UL PEF - Pedagoška fakulteta |
Založnik: |
[B. Masnik] |
UDK: |
811.111:373.3(043.2) |
COBISS: |
11295305
|
Št. ogledov: |
871 |
Št. prenosov: |
141 |
Ocena: |
0 (0 glasov) |
Metapodatki: |
|
Ostali podatki
Sekundarni jezik: |
Angleški jezik |
Sekundarni naslov: |
The use of multiple inteligences theory in learning and teaching english in the 5th grade of primary school |
Sekundarni povzetek: |
In the theoretical part of the thesis I present the background to the concept of intelligence and identified it in relation to the existing definitions. The second part of the chapter shows a historical review of concepts of intelligence by authors: Gall, Galton, Binet, Stern, Wechsler, Piaget, Spearman, Thurston, Cattell and Horn. In the following chapter I focused on describing Gardner’s theory of multiple intelligences. The starting point of the theory and the criteria on which the theory is based follows, and is expanded by describing each of the intelligences. After explaining the basics of the subject, there is a part dedicated to learning a foreign language. This part is presented from the perspectives of developmental stages of pupils, a personalized approach, motivation for learning and linguistic abilities of an individual in the process of learning a foreign language. The last chapters of the theoretical part contain a few paragraphs dedicated to the integration of multiple intelligences theory in foreign language teaching. Within the chapter on foreign language teaching, I focused on the integration of the theory of multiple intelligences into foreign language teaching together with the presentation of some examples of good practice. The theoretical part is concluded with the presentation of criticism of Gardner’s theory.
In the empirical part I identified the methods and techniques that develop the multiple intelligences, according to some pupils involved in the survey, teachers use in teaching English and which are the methods and techniques which help students learn more easily. For this matter students were given a questionnaire, which they had to fill out. I also took an interview with the teachers who are teaching these same students and wanted to find out if they were familiar with the theory of multiple intelligence and if their lessons include activities that promote the development of all intelligences. |
Sekundarne ključne besede: |
English language;primary education;angleščina;osnovnošolski pouk; |
Vrsta datoteke: |
application/pdf |
Vrsta dela (COBISS): |
Diplomsko delo |
Komentar na gradivo: |
Univ. v Ljubljani, Pedagoška fak., Razredni pouk |
Strani: |
72 f. |
ID: |
9222679 |