magistrsko delo
Katja Farkaš (Avtor), Igor Saksida (Mentor)

Povzetek

Magistrska naloga v prvem delu na podlagi analize literature s področja pedagoške psihologije in didaktike književnosti predstavi pojem ustvarjalnosti ter z njim povezano divergentno mišljenje. Med dejavniki, ki pogojujejo razvoj ustvarjalnosti, so poudarjeni pomen vloge družine, otroške igre in vpliv šolskega okolja. Menim, da danes kljub zavedanju pomembnosti otroškega raziskovanja in ustvarjanja prevladuje vtis, da je ustvarjalnost v šoli nekoliko izrinjena iz učnega načrta ter povezana zgolj z estetskimi in s tehničnimi predmeti. Pri drugih predmetih tako večinoma ostane za drzne ideje učencev, drugačno mišljenje in vprašanja premalo časa ali je to celo nezaželeno. Predmet, ki je v teoretičnem delu naloge poudarjen, je književni pouk v osnovni šoli. Pri njem se načrtno uvaja elemente ustvarjalnosti, ki pridejo do izraza v fazi t. i. novih nalog, in sicer kot poglabljanje literarnega doživetja skozi ustvarjalno in poustvarjalno pisanje. Na podlagi predstavljenih teoretičnih spoznanj me je v empiričnem delu magistrske naloge najprej zanimalo, v kolikšnem obsegu v 2. razredu osnovne šole učbeniki izbranih predmetov učencem dopuščajo ustvarjalnost. Po vnaprej določeni kategoriji (tj. ali naloga vsebuje elemente ustvarjalnosti in koliko je takih ustvarjalnih vprašanj oz. dejavnosti znotraj naloge) sem analizirala učbenike za slovenščino, matematiko, spoznavanje okolja ter glasbeno umetnost in ugotovila, da je največ načrtovanih dejavnosti, ki spodbujajo ustvarjalnost in s tem divergentno mišljenje, pri književnosti. Drugi del raziskave se je navezoval na književni pouk; oblikovala sem ustvarjalne in poustvarjalne naloge za različne tematske sklope. Tu sem v vzorec vključila učence 2. razreda osnovne šole. Pri oblikovanju nalog sem upoštevala značilnosti razvojne faze literarne ustvarjalnosti učencev v tej starosti. Z načrtovanimi dejavnostmi sem pri njih želela spodbuditi, da premagajo strah pred napačnimi odgovori ter si pustijo razmišljati zunaj vzorcev. Ugotovila sem, da predstavljata odmik od realnega sveta in potovanje v svet domišljije marsikateremu učencu težavo ter pri tem občutijo tudi strah pred neznanim, napačnim. Kontinuirane ustvarjalne dejavnosti in kreativno pisanje pa so ob koncu raziskave pokazale napredek v njihovi sproščenosti, suverenosti v pisanju, izvirnosti ter s tem povezani ustvarjalnosti.

Ključne besede

mišljenje;divergentnost;konvergentnost;poustvarjalne naloge;ustvarjalne naloge;pobralne strategije;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Farkaš]
UDK: 373.3.016:82(043.2)
COBISS: 11309129 Povezava se bo odprla v novem oknu
Št. ogledov: 692
Št. prenosov: 71
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: Creative approach to children's literature in year 2 primary school students
Sekundarni povzetek: The first section of the master’s thesis uses an analysis of literature in the field of pedagogic psychology and literature didactics to present the concept of creativity and related divergent thinking. Among the factors that determine the development of creativity, I highlight the significant of the role of the family, children’s games, and the effect of the school environment. I believe that despite the awareness of the importance of children’s exploration and creation, the predominant impression is that creativity in school is somewhat pushed out of the syllabus and included primarily in aesthetic and technical subjects. In other subjects, daring ideas of pupils, alternative thinking, and questions are in most cases not given sufficient time or are even unwanted. The subject highlighted in the theoretical section so the thesis is literature in basic school. In this subject, elements of creativity are intentionally implemented and manifest themselves in the phase of so-called new tasks, specifically as deepening the experience of literature through creative and reproductive writing. Based on the presented theoretical findings, the first thing I wanted to answer in the empirical section of the master’s thesis was in what scope do the textbook of selected subjects in the 2nd grade of basic school allow pupils creativity. In accordance with a predetermined category (i.e. does a task contain elements of creativity and how many such creative questions or activities are within a task), I analysed the textbooks for Slovenian language, mathematics, environmental education, and music art, and determined that most planned activities that promote creativity and therefore creative thinking are included in the subject of literature. The second part of the study referred to the subject of literature. I prepared creative and reproductive tasks for various thematic groups. Here, my sample included pupils from the 2nd grade of basic school. When preparing tasks, I considered the characteristics of the developmental phase for literary creativity of pupils at this age. With the planned activities, I wished to encourage the pupils to overcome fear over wrong responses and to let them think outside existing patterns. I discovered that withdrawing from the real world and travelling into the world of imagination represents a problem for many pupils, evoking fear of the unknown, wrong. At the end of the study, continued creative activities and creative writing had shown progress in their relaxation, confidence and originality in writing, and related creativity.
Sekundarne ključne besede: primary education;children's and youth literature;osnovnošolski pouk;mladinska književnost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Strani: 117 str.
ID: 9224036