magistrsko delo
Karmen Cimermančič (Avtor), Igor Saksida (Mentor)

Povzetek

Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela, ki se delita na več podpoglavij. V teoretičnem delu sem skušala številne informacije, ki nam jih ponujajo različni avtorji, oblikovati v smiselno celoto. Izpostavila sem zgodovino pojmovanja nadarjenosti in poudarila, da natančna opredelitev pojma ne obstaja. Danes se najpogosteje uporablja definicija, zapisana v ameriškem Zakonu o izobraževanju nadarjenih iz leta 1978, ki izpostavlja štiri področja nadarjenosti ali talentiranosti mladostnikov in otrok: ustvarjalno, intelektualno, akademsko in umetniško. Poleg rednega pouka morajo tem učencem prilagoditi tudi posebne programe, s katerimi razvijajo svoje sposobnosti in interese. Vsaka nadarjenost pa za svoj razvoj poleg prirojenih zmožnosti potrebuje tudi pohvale in spodbude iz okolja. Zato sem v svoji magistrski nalogi velik poudarek namenila vlogi šole in učitelja, ki mora imeti razvito pedagoško-psihološko in strokovno usposobljenost, hkrati pa tudi socialno inteligenco. Poznamo več vrst nadarjenosti, sama pa sem se osredotočila na literarno, kjer gre za miselno dejavnost, ki vključuje spomin, inteligentnost ter več kombinacij različnih vrst nadarjenosti. Literarna nadarjenost se kaže tudi v različnih poustvarjalnih dejavnostih, kot so nadaljevanje zgodb ter pisanje predzgodb, premice dogajanja, likovne pesmi, spisi, dnevniki, pisma, dramatizacija, povezovanja besedila z risankami ipd. Poustvarjalne dejavnosti poleg ostalih dejavnikov povezujemo tudi s pojmom literarna ustvarjalnost, ki jo določajo besedna fluentnost, fleksibilnost in originalnost. V empiričnem delu sem opisala izvedene ure in prikazala razlike v poustvarjalnih nalogah med nadarjenimi učenci in učenci s povprečnimi zmožnostmi ter uporabo diferenciacije. Pri tem sem se osredotočila na uporabo različnih pristopov med poukom književnosti, s katerimi sem spodbujala nadarjenost in vpliv nadarjenih učencev na delavnost ter klimo v razredu. V raziskavo je bilo vključenih 15 učencev, od tega je bilo 6 nadarjenih. Ugotovitve, ki sem jih pridobila med raziskavo, so potrdile moje predhodne domneve. Na podlagi vnaprej pripravljenih kriterijev in analiz izdelkov sem prišla do zaključka, da so razlike med poustvarjalnimi nalogami nadarjenih učencev in ostalimi sošolci velike. Vpeljava diferenciacije in individualizacije ter novih kompleksnejših nalog nadarjenim učencem ne dela težav. S pomočjo spodbudnih besed, raznolikih učnih metod in oblik, uporabe težavnejših, kompleksnejših novih nalog ter vprašanj in s pomočjo sodelovanja učencev sem skušala vplivati na njihov razvoj nadarjenosti, prav tako pa tudi na motiviranost pri pouku. S svojo delavnostjo in vnemo so močno vplivali na šolsko ozračje ter motiviranost ostalih učencev, saj so v njih vzbudili željo po doseganju boljših rezultatov ter sodelovanju pri kompleksnejših nalogah.

Ključne besede

literarna nadarjenost;notranja diferenciacija;notranja individualizacija;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [K. Cimermančič]
UDK: 373.3:043.2)
COBISS: 11445065 Povezava se bo odprla v novem oknu
Št. ogledov: 952
Št. prenosov: 101
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: Gifted pupils and recreativity activities at literary classes in 5th grade of primary school
Sekundarni povzetek: This master thesis consists of a theoretical an empirical part, which are further divided into several subsections. The theoretical part aims to organise a large amount of information, provided by different authors, into a logical whole. I have focused on the history of perceiving talent and have stressed that an accurate definition of the term does not exist. The most often used definition in use today is the one written in the United States Gifted and Talented Children's Education Act of 1978, which highlights four areas of gifted or talented adolescents or children: creatively, intellectually, academically and artistically. Besides regular classes, these children have to have adjusted special programs, which help them develop their capabilities and interests. In order to develop, each gift also needs praise and encouragement from its environment in addition to innate capabilities. That is why my master thesis greatly emphasises the role of the school and the teacher, who has to have a developed pedagogical-psychological and professional qualification along with social intelligence. We know several types of gifts and talent, but I have focused on literary talent, which is a mental activity that includes memory, intelligence and various combinations of gifts and talents. Literary talent is shown in different reproduction activities such as continuing stories and writing prologues, timelines of events, shape poetry, compositions, diaries, letters, dramatizations, connecting texts with cartoons, etc. Alongside other factors, reproductive activities are connected to the concept of literary creativity, which is defined through word fluency, flexibility and originality. The empirical part describes the hours carried out in class and show the use of differentiation and differences in reproductive tasks between gifted pupils and pupils with average capabilities. I have focused on the use of various approaches in literature classes, which encourage talents and the influence of gifted pupils on the diligence and atmosphere in the classroom. 15 learners were included in the research, 6 of which were gifted. The findings acquired during research confirmed my prior presumptions. Based on criteria prepared beforehand and the analysis of products I have come to the conclusion that there are large differences between the reproductive tasks of gifted pupils and other schoolmates. The introduction of differentiation, individualisation and new tasks of higher complexity do not cause trouble for gifted pupils. With the help encouraging words, diverse teaching forms and methods, tasks and question of higher complexity and with the cooperation of pupils, I tried to influence the development of their gifts and talents, while also motivating them in class. Through their diligence, they greatly influenced the classroom atmosphere and the motivation of other pupils, because they increased their wish towards achieving better results and cooperating in more complex tasks.
Sekundarne ključne besede: primary education;gifted;osnovnošolski pouk;nadarjeni;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak.
Strani: 94 str.
ID: 9384961