Uporaba kamišibaja pri obravnavi umetnostnega besedila v prvem vzgojno-izobraževalnem obdobju

Skapin, Jerneja (avtor), Petek, Tomaž (mentor)

V magistrskem delu smo preučevali uporabo kamišibaja pri obravnavi umetnostnih besedil pri pouku slovenščine v prvem vzgojno-izobraževalnem obdobju. V teoretičnem delu smo predstavili faze obravnave književnega besedila s poudarkom na interpretativnem branju in zadnji fazi, tj. novih nalogah na različnih zahtevnostnih ravneh, ki smo jih uporabili pri načrtovanju učnih ur. V nadaljevanju smo raziskali temeljne značilnosti kamišibaja in preučili, kako lahko tehniko uporabimo pri pouku slovenščine v prvem vzgojno-izobraževalnem obdobju. V empiričnem delu smo v raziskavo vključili učence dveh oddelkov 3. razreda. V enem oddelku smo književna besedila obravnavali na klasičen način, v drugem pa z uporabo kamišibaja. V vsaki skupini smo izvedli 10 učnih ur. Kamišibaj smo v eksperimentalni skupini uporabili v dveh delih učne ure, pri »interpretativnem« branju in pri novih nalogah. Zanimalo nas je, ali se pri obravnavi umetnostnih besedil s kamišibajem in obravnavi na klasičen način v novih nalogah učencev pojavljajo razlike. Izdelke smo analizirali po izbranih kriterijih in oblikovali interpretacije. Ugotovili smo, da se pri tistih urah, pri katerih smo kamišibaj uporabili v fazi interpretativnega branja, razlike pojavljajo predvsem pri nalogah višje ravni. Izdelki učencev namreč vsebujejo več izvirnih zamisli in so oblikovno ter vsebinsko bolj povezani. Pri urah, pri katerih smo kamišibaj uporabili v fazi novih nalog, pa so izdelki, ko so učenci izdelovali kamišibaje z že pripravljenim izhodiščnim besedilom, v primerjavi z izdelki nalog klasične obravnave ustvarjalnejši. Pri izdelavi avtorskih kamišibajev, ko so učenci sami zapisali besedilo, pa so se učenci osredinili predvsem na likovni del in besedila ne izstopajo v izvirnosti, medtem ko so izdelki klasične obravnave pokazali več ustvarjalnosti pri pisnem delu naloge. Po opažanjih in analizi izdelkov ugotavljamo, da učenci za izdelavo kamišibajev porabijo veliko časa, vendar so izdelki v večini primerov zelo ustvarjalni in učenci izražajo željo, da bi metodo pri obravnavi umetnostnih besedil uporabili večkrat. Kot uspešna uporaba metode se je izkazal tudi razredni kamišibaj. Na osnovi rezultatov raziskave smo na koncu oblikovali smernice za uporabo kamišibaja pri obravnavi umetnostnega besedila, ki služijo kot predlog učiteljem za zanimivo, učinkovito in kakovostno obravnavo umetnostnih besedil.

• Jezik: Slovenski jezik
• Ključne besede: slovenščina
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2019
• PID: 20.500.12556/RUL-111530
• COBISS.SI-ID: 12620873
• Datum objave v RUL: 14.10.2019

SKAPIN, Jerneja, 2019, Uporaba kamišibaja pri obravnavi umetnostnega besedila v prvem vzgojno-izobraževalnem obdobju [na spletu]. Magistrsko delo. [Dostopano 21 april 2025]. Pridobljeno s: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=slv&id=111530

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Use of kamishibai for literary texts discussion in the first triad of elementary school

Izvleček

This thesis discusses the employment of kamishibai as a learning technique for discussing literary works in Slovenian classes during the first cycle of basic school. The theoretical part describes the different stages in which the literary works are discussed in class with a special emphasis on interpretative reading and the last stage; namely, new assignments at various levels of difficulty which we used when planning the lessons. Further, we presented the defining characteristics of kamishibai and studied how this learning technique could be employed in Slovenian classes during the first cycle of basic school. For our empirical research, we enlisted the help of students from two 3rd grade classes. With the first group we discussed literary works in a traditional way, whereas, with the second group, we used kamishibai. We carried out 10 classes with each group. In the experimental group, we employed kamishibai during the stages of interpretative reading and new assignments. Our goal was to observe any potential differences that occurred between the group that was taught in the conventional way and the group where kamishibai was employed when students were completing new assignments. We analyzed the work done by students according to set criteria and formed interpretations. We established that, in classes during which kamishibai was employed in the interpretative reading stage, differences occurred predominately with more difficult assignments. Students were more creative while their work was more uniform in regard to form and content. When kamishibai was employed in the new assignments stage – students were instructed to make a kamishibai with the help of prepared texts – the results showed that student’s work was more creative in comparison with the students who were taught conventionally. Students were also asked to write a text and make a kamishibai on the basis of it. In the experimental group, the students focused more on the drawing part and their texts were not particularly original, whereas the students from the other group showed more creativity in text formation. After concluding the analysis, we established that students need a lot of time to make kamishibais, but their work is very creative; moreover, the students expressed the desire to use this learning method more often when discussing literary works. A class kamishibai also proved to be a successful use of this learning method. Based on the results, we created guidelines for the use of kamishibai as a learning technique for discussing literary works which can be employed by teachers as an interesting, effective and quality method of teaching literature.

• Ključne besede: Slovenian classes