Vpliv likovne artikulacije na vizualno diskriminacijo alfabetskih simbolov pri začetnem opismenjevanju

Novak, Maja (avtor), Selan, Jurij (mentor), Skubic, Darija (komentor)

Proces vzgojno-izobraževalnega dela se nenehno razvija, saj se spreminjajo tisti, ki znanje širijo, in tisti, ki znanje radovedno srkajo. Smernice učnih načrtov sodobnega izobraževalnega sistema nakazujejo pozitivne učinke medpredmetnega povezovanja z likovno interpretacijo, ki spodbuja intenzivnejše razumevanje in doživljanje pojmov (Kocjančič idr., 2011: 26). Z akcijsko raziskavo smo celo šolsko leto preučevali vpliv načrtnega spodbujanja likovnega izražanja na poznavanje alfabetskih simbolov učencev oddelka prvega razreda. Cilj raziskave je bil raziskati možnosti medpredmetnega povezovanja in proučiti vpliv kinestetičnega učenja v procesu začetnega opismenjevanja. Zaradi velikih razlik v izhodiščnem znanju otrok ob vstopu v šolo je potrebno pouk individualizirati (Vidmar, Tymms, 2009). Teoretični del predstavlja oba vidika razvoja kompetenc otrok, tako opismenjevalnih kot likovnih. Med pomembnejše dejavnike, ki vplivajo na uspešnost opismenjevanja, smo umestili različne metodološke pristope, razumevanje razvoja pisanja, branja, poznavanje didaktičnih gradiv, učnih načrtov in sledenje pedagoškim raziskavam. Orisali smo pomen razvoja in likovnega izražanja, ki z uporabo vseh čutov učenca postavlja v aktivno vlogo, v kateri samostojno odkriva nova znanja, ne le sprejema podane vsebine. Oblikovno smo analizirali alfabetske simbole na posamezne konstrukcijske elemente (Novak, 2015: 191). V empiričnem delu je opisano ugotavljanje začetnih sposobnosti, kjer smo ugotovili, da sposobnost prvošolcev ob vstopu v šolo s prehodom od vidne k tipni dejavnosti strmo pada. Predstavili smo potek raziskave v treh akcijskih korakih. Zbrani podatki so kvalitativno vsebinsko vrednoteni. Naravni razvoj sposobnosti učencev, ki se razvijejo brez dodatne stimulacije, smo eliminirali s kontrolno skupino. Veljavnost raziskave smo zagotovili z uporabo različnih tehnik zbiranja podatkov. Ugotovitve raziskave prinašajo stroki svež pogled na individualizacijo pouka medpredmetnega povezovanja likovne umetnosti in slovenščine v procesu začetnega opismenjevanja. Razvili smo nekaj idej za preproste didaktične pripomočke za notranjo diferenciacijo, saj vsak učenec napreduje po lastnih zmožnostih. Aplikativni prispevek naše raziskave vidimo v medpredmetnem sodelovanju likovnega pedagoga na razredni stopnji, kot strokovnjaka za likovno področje, pri opismenjevanju ali drugih predmetnih področjih.

• Jezik: Slovenski jezik
• Ključne besede: alfabetski simbol
• Vrsta gradiva: Magistrsko delo
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2016
• PID: 20.500.12556/RUL-84514
• COBISS.SI-ID: 11117897
• Datum objave v RUL: 09.09.2016

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The influence of spatial articulation on visual discrimination of alphabetic symbolsin initial literacy

Izvleček

As a consequence of changes in those who try to spread the kowledge and in those who ant to absorb the knowledge, the process of educational work is constantly developing. Guidelines set for curricula of modern educational systems show positive effects of cross-curricular integration with art interpretation, which encourages intensive understanding and experiencing of concepts (Kocjančič idr., 2011: 26). The influence of planned art expression stimulation regarding the recognition of alphabetical symbols among the pupils in the first class, was the foundation of the action research, which was carried out for the entire school year. The goal of the research was to explore the possibilities of cross curricular integration and to study the influence of kinesthetic learning in the process of developing literacy skills. Because of enormous differences in the already acquired knowledge of the pupils when entering school the teaching must be individualised (Vidmar, Tymms, 2009). Both aspects: development of literacy competence as well as development of art competence of children are presented in the theoretical part. Some of the most important factors influencing the succes of early literacy progress are: different methodological approaches, understanding of development of writing and reading skills, wide range of didactic approaches, familarity with curricula and being in touch with the latest pedagogical researches. The importance of development and art expression, which puts the pupil in an active role in which he or she doesn't only accept the lectured contents but explores independently, is described. Alphabetical symbols were analysed and divided into seperate construction elements (Novak, 2015: 191). Initial abilities of first-class-pupils at the begining of the school year were presented in the empirical part of the thesis, where it was determined that tactile abilities compared to visual abilities rapidly decrease. The research is presented in three action steps. The collected data are qualitatively evaluated. The natural development of pupils abilities which develop without any extra encouragement, was eliminated with the control group. The validity of the research was provided by the use of different techniques of data collecting. The research findings show a fresh view at individualised lessons, cross-curricular connecting of Art and Slovene in the early literacy process. Some suggestions were prepared for simple didactic tools, which can be used in the process of in-class differentiation, where each pupil can progress in his/her own pace. The applied contribution of the research is in the cross curricular teamwork of an art teacher as an expert for art and the primary teacher at developing early literacy skills or other subjects for the first five years of children's education.

• Ključne besede: alphabetical symbols