20.500.12556/RUL-140452 Spodbujanje učenčeve aktivnosti pri pouku s pomočjo vprašanj Encouraging pupils activity in the class throug questions V magistrskem delu obravnavamo tematiko zastavljanja vprašanj pri pouku, preko katerih lahko učitelji spodbudijo učenčevo sodelovanje v učnem procesu. Poleg zastavljanja učiteljevih vprašanj nas v magistrskem delu zanimajo tudi vprašanja učencev, ki predstavljajo enega pomembnejših načinov pridobivanja znanja in razvijanja kritičnega mišljenja, vendar so pogostokrat spregledana. V teoretičnem delu predstavljamo vlogo učitelja v sodobni šoli pri doseganju ciljev sodobnega pouka, ki temeljijo na razvijanju kritičnosti in ustvarjalnosti učencev, njihovega medsebojnega sodelovanja ipd. Skladno s tem je učitelj kot »profesionalni spraševalec« tisti, ki mora stremeti k zastavljanju čim bolj kakovostnih vprašanj na različnih ravneh, in hkrati tisti, ki mora k zastavljanju vprašanj navajati tudi učence in s tem spodbujati njihovo aktivnost in sodelovanje pri pouku. Opredeljujemo tudi različne klasifikacije učiteljevih vprašanj in jih podrobneje predstavimo. Pozornost namenjamo predvsem vprašanjem višje in nižje spoznavne ravni, ki jih glede na Bloomovo taksonomijo učnih ciljev lahko razdelimo na šest kakovostno različnih ravni. Eno poglavje namenjamo samo učencem in njihovemu zastavljanju vprašanj pri pouku. Zanima nas, kakšen je njihov pomen, katere klasifikacije učenčevih vprašanj poznamo in kako pomembno je pozitivno in spodbudno učno okolje za razvoj in kakovost zastavljanja vprašanj. V empiričnem delu predstavljamo rezultate raziskave, s katero smo ugotavljali stanje na področju zastavljanja učiteljevih in učenčevih vprašanj pri pouku v osnovni šoli. Preko neposrednega opazovanja brez udeležbe in analize podatkov desetih učnih ur smo prišli do zanimivih ugotovitev. Raziskava je pokazala predvsem to, da v šolskem prostoru še vedno prevladujejo učiteljeva vprašanja nižje spoznavne ravni ter da so učenčeva vprašanja pri pouku največkrat organizacijske narave in da postavijo bistveno manj vsebinskih vprašanj, ki se nanašajo na učno vsebino. Analize opazovanih učnih ur so pokazale, da različni učitelji uporabljajo različne strategije spraševanja, v večini pa jim je skupno to, da znajo pri pouku ustvariti sproščeno ozračje in učencem ponudijo pozitivne povratne informacije. Pomembna ugotovitev raziskave v primerjavi s predhodnimi raziskavami je, da smo pri učiteljih ugotovili daljši čakalni čas med zastavljenim vprašanjem in pričakovanim odgovorom. To pa je pomemben pokazatelj učiteljevega spodbujanja učencev k premisleku in podajanju kakovostnega in kritičnega odgovora na zastavljeno vprašanje. The aim of this master's thesis is to address the topic of asking questions in class, which can encourage student participation in the learning process. In addition to the teacher's questions, we are also interested in students' questions. Although these questions represent one of the most important ways of acquiring knowledge and developing critical thinking, they are often overlooked. In the theoretical part, we present the teacher's role in modern school in achieving the goals of modern teaching, which are based on development of students' critical thinking, creativity and their cooperation with one another. Accordingly, the teacher, as a "professional questioner", must strive to ask the best possible questions at different levels as well as instruct students to ask questions and thus encourage their activity and participation during the lesson. We also define different classifications of teacher's questions and present them in more detail. We pay particular attention to questions of higher and lower cognitive levels, which, according to Bloom's taxonomy of learning objectives, can be divided into six different levels of complexity. We dedicate one chapter to students' questions in class. We are interested in their significance, in how they classify, as well as how important a positive and stimulating learning environment is for the development and quality of asked questions. In the empirical part, we present the results of a research where we determined the position of teachers 'and students' questions during class in primary school. Through non-participant observation and data analysis of ten lessons, we came to interesting findings. The research showed that the teachers question's of a lower cognitive level still prevail and that the student's questions in class are mostly organizational. Students also seemed to ask significantly fewer substantive questions related to the learning content. The analysis of ten lessons showed that teachers use different questioning strategies, however most could create a relaxed atmosphere in the classroom and offer positive feedback to students. An important finding of the research compared to previous research is that teachers now waited longer for an answer after asking a question. This indicates the teacher's encouragement of students to think and give a qualitative and critical answer to the question. vprašanja pri pouku učitelj učenčevo sodelovanje pri pouku Bloomova taksonomija vprašanja višje in nižje spoznavne ravni strategija spraševanja questions in class teacher student participation in class Bloom's taxonomy questions of higher and lower cognitive levels questioning strategy. true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2022-09-15 07:45:16 2022-09-15 07:45:27 2022-09-16 04:14:51 0000-00-00 00:00:00 2022 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 505571 19519.pdf 19519.pdf 1 0AA5D3D893A54B37EF487555C37D9FB3 e574eb1240f46b8dc93b8bff49f4a19d1ec6b2afd7050f997ec35d2a05fbb116 8840e933-34b9-11ed-92af-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=161173 19520.docx 19520.docx 1 873ADDAEBB400FE0B261C4CB7C32155C 2b45bee55f0999910d039d7f0577df4d8c5f8143f2bb980401540b73d2155342 884138bb-34b9-11ed-92af-00155dcfd717 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=161174 Filozofska fakulteta 0 0 0