izpis_h1_title_alt

Pravljica kot didaktično sredstvo pri pouku italijanščine v drugem vzgojno-izobraževalnem obdobju osnovne šole : magistrsko delo
Budin, Kristina (Author), Štefanc, Damijan (Mentor) More about this mentor... This link opens in a new window, Prosenc, Irena (Mentor) More about this mentor... This link opens in a new window

.pdfPDF - Presentation file, Download (711,92 KB)
.pdfPDF - Presentation file, Download (705,91 KB)

Abstract
Magistrsko delo preučuje pravljico in njeno vlogo pri pouku italijanščine v drugem vzgojnoizobraževalnem obdobju osnovne šole. Najprej je predstavljena pravljica kot literarna zvrst, zgodovina njenega raziskovanja in teoretični pristopi, ki so se pri tem oblikovali. Sledi poglavje o pravljici kot literarni zvrsti namenjeni otroku in o njenem vplivu na različnih področjih otrokovega razvoja. Vsa ta spoznanja so vplivala na to, da je pravljica postala zanimiva tudi na področju poučevanja tujih jezikov. Razlogi za njeno uporabo pri pouku tujega jezika so številni; pravljica motivira, spodbuja domišljijo, seznanja z ritmom in intonacijo tujega jezika, služi za razvoj različnih jezikovnih zmožnosti in prinaša drugačen pristop k poučevanju tujega jezika. Pravljica je otrokom razumljiva, ker se z njo srečujejo že v maternem jeziku. Poleg tega ima veliko besedilnih in jezikovnih značilnosti, ki olajšujejo razumevanje besedila v tujem jeziku, kar učence motivira za nadaljnje učenje. Med te značilnosti štejemo: časovno sosledje, ponavljanja, predvidljivost, preprosto slovnico, konkretno besedišče in konkretno vsebino. Kljub temu morajo učitelji pravljico didaktično pripraviti, da lahko z njo dosegajo zastavljene učne cilje in razvijajo jezikovne zmožnosti v tujem jeziku. Empirični del naloge tako poskuša prikazati uporabo pravljice pri pouku italijanščine. V empiričnem delu smo zajeli poglede treh učiteljic, ki pri pouku italijanščine uporabljajo tudi pravljico. Izkazalo se je, da jih je k uporabi pravljice spodbudila priprava na tekmovanje, v sklopu katere so učence seznanile s pravljico v italijanščini. Spoznale so, da pravljica učence motivira in ima številne lastnosti, ki jih lahko uporabijo pri poučevanju tujega jezika. Poznavanje vsebine pravljice, bogato slikovno gradivo, preproste slovnične strukture in konkretno besedišče učencem olajšajo učenje italijanščine. Didaktična priprava pravljice se je razlikovala glede na to, kakšne pravljice so intervjuvane učiteljice izbrale. Tiste pravljice, ki so že prirejene za pouk tujega jezika, ne potrebujejo dodatnih priprav, saj so že same naravnane tako, da učitelja usmerjajo pri delu. Za razliko od teh pa potrebujejo avtentične pravljice podrobnejšo didaktično pripravo, kjer učitelj navadno poenostavi slovnični čas in besedišče ter po potrebi pravljico tudi skrajša. Med intervjuvanimi učiteljicami se je razlikovala tudi sama uporaba pravljice pri pouku. Učencem so pravljico posredovale na različne načine; s pripovedovanjem ali s predvajanjem posnetka. Aktivnosti, ki so jih izvedle po poslušanju, so se navezovale predvsem na razumevanje besedila ter na razvoj besedišča. Pred poslušanjem pravljice pa aktivnosti niso izvajale, oziroma so se te navezovale zgolj na predstavitev likov ali poteka učne ure.

Language:Slovenian
Keywords:pravljica, tuji jeziki, didaktika jezika, italijanščina, osnovne šole, magistrska dela
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Year:2017
Publisher:[K. Budin]
Number of pages:106 str.
UDC:82.0-343(043.2)
COBISS.SI-ID:64257634 Link is opened in a new window
Views:815
Downloads:490
Metadata:XML RDF-CHPDL DC-XML DC-RDF
 
Average score:(0 votes)
Your score:Voting is allowed only to logged in users.
:
Share:AddThis
AddThis uses cookies that require your consent. Edit consent...

Secondary language

Language:Italian
Title:Fiaba come strumento didattico nell'insegnamento dell'italiano come lingua straniera nel secondo triennio della scuola elementare
Abstract:
The dissertation studies the fairytale and its role in in the second educational period of elementary schools Italian classes. Firstly, the fairytale is introduced as a literary genre with history of its research and theoretical approaches that were formed in the process. This in followed by a chapter about the fairytale as a literary genre that is meant for children and about its influence on different areas of the child`s development follows. All these findings have influenced the interest in the use of fairytale in the area of teaching foreign languages. There are many reasons for its use in foreign language: fairytales motivate, encourage imagination, familiarize with the rhythm and intonation of a foreign language, serve for the development of diverse language capabilities and bring a different approach to teaching a foreign language. The fairytale is understandable to children as they already encounter it in their mother tongue. In addition, it has many textual and linguistic features that relieve the comprehension of the text in foreign language, which motivates the students for further learning. This characteristics are considered to be: time sequence, repetitions, predictability, simple grammar, concrete text and content. Nevertheless, the teachers have to prepare the fairytale didactically, so they can achieve the imposed curriculum goals and develop language skills in the foreign language with it. Therefore the empirical part tries to present the use of fairytales in the Italian classes. In the empirical part, we have gathered the perspective of three teachers that use fairytales in their Italian lessons. It was shown that they were encouraged in the use of fairytales by preparing for a competition in which they had to familiarize the students with a fairytale in Italian. They have realised that fairytales motivate students and have many features that can be used in teaching a foreign language. Knowing the contents of a fairytale, rich visual material, simple grammar structures and specific vocabulary facilitates learning Italian for the students. Didactic preparation of the fairytale varies according to the fairytale that the interviewed teachers have chosen. The fairytales that are already rearranged for the foreign language lessons do not need additional preparations, as they are already oriented to direct the teacher at work. As opposed to these, authentic fairytales need a more detailed didactic preparation, where the teacher usually simplifies the grammar tense and text and if necessary, shortens the fairytale. Among the interviewed teachers the sole use of fairytales in the classroom differed. They delivered the fairytale in different ways; with narration or with video streaming. Activities that they have carried out after the listening were mostly related to text comprehension and vocabulary development. However, they did not perform any activities before the listening or these were simply linked to character introduction or the course of lessons.


Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:

Comments

Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back