Avtonomija učencev pri pouku nemščine v gimnazijskem programu

Oberč, Simona (author), Kosevski Puljić, Brigita (mentor), Šteh, Barbara (mentor)

Magistrsko delo obravnava avtonomijo učencev pri pouku nemščine v gimnazijskem programu. V prvem poglavju smo se osredotočili na kratek pregled poglavitnih teorij učenja, v naslednjih poglavjih pa smo predstavili opredelitve avtonomije, avtonomije šole, avtonomnega ravnatelja, učitelja in učenca. Sledita opredelitev avtonomnega učenca pri pouku tujega jezika, kakor tudi načini razvijanja avtonomije učenca. Izpostavili smo dve področji, ki sta za razvijanje avtonomnega učenca ključnega pomena, to sta področje formativnega spremljanja pouka in učenja ter področje razvijanja učnih strategij v povezavi z učenjem tujega jezika. Na koncu teoretičnega dela smo opisali tudi nekaj težav pri merjenju avtonomije učencev. V empiričnem delu smo izvedli multiplo študijo primera. S pomočjo strukturiranega opazovanja pouka nemščine pri dveh učiteljih na dveh slovenskih gimnazijah smo ugotavljali, kako pogosto učitelji pri pouku nemščine izvajajo učne aktivnosti, ki so povezane z avtonomnim učenjem, in k njim spodbujajo učence ter kako pogosto učenci pri pouku nemščine reaktivno in samoiniciativno izvajajo učne aktivnosti, ki so povezane z avtonomnim učenjem. S polstrukturiranim intervjujem obeh učiteljev smo ugotavljali, kako učitelja načrtujeta pouk nemščine, kako razumeta svojo vlogo učitelja, kako razumeta pojem avtonomni učenec, kako predstavljata in razvijata učne strategije pri pouku nemščine in kako formativno spremljata pouk in učenje. Pri opazovanju učnih ur smo ugotovili, da so bile nekatere kategorije učnih aktivnosti, ki igrajo ključno vlogo pri razvijanju avtonomije učencev, zastopane z majhnim deležem ali pa sploh niso bile prisotne. Z intervjuji pa smo prišli do ugotovitve, da bi bilo priporočljivo v usposabljanje za učitelje vključiti tudi znanja o avtonomiji učencev oziroma da bi učitelje usposabljali za to, kako razvijati avtonomijo učencev, saj sta bila učitelja pri opredeljevanju avtonomije učencev rahlo v dvomih.

• Language: Slovenian
• Keywords: avtonomija učencev, pouk tujega jezika, gimnazijski program, učne strategije, formativno spremljanje
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2019
• PID: 20.500.12556/RUL-108023
• Publication date in RUL: 12.06.2019

Secondary language

• Language: English
• Title: Learner Autonomy in German Language Learning in Secondary School Program

Abstract

This master thesis deals with learner autonomy in German language learning in secondary school program. In the first chapter we focus on a brief overview of the main theories of learning, in the following chapters we define autonomy, school's autonomy, autonomy of the headteacher, teacher and learner. We also define learner autonomy in foreign language learning and present the ways of developing learner autonomy. We highlight two areas that are of key importance for the development of the learner autonomy, namely formal assessment of teaching and learning and developing learning strategies in relation to foreign language learning. At the end of the theoretical part, we describe some difficulties in the measuring of learner autonomy. In the empirical part of the thesis, a multiplicative case study was carried out. With the structured observation of German language learning in two Slovenian secondary school programs, we wanted to find out how often teachers conduct learning activities that are connected to autonomous learning and encourage learners to engage in these activities, and how often students conduct reactive and self-initiated learning activities connected to autonomous learning. With a semi-structured interview with two teachers we wanted to find out how German language teachers are planning German language lessons, how they understand their role as a teacher and the concept of learner autonomy, how they introduce and develop learning strategies during German language lessons and how they formatively assess teaching and learning. By observing German language lessons, we found out that some categories of learning activities that play a key role in developing learner autonomy were represented in small proportion or were not represented at all. With the interviews we came to the conclusion that it would be advisable to include knowledge about learner autonomy in the training for teachers or to educate teachers on how to develop learner autonomy, since the teachers had difficulties defining learner autonomy.

• Keywords: learner autonomy, foreign language learning, secondary school program, learning strategies, formative assessment