Domače naloge pri pouku književnosti od prvega do petega razreda

Kurbus, Sara (avtor), Saksida, Igor (mentor)

Domače naloge so značilne za večino osnovnih šol, zajemajo pa širok spekter pristopov in načinov podajanja le-teh. Ti se seveda razlikujejo glede na tematiko domače naloge, avtonomnost, pripravljenost in ciljno naravnanost učitelja ter interese in sposobnosti otrok v skupini. Enakovredno vključujejo tako delo učitelja s pripravo kot delo učenca s poglabljanjem znanja. Znanje, ki ga učenci pridobijo z vestnim reševanjem domačih nalog, je odvisno od mnogih dejavnikov. Na nekatere učitelj nima vpliva, zato je pomembno, da so domače naloge zasnovane tako, da spodbudijo učenca, okrepijo njegovo notranjo motivacijo, upoštevajo posameznikove interese in sposobnosti ter so natančno ciljno opredeljene. Namen domačih nalog pri književnosti je samostojno izražanje učencev, povezano s sintezo in vrednotenjem: učenci se izražajo z glasbenim, likovnim in gibalnim ustvarjanjem ter z ustvarjanjem novega besedila. Besedilo lahko učenec posnema, dramatizira, pretvori v pesem, ustvari parodijo, lahko se izrazi tudi z lutkovno igro in gibi. Načinov izražanja je mnogo, zato je mnogo tudi različnih domačih nalog z različnimi cilji ali z različnimi potmi do enakega cilja; pridobljena znanja učenci preizkušajo v novi situaciji. Menim, da je domačih nalog pri književnem pouku premalo in da so naloge premalo stopnjevane. Cilj raziskave je bil ugotoviti, ali dajejo učitelji več domače naloge pri jezikovnem ali pri književnem pouku, katere vrste domačih nalog dajejo in katero vrsto nalog dajo največkrat. Zanimala so me stališča učiteljev do dajanja domačih nalog in do analize domačih nalog pri književnem pouku. Pristop raziskave je bil kvantitativen, raziskovalna metoda deskriptivno-kavzalna, merski instrument pa anketni vprašalnik. Cilje raziskave sem dosegla z analizo anketnih vprašalnikov, ki jih je izpolnilo 81 učiteljev razrednega pouka, ki poleg ostalih predmetov poučujejo tudi slovenski jezik. Ugotavljala sem njihovo delovno dobo in razred, v katerem poučujejo, saj sem želela ugotoviti, ali se pri tem med učitelji pojavljajo statistično pomembne razlike. Z raziskavo želim spodbuditi učitelje k raznovrstnosti domačih nalog pri književnem pouku ter jih usmeriti k pogosti rabi raznovrstnih domačih nalog.

• 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-108876
• COBISS.SI-ID: 12545353
• Datum objave v RUL: 20.08.2019

KURBUS, Sara, 2019, Domače naloge pri pouku književnosti od prvega do petega razreda [na spletu]. Magistrsko delo. [Dostopano 16 marec 2025]. Pridobljeno s: http://pefprints.pef.uni-lj.si/5873/

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Homework at literature lessons from the first to the fifth grade

Izvleček

Homework is typical for the majority of primary schools, covering a wide range of approaches and ways of their presentation. Of course, they vary according to the topic of homework, autonomy and target orientation of the teacher and the interest and abilities of children in the group. They equivalently include both work of the teacher with preparation and work of pupils with strenghtening knowledge. The knowledge that students gain by thoroughly doing their homework depends on many factors. On some of them, the teacher has no influence, so it is important to have homework designed to encourage the pupils to strengthen their internal motivation, consider the individual's interests and abilities and precisely define homework assignments. The purpose of homework in teaching literature is pupil's self-expression, associated with synthesis and evaluation: they express with music, art and motion and by creating a new text. Pupils can imitate the text, dramatise, convert into a poem, create a parody, they can also express with a puppet show and movement. There are many ways of expressing oneself, so there is also a lot of different homework targeted at different goals or using different paths to achieve the same goal. Pupils then test the acquired knowledge in a new situation. I believe there is not enough homework and literary tasks are not graded enough. The objective of this research was to determine wether teachers give more homework at grammar or literature lessons and to find different and the most common types of homework they give to pupils. I was interested in the views of the teachers about giving homework and doing analysis. The research approach is quantitative, research methods are descriptive-causal, the measuring instrument is a survey questionnaire. I achieved the research objectives by analysing survey questionnaires, completed by 81 teachers, who also teach Slovene language in addition to other subjects. I examined their years of service and class in which they have been teaching, because I wanted to find out whether the are statistically significant differences between teachers in this respect. With my thesis I would like to encourage teachers to diversify homework in literary education and to frequently use diversive homework.

• Ključne besede: Slovene