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Zastopanost vrednot v gimnazijskih učbenikih za angleščino
Širca Ilinčič, Katja (Author), Skela, Janez (Mentor) More about this mentor... This link opens in a new window

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Abstract
V magistrski nalogi raziskujem zastopanost vrednot v učbenikih za angleški jezik, ki se uporabljajo v slovenskih gimnazijah. V teoretičnem delu je poudarek na vzgoji za vrednote, pomenu, potrebi in pomembnosti le-te. Vrednote so obravnavane tudi z vidika slovenskih učnih načrtov za angleški jezik. Empirični del je sestavljen iz dveh delov. Za namene te raziskave so bili izbrani trije učbeniki za angleški jezik enake stopnje zahtevnosti, ki se uporabljajo v slovenskih gimnazijah. Prvi del raziskave se osredotoča na zastopanost vrednot v bralnih besedilih izbranih učbenikov za angleški jezik. Osrednji namen je bil ugotoviti, katere kategorije vrednot so najpogosteje zastopane in ali so med učbeniki kakšne razlike. V drugem delu raziskave so bile v ospredju bralne dejavnosti. Namen je bil ugotoviti odstotek bralnih dejavnosti, katerih glavni cilj je urjenje jezikovnih spretnosti, in ga primerjati z odstotkom bralnih dejavnosti, ki spodbujajo refleksijo o vrednotah. Rezultati kažejo, da v vseh treh učbenikih prevladujejo medkulturne vrednote. Kljub temu je med učbeniki veliko razlik v pogostosti drugih vrednot, kot so na primer intelektualne, vrednote doseganja, estetske vrednote in druge. Analiza bralnih dejavnosti je pokazala, da je njihov glavni namen pridobivanje jezikovnega znanja. Posledično je število dejavnosti, ki spodbujajo dijake v razpravljanje o vrednotah, kritično mišljenje ali reševanje problemov, občutno nižje.

Language:Slovenian
Keywords:vrednote, vzgoja za vrednote, učbeniki za poučevanje angleščine, vloga učitelja, bralna besedila, bralne dejavnosti
Work type:Master's thesis/paper (mb22)
Organization:FF - Faculty of Arts
Year:2020
Views:24
Downloads:21
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Secondary language

Language:English
Title:The representation of values in EFL textbooks for grammar schools
Abstract:
This master’s thesis investigates the representation of values in English language textbooks used in Slovenian grammar schools. The theoretical part focuses on value education, its meaning, need and importance. Values are also looked at within the Slovenian context, where national syllabuses for the English language are examined. The empirical part consists of two parts. For the purpose of this research, three EFL textbooks of the same proficiency level which are used in Slovenian grammar schools were selected. The first part of the research focuses on the representation of values in reading texts of the selected EFL textbooks. The main purpose was to find out which categories of values are represented most frequently and whether there are any differences between the textbooks. In the second stage of the research, pre-reading, while-reading and post-reading activities were identified and examined. The objective was to determine the percentage of reading activities which focus on the practice of the linguistic skills and compare it to the percentage of activities which promote reflection on the values. Results show that the predominant values across all three textbooks are multicultural. However, there are many differences in the frequency of other categories of values, such as intellectual, achievement, aesthetic values, and others. The analysis of reading activities revealed that their main focus is on the acquisition of linguistic knowledge. Consequently, the number of activities which engage students in debating about values, critical thinking or problem solving is significantly lower.

Keywords:values, value education, ELT textbooks, teacher role, reading texts, reading activities

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