Učiteljeva stališča do potencialno nadarjenih učencev pri književnosti v prvem vzgojno-izobraževalnem obdobju

Mehle, Špela (author), Petek, Tomaž (mentor)

Z zavedanjem, da so si učenci med seboj različni, se začne razmišljanje o prilagajanju dela učiteljev glede na zmožnosti in sposobnosti vsakega izmed učencev. Zakonsko določeno je, da moramo nadarjenim učencem zagotoviti ustrezne pogoje za vzgojo in izobraževanje tako, da jim prilagajamo učne vsebine, metode in oblike dela ter jim omogočimo vključitev v dodatni pouk ter druge individualne in skupinske oblike dela. V teoretičnem delu smo se dotaknili terminoloških opredelitev, zakonodaje na področju nadarjenih, postopkov prepoznavanja nadarjenih, lastnosti (literarno) nadarjenih učencev, vpliva staršev, učitelja in šole na razvijanje nadarjenosti, opisali smo vzgojno-izobraževalno delo z literarno nadarjenimi učenci v okviru obveznega in dodatnega programa osnovnih šol. Želeli smo raziskati kakšna so stališča učiteljev 1. vzgojno-izobraževalnega obdobja do prepoznavanja potencialno nadarjenih na literarnih področjih, kako načrtujejo pouk književnosti za njih ter kako ocenjujejo svoje delo in usposobljenost na tem področju. Ugotovili smo, da se večini učiteljev zdi smiselno odkrivati potencialno nadarjene učence na literarnem področju že v 1. vzgojno-izobraževalnem obdobju, da se za delo z nadarjenimi počutijo dovolj kompetentne, čeprav se v večini ne udeležujejo dodatnih izobraževanj na tem področju. Več kot polovica učiteljev meni, da so najpomembnejši pri razvijanju literarne nadarjenosti starši in ne učitelji. Večina učiteljev diferencira pouk književnosti za nadarjene. Na področju didaktičnih aktivnih metod dela se učitelji najpogosteje poslužujejo igre vlog, najredkeje pa projektnega učnega dela. Potencialno nadarjeni učenci v 1. vzgojno-izobraževalnem obdobju se v okviru dejavnosti razširjenega programa najpogosteje udeležujejo Cankarjevega tekmovanja, dodatnega pouka in interesnih dejavnosti, najredkeje pa sobotnih šol. Učitelji potencialno nadarjenim učencem na literarnem področju ne postavljajo dovolj zahtevnih vprašanj, saj je večina vprašanj na 5. ravni zahtevnosti (vrednotenje), ne pa na 6. ravni (sinteza), kjer se od učenca pričakuje povezovanje delov v novo celoto na samosvoj, drugačen in izviren način, kritično mišljenje, iskanje prikritih informacij, primerjanje informacij iz več besedil, primerjanje in povezovanje (nasprotnih) stališč ter ustvarjalno mišljenje.

• Language: Slovenian
• Keywords: potencialno nadarjeni učenci
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-128090
• COBISS.SI-ID: 67593219
• Publication date in RUL: 17.08.2021

Secondary language

• Language: English
• Title: Attitudes of teachers towards potentially gifted students for literature in the 1st triad of primary school

Abstract

With the awareness that pupils are different from each other, one begins to think about adapting teachers' work according to each pupil's skills and abilities. It is a legal requirement to provide gifted pupils with the right conditions for education by adapting learning content, methods and forms of work and by giving them the opportunity to take part in extra lessons and other forms of individual and group work. In the theoretical part, we discussed terminological definitions, legislation of gifted pupils, procedures for identifying the gifted, characteristics of (literary) gifted pupils, the influence of parents, teachers and schools on the development of giftedness and we described educational work with literary gifted pupils in compulsory and supplementary curricula of primary schools. We wanted to research the teachers' views on the identification of potentially gifted pupils on literary fields, how they evaluate their work and competence with the gifted in the first educational period. We have found that most teachers find it useful to identify potentially literary gifted pupils as early as in first educational period, that they feel competent enough to work with the gifted, despite the fact that most of them do not attend additional classes in this field. More than half of teachers think that parents, not teachers, are most important in developing literary talent. Most teachers differentiate literature lessons for the gifted. In the area of didactic active methods, teachers use role-play most often and project-based learning least often. Potentially gifted pupils in the first educational period most often participate in Cankar Award competition, extra lessons and extracurricular activities and least often in Saturday schools. Teachers do not ask the gifted enough challenging questions, as most of the questions are at difficulty level 5 (evaluation), but not at level 6 (synthesis), where pupils are expected to connect the parts into a new whole in a unique, different and original way, to think critically, to look for hidden information, to compare information from several texts, to compare and connect (opposing) points of view and to think creatively.

• Keywords: potentially gifted pupils