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Razvijanje pravopisne zmožnosti pri učencih v tretjem, četrtem in v petem razredu : magistrsko delo
ID Brecl, Sara (Author), ID Petek, Tomaž (Mentor) More about this mentor... This link opens in a new window

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Abstract
Sporazumevalna zmožnost in njeno razvijanje je eden izmed temeljnih ciljev sodobnega pouka pri predmetu slovenščina v osnovi šoli. Sestavljena je iz več sestavin, med njimi je tudi jezikovna zmožnost, ki zajema pravopisno zmožnost. Pravopisna zmožnost pomeni obvladanje prvin in pravil pisanja besed, povedi in besedil v danem jeziku. Cilj raziskave je bil ugotoviti, ali so potrjeni samostojni delovni zvezki za posamezen razred skladni z učnim načrtom in ali so vsebine ustrezno vključene v samostojne delovne zvezke ter kakšna je pravopisna zmožnost v raziskavo vključenih tretješolcev, četrtošolcev in petošolcev. Želeli smo ugotoviti tudi, kako uspešni so v raziskavo vključeni učenci 3., 4. in 5. razredov pri doseganju posameznih ciljev in (minimalnih) standardov znanja za pravopisno zmožnost. V empiričnem delu so predstavljeni rezultati, ki smo jih pridobili z analizo samostojnih delovnih zvezkov in z analizo pisnih preizkusov znanja. Analizirali smo 6 samostojnih delovnih zvezkov, za vsak posamezen razred smo analizirali dva samostojna delovna zvezka. Vzorec pri analizi pisnih preizkusov so sestavljali učenci treh osnovnih šol, ki so v šolskem letu 2022/23 obiskovali 3., 4. in 5. razred. Pisni preizkus je izpolnilo 221 učencev. Iz analize samostojnih delovnih zvezkov smo ugotovili, da so izbrani samostojni delovni zvezki skladni z učnim načrtom. Naloge v samostojnih delovnih zvezkih podpirajo cilje in standarde znanja za posamezno vzgojno-izobraževalno obdobje. Največja pomanjkljivost analiziranih samostojnih delovnih zvezkov je neustrezna taksonomska struktura nalog. V vseh analiziranih samostojnih delovnih zvezkih namreč prevladujejo naloge, ki od učencev zahtevajo le reprodukcijo usvojenih podatkov in dejstev. V raziskavo vključeni učenci so bili na pisnem preizkusu pravopisnih zmožnosti v povprečju uspešni v 81,7 %. Rezultati pisnih preizkusov so pokazali, da sta najslabše usvojena cilja pravopisne zmožnosti ločeno pisanje nikalnice pred glagolom in raba velike začetnice. Najuspešnejši so bili učenci pri rabi končnih ločil. Na podlagi rezultatov, zbranih s preizkusi znanja, smo ugotovili, da imajo najslabše usvojeno pravopisno znanje v raziskavo vključeni učenci 5. razredov, sledijo učenci 3. razredov, medtem ko so rezultati pokazali, da imajo učenci 4. razredov najbolje usvojeno pravopisno znanje. Najslabše pravopisno znanje so učenci pokazali pri rabi velike začetnice v zemljepisnem lastnem imenu Slovenske Konjice, kjer je le 15,5 % tretješolcev in 34,4 % četrtošolcev izbralo pravilen zapis. Rezultati magistrskega dela predstavljajo vpogled v ustreznost nalog v samostojnih delovnih zvezkih, ki podpirajo cilje in standarde znanja za pravopisno zmožnost. S to raziskavo želimo spodbuditi učitelje razrednega pouka, ki poučujejo v prvem in drugem vzgojno-izobraževalnem obdobju, da ob zavedanju, da je v samostojnih delovnih zvezkih premalo višjih taksonomskih stopenj, le-te vključijo v pouk. Prav tako želimo učitelje spodbuditi, da v poučevanje slovenščine in nasploh v poučevanje čim več vključujejo vsebine pravopisa. Pri pravopisni zmožnosti je namreč pomembno, da učenci obvladajo posamezne vsebine in cilje, saj lahko le na ta način svoje znanje nadgrajujejo.

Language:Slovenian
Keywords:sporazumevalna zmožnost, pravopisna zmožnost, Slovenski pravopis, učni načrt za slovenščino v osnovni šoli, samostojni delovni zvezek, preizkus znanja
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Place of publishing:Ljubljana
Publisher:S. Brecl
Year:2023
Number of pages:1 spletni vir (1 datoteka PDF (114, 9 str.))
PID:20.500.12556/RUL-149650 This link opens in a new window
UDC:811.163.6'35(043.2)
DOI:20.500.12556/RUL-149650 This link opens in a new window
COBISS.SI-ID:164141571 This link opens in a new window
Publication date in RUL:08.09.2023
Views:372
Downloads:53
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Secondary language

Language:English
Title:Development of Pupils' Ortographic Processing Competence in Grades 3, 4 and 5
Abstract:
The ability to communicate and the development of communication skills are fundamental goals of teaching Slovene in primary schools. The ability consists of several components; one of them is language ability, which includes spelling ability. Spelling ability means mastering the elements and rules of writing words, sentences, and texts in each language. The goal of the study was to determine whether the approved self-contained workbooks for each class are consistent with the curriculum and whether the contents are properly included in the self-contained workbooks, and what the spelling ability of the third, fourth, and fifth graders who were included in the study is. We also wanted to find out how successful they were in achieving individual goals and (minimal) educational standards of spelling ability. The empirical part presents the results obtained through the study of self-contained workbooks and the analysis of written knowledge tests. We analysed six self-contained workbooks, for each individual class, we analysed two self-contained workbooks. The sample for the analysis of the written tests consisted of students from three primary schools who attended the third, fourth, and fifth grades in the 2022/23 school year. 221 students completed the written test. Our analysis showed that self-contained workbooks are consistent with the curriculum. The tasks in the self-contained workbooks support the goals and educational standards for each educational period. The biggest drawback of the analysed self-contained workbooks is the inadequate taxonomic structure of the tasks. All analysed self-contained workbooks include tasks that only require students to reproduce acquired data and facts. The students included in the study were successful in the written test of spelling abilities by an average of 81.7%. The results of the written tests showed the least achieved goals of spelling ability were the separate writing of the negative word before the verb and the use of capital letters. Students master using final punctuation. Based on the results collected through the knowledge tests, the fifth grade students included in the study have the least acquired spelling knowledge, followed by the third grade students, while the results showed the fourth grade students have the best acquired spelling knowledge. Students showed the least spelling knowledge when using a capital letter in writing the proper geographical name Slovenske Konjice, where only 15.5% of third graders and 34.4% of fourth graders chose the correct spelling. The results of the master's thesis represent an insight into the adequacy of tasks in self-contained workbooks that support educational goals and standards of knowledge for spelling ability. We want to encourage teachers who teach in the first and second educational periods to include more tasks of higher taxonomic levels in their lessons because our study showed a lack of them in workbooks. We also want to encourage teachers to include the content of spelling as much as possible in teaching Slovene and in other subjects as well. When it comes to spelling ability, it is important for students to master individual contents and educational goals, as this is the only way they can upgrade their knowledge.

Keywords:communication ability, spelling ability, Slovenian orthography, curriculum for Slovene in primary school, self-contained workbook, knowledge test

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