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Primerjava učenja angleščine z metodo gibalnih iger v osnovni in plesni šoli : magistrsko delo
ID Žvanut, Jerca (Avtor), ID Štemberger, Vesna (Mentor) Več o mentorju... Povezava se odpre v novem oknu, ID Dagarin Fojkar, Mateja (Komentor)

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Izvleček
V sodobni dobi opažamo izrazit porast sedentarnega načina življenja, kar negativno vpliva na gibalno aktivnost otrok, ki pa je ključna za njihov celosten razvoj. Kljub temu se v šolskem okolju še vedno pogosto zasledi tradicionalen način poučevanja, pri katerem učenci večino časa preživijo sedé. Ob tem pa raziskave doma in v tujini nenehno dokazujejo prednosti inovativnih pedagoških pristopov, kot je vključevanje gibanja v učni proces. S tem namenom smo se odločili natančneje raziskati to področje ter preučiti, kako lahko učno okolje vpliva na motivacijo otrok za učenje, ob upoštevanju naraščajočega stresa v šolskem okolju in vse bolj priljubljenih neformalnih oblikah učnih pristopov. V teoretičnem delu magistrskega dela smo opisali pomen gibanja ter gibalne igre za otroka. Predstavili smo pristop učenja s pomočjo ustvarjalnega giba, njegove prednosti pa podprli s številnimi domačimi in tujimi raziskavami. Opisali smo uvajanje tujega jezika v prvo vzgojno-izobraževalno obdobje ter predstavili različne argumente za zgodnje učenje tujega jezika. Poleg tega smo predstavili inovativne pristope k poučevanju tujega jezika ter jih podprli z rezultati raziskav o učinkovitosti gibalnih metod pri učenju jezika. Nadalje smo opredelili učno, notranjo in zunanjo motivacijo ter motivacijo pri učenju tujega jezika. Na koncu pa predstavili še formalne in neformalne pristope izobraževanja. Empirični del magistrskega dela je vseboval akcijsko raziskavo, ki je potekala štiri tedne v maju in juniju 2022. V raziskavi je sodelovalo 40 učencev, ki so v šolskem letu 2021/22 obiskovali prvi razred osnovne šole in neobvezni izbirni jezik angleščina. V eni raziskovalni skupini je sodelovalo 19 otrok iz plesne šole, v drugi skupini pa 21 učencev enega prvega razreda osnovne šole. Namen raziskave je bil ugotoviti, kako učenje z gibalnimi igrami vpliva na motivacijo otrok za učenje tujega jezika. Prav tako nas je zanimalo, ali se pojavljajo razlike v motivaciji med dvema okoljema, formalnim in neformalnim, šolskim okoljem ter plesno šolo ter kako učenci zaznavajo učenje v enem in kako v drugem okolju. Ugotovili smo, da so učenci osnovne in plesne šole izkazali večje zanimanje za učenje s pomočjo gibalnih iger v primerjavi s tradicionalnim poukom. Pri analizi vpliva okolja na motivacijo smo ugotovili, da ne prihaja do večjih razlik v motivaciji med različnima učnima okoljema, vseeno pa so učenci plesne šole izrazili nekoliko višjo motiviranost za učenje angleščine s pomočjo gibalnih iger v primerjavi z učenci osnovne šole. Nadaljnjega učenja tujega jezika z vključenimi gibalnimi dejavnostmi si želi večinski delež učencev tako plesne kot tudi osnovne šole. Rezultati naše raziskave kažejo na pomemben vpliv okolja na percepcijo učenja med učenci formalnega učnega okolja (osnovna šola) in učenci neformalnega učnega okolja (plesna šola). Večina učencev osnovne šole je zaznala, da so se pri pouku angleščine z metodo gibalnih iger pretežno le učili, medtem ko je večje število učencev plesne šole pouk angleščine doživelo kot zabavno in sproščujočo izkušnjo. Ugotovili smo še, da je večinski delež učencev plesne šole bolj zainteresiran za učenje angleščine v neformalnem učnem okolju, kot je plesna šola, v primerjavi z učenjem v osnovni šoli. Za namen raziskave smo oblikovali program poučevanja angleščine z metodo gibalnih iger, ki bo v pomoč razrednim učiteljem in učiteljem tujega jezika pri poučevanju angleščine. Z analizo rezultatov smo potrdili, da si učenci med poukom želijo več igranja in več gibalnih aktivnosti, zato nagovarjamo učitelje, da se v večji meri poslužujejo tovrstnih učnih pristopov.

Jezik:Slovenski jezik
Ključne besede:gibalna igra, angleščina, osnovna šola, plesna šola, vpliv (ne)formalnega okolja
Vrsta gradiva:Magistrsko delo/naloga
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Kraj izida:Ljubljana
Založnik:J. Žvanut
Leto izida:2024
Št. strani:76 str.
PID:20.500.12556/RUL-154932 Povezava se odpre v novem oknu
UDK:811.111(043.2)
DOI:20.500.12556/RUL-154932 Povezava se odpre v novem oknu
COBISS.SI-ID:188346883 Povezava se odpre v novem oknu
Datum objave v RUL:09.03.2024
Število ogledov:707
Število prenosov:156
Metapodatki:XML DC-XML DC-RDF
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Sekundarni jezik

Jezik:Angleški jezik
Naslov:Comparison of Teaching English with the Method of Movement Games in Primary and Dance School
Izvleček:
In the modern era, we observe a significant increase in sedentary lifestyles, which negatively affects the physical activity of children, crucial for their holistic development. Despite this, traditional teaching methods are still often found in the school environment, where students spend most of their time sitting. All the while, research at home and abroad continuous to demonstrate the benefits of innovative pedagogical approaches, such as incorporating movement into the learning process. With this aim, we decided to delve into this area more precisely and examine how the learning environment can influence children's motivation to learn, considering the increasing stress in the school environment and the growing popularity of informal learning approaches. In the theoretical part of the master's thesis, we described the significance of movement and movement play for children. We introduced the approach of learning through creative movement, supported by numerous domestic and foreign studies. We described the introduction of a foreign language in the first educational period and presented various arguments for early foreign language learning. Additionally, we presented innovative approaches to teaching a foreign language and supported them with research results on the effectiveness of movement methods in language learning. Furthermore, we defined three types of motivation - learning, internal, and external - as well as the specific motivation in learning a foreign language. Finally, we presented formal and informal learning approaches. The empirical part of the master's thesis involved action research that took place over four weeks in May and June 2022. The research involved 40 students who attended the first grade of primary school and an English language elective in the school year 2021/22. One research group consisted of 19 children from a dance school, while the other group comprised 21 students from a first-grade class of primary school. The purpose of the research was to determine how learning through physical games affects children's motivation to learn a foreign language. We were also interested in whether differences in motivation occur between the two environments, the formal and the informal, the school and the dance school environments, and how students perceive learning in one environment compared to the other. We found that students from both primary and dance schools showed a greater interest in learning through movement-based games compared to traditional teaching methods. In analysing the influence of the environment on motivation, we found no significant differences in motivation between the two learning environments; however, students from the dance school expressed slightly higher motivation to learn English through movement-based games compared to students from the primary school. The majority of students from both the dance and primary schools expressed a desire for further learning of a foreign language with incorporated movement activities. The results of our study indicate a significant impact of the environment on the perception of learning among students in formal learning environments (primary school) and students in informal learning environments (dance school). During English classes with movement-based methods, the majority of primary school students perceived that they primarily engaged in learning a foreign language, while a larger number of students from the dance school experienced English classes as enjoyable and relaxing. We also found that the majority of students from the dance school are more interested in learning English in an informal learning environment, such as a dance school, compared to learning in a primary school setting. For the purpose of the study, we developed a program for teaching English using movement-based games, which will assist classroom teachers and foreign language teachers in teaching English. Through the analysis of the results, we confirmed that students desire more play and more physical activities during lessons, therefore we encourage teachers to use such teaching approaches more extensively.

Ključne besede:movement game, English, elementary school, dance school, influence of (non)formal environment

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