Učiteljevo poznavanje interpretativnega branja dramskih besedil in njegovo vključevanje v pouk književnosti od 1. do 5. razreda osnovne šole : magistrsko delo

Skebe, Maša (author), Petek, Tomaž (mentor)

Interpretativno branje je pomemben del pouka književnosti. Uporabljamo ga za branje vseh treh vrst besedil, torej za prozna, pesemska in dramska besedila. Interpretativno branje dramskih besedil je še posebej zahtevno za učitelje, saj so že dramska besedila sama po sebi kompleksna zaradi njihove strukture. Pomembno je, da se učitelj prav zaradi kompleksnosti dramskih besedil na to ustrezno pripravi in pri samem pouku učence o tem ozavešča in jih v sam proces tudi vključuje na različne načine, z uporabo različnih metod. V teoretičnem delu magistrskega dela smo opredelili didaktiko književnosti, pouk književnosti, sodobno načrtovanje pouka književnosti, interpretativno branje dramskih besedil, faze učiteljeve priprave na interpretativno branje dramskih besedil in vključevanje učencev v le-to. V empiričnem delu smo se s pomočjo spletnih anketnih vprašalnikov osredinili na učiteljevo poznavanje interpretativnega branja dramskih besedil in njegovo vključevanje v pouk književnosti od 1. do 5. razreda osnovne šole. Raziskali smo pogostost uporabe interpretativnega branja različnih vrst besedil, kako učitelji ocenjujejo svoje in učenčevo interpretativno branje dramskih besedil ter na kakšne načine izvajajo in vključujejo učence v interpretativno branje dramskih besedil. Raziskava je kvantitativna, vzorec pa je neslučajnostni in namenski. V raziskavo je bilo vključenih 220 učiteljev od 1. do 5. razreda osnovne šole v šolskem letu 2021/22. Učitelji so prihajali iz različnih osnovnih šol po celotni Sloveniji. Analiza rezultatov je pokazala, da je večina učiteljev seznanjena s pojmom in uporabo interpretativnega branja. Ugotovili smo, da je njihovo poznavanje faz priprave na samo interpretativno branje dramskih besedil slabše, čeprav učitelji svojo pripravo ocenjujejo z zelo dobro. Učitelji se pogosto poslužujejo tovrstnega branja dramskih besedil in učence vključujejo na različne načine. Z analizo in dobljenimi podatki želimo učitelje razrednega pouka ozaveščati, kako pomembno je interpretativno branje dramskih besedil in predajanje znanja o tem učencem.

• Language: Slovenian
• Keywords: interpretativno branje dramskih besedil, umetniško doživljanje, učiteljeva priprava, pouk književnosti, književnost, osnovne šole
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: M. Skebe
• Year: 2024
• Number of pages: 79 str.
• PID: 20.500.12556/RUL-155568
• UDC: 82:37.091.3(043.2)
• COBISS.SI-ID: 191639299
• Publication date in RUL: 06.04.2024

Secondary language

• Language: English
• Title: Teachers' Knowledge of Interpretive Reading of Dramatic Texts and its Integration into Literature Lessons in Grades 1 through 5 of Primary School

Abstract

Interpretive reading is an important part of the teaching of literature. It is used to read all three types of texts: prose, poem and drama. Interpretative reading of dramatic texts is particularly challenging for teachers, as dramatic texts themselves are complex due to their structure. Due to the complexity of the dramatic texts, it is important for the teacher to prepare himself for this and to make the pupils aware of it during the teaching itself and to involve them in different ways using different methods. In the theoretical part of the master's thesis, we defined didactics of literature, literature lessons, modern planning of literature lessons, interpretive reading of dramatic texts, stages of teacher preparation for interpretive reading of dramatic texts and inclusion of pupils in it. With the help of online questionnaires, we focused on the teacher’s knowledge of interpretive reading of dramatic texts and its inclusion in literature classes from 1st to 5th grade of primary school. We investigated the frequency of use of interpretive reading of different types of texts, how teachers evaluate their own and the student’s interpretive reading of dramatic texts, and how they implement and involve students in interpretive reading of dramatic texts. The study is quantitative, and the sample is random and purposeful. The survey included 220 teachers from grades 1 to 5 of primary school in the school year 2021/22. Teachers came from various primary schools all over Slovenia. Analysis of the results showed that most teachers are familiar with the concept and use of interpretive reading. We found that their knowledge of the stages of preparation for only interpretive reading of dramatic texts is poorer, although teachers rate their preparation for it very well. Teachers often use this type of drama reading and involve students in different ways. Through the analysis and the data obtained, we want to make classroom teachers aware of the importance of interpretive reading of dramatic texts and imparting knowledge about it to students.

• Keywords: interpretive reading of dramatic texts, artistic experience, teacher preparation, literature lessons