Poučevanje z lutko na razredni stopnji : magistrsko delo

Rožmanc, Urša (author), Korošec, Helena (mentor)

V magistrskem delu se osredotočamo na lutko kot metodo poučevanja na razredni stopnji, od 1. do 5. razreda. Osnovni namen raziskave je bil, da bi na podlagi teoretičnih izhodišč in stališč ter izkušenj učiteljev prikazali, kako se lahko s pomočjo lutke prebijemo iz tradicionalnega načina poučevanja k bolj zabavnemu in ustvarjalnemu načinu učenja in poučevanja. Uporaba lutk ima v izobraževanju številne prednosti. Lahko predstavlja sredstvo za motivacijo, spodbuja ustvarjanje otroku pomaga premagati strahove, spodbuja komunikacijo, abstraktno razmišljanje itd. Ključno je, da lutka postavi otroke v vlogo aktivnih ustvarjalcev (Korošec, 2002). Z uporabo lutke je učitelj sicer pomaknjen v ozadje, saj lutka prevzame avtoriteto, a otroci ji lahko bolj zaupajo kot učitelju (Majaron, 2002c). V empiričnem delu smo proučevali uporabo lutke kot metode poučevanja med učitelji in učiteljicami razrednega pouka. Zanimalo nas je, kako pogosto, na katere načine in pri katerih predmetih jo učitelji in učiteljice razredne stopnje najpogosteje uporabljajo ter kakšna so njihova stališča do lutke. Iskali smo razloge, zakaj se ne odločijo za njeno uporabo pogosteje. Preverjali smo tudi, kako se učenci odzivajo na lutko v različnih razredih. Želeli smo preveriti, če jo bodo z enakim navdušenjem sprejeli tako v 1. kot tudi v 3. in 5. razredu osnovne šole. Poleg tega pa smo želeli dokazati, da se lutko lahko uporabi pri katerem koli učnem predmetu v osnovni šoli na razredni stopnji. Ugotovili smo, da učitelji lutko uporabljajo kot metodo poučevanja, a le redko oz. nekajkrat na leto. Učitelji, ki jo uporabljajo, so izpostavili, da lutka pomaga pri motivaciji učencev. Najpogosteje jo učitelji in učiteljice uporabljajo pri pouku slovenskega jezika. Z izvedbo treh učnih ur v treh starostno različnih razredih (1., 3. in 5.) smo ugotovili, da je lutka učence pritegnila tako v vseh omenjenih razredih. Uporabili smo deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja ter kvantitativni in kvalitativni raziskovalni pristop. S pomočjo anketnega vprašalnika smo pridobili stališča in izkušnje slovenskih učiteljev pri poučevanju z lutko. Odziv učencev na lutko pa smo preverili z izvedbo treh učnih ur v 1., 3. in 5. razredu pri različnih predmetih. Po končani učni uri smo učencem razdelili kratek anketni vprašalnik. V njem smo uporabili petstopenjsko lestvico Likertovega tipa. Učiteljice pa so nam po končani učni uri odgovorile na strukturiran intervju.

• Language: Slovenian
• Keywords: Lutke, Osnovnošolsko učenje in poučevanje, Lutkovno gledališče, komunikacija, motivacija, učne metode, gledališka pedagogika, stališča slovenskih učiteljev do lutke
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: U. Rožmanc
• Year: 2024
• Number of pages: 136 str.
• PID: 20.500.12556/RUL-162930
• UDC: 792.97:373.3(043.2)
• COBISS.SI-ID: 209404675
• Publication date in RUL: 29.09.2024

Secondary language

• Language: English
• Title: Teaching with a puppet in primary school grades 1 to 5

Abstract

In this master's thesis, we focus on the puppet as a teaching method at the primary school level, from grades 1 to 5. Based on theoretical foundations and teachers' perspectives and experiences, the main purpose of the research was to demonstrate how puppets can be used to move from the traditional way of teaching to a more fun and creative way of learning and teaching... The use of puppets in education offers numerous advantages. They can serve as a motivational tool, encourage creativity, help children to overcome fears, encourage communication, abstract thinking, etc. Crucially, puppets place children in the role of active creators (Korošec, 2002). When using puppets, the teacher is put to the background as the puppet assumes the authority, but children can trust it more than the teacher (Majaron, 2002). In the empirical part of the thesis, we studied the use of puppets as a teaching method among primary school teachers. We were interested in how often, in what ways, and in which subjects teachers most frequently use puppets, as well as their attitudes towards them. We also sought to understand why teachers do not use puppets more frequently. Additionally, we examined how students respond to puppets in different grades. We wanted to see if they would accept them with equal enthusiasm in the 1st, 3rd, and 5th grades of primary school. At the same time we wanted to demonstrate that puppets can be used in any subject at the primary school level. We established that puppets are used as a teaching method, but only rarely, with most teachers using them only a few times a year. Teachers who do use puppets highlighted that they help motivate students. Puppets are most frequently used in teaching the Slovenian language. By implementing three lessons in three age-different classes (1st, 3rd, and 5th), we found that puppets engaged students in all three grades. We used descriptive and causal non-experimental methods of pedagogical research, as well as quantitative and qualitative research approaches. We collected the opinions and experiences of Slovenian teachers regarding the use of puppets in teaching by use of a questionnaire. The students' response to the puppet was examined by conducting three lessons in the 1st, 3rd, and 5th grade in different subjects. After each lesson, we distributed a short questionnaire to the students, using a five-point Likert scale. After the lesson, the teachers answered a structured interview.

• Keywords: Puppet, communication, motivation, teaching methods, theatre pedagogy, Slovenian teachers’ attitudes to puppets