Bralne navade učencev zadnjega triletja osnovne šole : magistrska delo

Kolman, Peter (avtor), Kovač Šebart, Mojca (mentor), Žbogar, Alenka (mentor), Mažgon, Jasna (komentor)

V magistrskem delu obravnavamo bralne navade učencev zadnjega triletja osnovne šole s poudarkom na branju literarnih besedil in dejavnikih, ki vplivajo na oblikovanje bralne kulture. Zanima nas tematika bralne kulture, saj privzemamo, da razvita bralna kultura pozitivno vpliva na bralno pismenost. Izhajamo iz teze, da imata na bralno kulturo in bralno pismenost pomemben vpliv družinsko okolje in šola. Bralne navade se v svetu in v Sloveniji v zadnjih letih spreminjajo. Zato nas še posebej zanimajo dejavniki oblikovanja bralne kulture. Predstavljamo tudi izsledke mednarodnih raziskav, na podlagi katerih v zadnjih letih spremljamo negativen trend dosežkov na področju bralnih navad, branja in bralne pismenosti. Slovenski učenci v zadnjih letih dosegajo slabše rezultate v mednarodnih raziskavah bralne pismenosti, kot sta PISA in PIRLS, z opaznimi razlikami v uspehu glede na spol. V nadaljevanju poskušamo odgovoriti na vprašanja, zakaj nekateri mladostniki berejo več od drugih, kaj je bralna motivacija, zakaj motivacija učencev za branje z leti šolanja upada, kdo in kako jih lahko motivira za branje. V empiričnem delu ugotavljamo, kolikšen delež v raziskavo vključenih učencev zadnjega triletja osnovne šole v Sloveniji bere literarna besedila v prostem času, katero zvrst literarnih besedil berejo in ali obstajajo pri branju razlike med dekleti in fanti. Vključene v raziskavo smo vprašali tudi o njihovi oceni časa, ki ga namenijo branju literarnih besedil, in času, ki ga namenijo drugim dejavnostim. Analizirali smo odgovore na vprašanja, kdo pomembno motivira v raziskavo vključene učence za branje v prostem času. Zanimali pa nas bodo tudi njihovi odgovori o tem, ali sploh berejo literarna besedila in če ne, kaj vidijo kot razlog, da ne berejo ali ne berejo pogosteje. Ugotavljali smo še, ali je ocena znanja pri predmetu slovenščina povezana z branjem literarnih besedil kot prostočasne aktivnosti med osnovnošolci zadnjega triletja oz. ali učenci z višjo končno oceno pri slovenščini berejo več od tistih, ki imajo nižjo končno oceno znanja pri tem predmetu. Glede na spreminjajoče se bralne navade tako mladih kot tudi odraslih nam branje predstavlja izziv, na katerega bomo morali odgovoriti oz. poiskati rešitve kot družba, če bomo hoteli, da branje (p)ostane vrednota in da ga približamo mladim kot nekaj, kar bodo radi počeli tudi v prostem času.

• Jezik: Slovenski jezik
• Ključne besede: bralna pismenost, bralne navade osnovnošolcev, branje literarnih besedil, prostočasno branje, kurikularno branje
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: FF - Filozofska fakulteta
• Kraj izida: Ljubljana
• Založnik: [P. Kolman]
• Leto izida: 2024
• Št. strani: 98 str.
• PID: 20.500.12556/RUL-165956
• COBISS.SI-ID: 219166979
• Datum objave v RUL: 15.12.2024

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Reading habits of students in the last three years of primary school

Izvleček

This master thesis focuses on the reading habits of students in the last three years of primary school, with an emphasis on the reading of literary texts and the factors that influence the formation of a reading culture. We are interested in the topic of reading culture because we assume that a developed reading culture has a positive influence on reading literacy. We start from the thesis that the family environment and the school have an important influence on reading culture and literacy. Reading habits have been changing in the world and in Slovenia in recent years. We are therefore particularly interested in the factors shaping reading culture. We also present the results of international research, which have shown a negative trend in reading habits, reading and reading literacy in recent years. In recent years, Slovenian students have been underperforming in international literacy surveys such as PISA and PIRLS, with notable gender differences in performance. In the following, we try to answer the questions why some adolescents read more than others, what is reading motivation, why students' motivation to read decreases with school years, who and how can motivate them to read. The empirical section investigates the proportion of students in the last three years of primary school in Slovenia who read literary texts in their free time, the types of literary texts they prefer, and gender-based differences in reading habits. We also asked the participants about their estimates of the amount of time they spend per week reading literary texts and the amount of time they spend on other activities. We analysed the answers to the questions about who motivates the pupils in the survey to read in their free time. We will also be interested in their answers about whether they read literary texts at all and, if not, what they see as reasons for not doing so or not doing so more often. We also wanted to find out whether the final grade in the subject Slovene language is related to the reading of literary texts as a leisure activity among primary school pupils in the last three years of school, or whether pupils with higher final grades in Slovene language read more than those with lower final grades in this subject.

• Ključne besede: reading literacy, reading habits of primary school students, reading fiction, reading for pleasure, curricular reading