Učinkovitost interpretativnega branja pri učenju pesmi v 3. razredu : magistrsko delo

Brate, Tina (author), Saksida, Igor (mentor)

Temeljni cilj pouka književnosti je vzgoja učenca na način, da je sposoben doživljati, razumeti in vrednotiti umetniška besedila. Učenje pesmi na pamet je dolgoletna praksa, ki jo učni načrt za književnost še vedno poudarja kot pomemben element razvijanja govora, spomina (pomnjenja, razumevanja) in ritmičnega občutka pri učencih prvega vzgojno-izobraževalnega obdobja. Pri učenju pesmi na pamet, ki je smiselna metoda učenja, si stvari zapomnimo, vendar na način, ne da bi jih razumeli in povezali z že usvojenim znanjem, zato je pomembno, da učitelj izvaja interpretativno branje. Ta pristop omogoča učencem bolje razumeti in si zapomniti ključne informacije ter globlje doživljati besedila. Ker interpretativno branje spodbuja čustveni in kognitivni razvoj otrok, olajša razumevanje in pomnjenje vsebine ter prispeva k bralni pismenosti, smo v naši raziskavi želeli to preveriti in potrditi na neeksperimentalnem pristopu učencev 3. razreda, v treh razredih na OŠ Janka Kersnika Brdo. Zanimalo nas je, ali je povprečna ocena razumevanja pesmi med skupino učencev, ki so poslušali interpretativno branje višja, v primerjavi s skupino učencev, ki je poslušala neinterpretativno (nevtralno) branje pesmi. Zanimalo nas je tudi, ali je povprečna ocena pomnjenja pesmi med skupino učencev, ki so poslušali interpretativno branje višja v primerjavi s skupino učencev, ki je poslušala neinterpretativno branje pesmi. Rezultati raziskave so dokazali učinkovitost interpretativnega branja učitelja, saj je bilo povprečno pomnjenje in razumevanje pesmi po interpretativnem branju višje v primerjavi s pomnjenjem in razumevanjem pesmi po neinterpretativnem branju. Z magistrskim delom smo prispevali k poglobljenemu razumevanju koncepta interpretativnega branja, ravno tako smo prispevali k boljšemu razumevanju, kako različne oblike branja (interpretativno in neinterpretativno) učinkujejo na proces pomnjenja pri učencih ter kako aktivno vključevanje čustev in misli pri branju učitelja pripomore k boljšemu razumevanju besedil pri učencih 3. razreda.

• Language: Slovenian
• Keywords: Osnovnošolsko učenje in poučevanje, branje, interpretativno branje, nevtralno branje, učinkovitost, razumevanje, pomnjenje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: T. Brate
• Year: 2025
• Number of pages: 72 str.
• PID: 20.500.12556/RUL-171888
• UDC: 028(043.2)
• COBISS.SI-ID: 247963651
• Publication date in RUL: 04.09.2025

Secondary language

• Language: English
• Title: Effectiveness of interpretative reading in learning poetry in the third grade

Abstract

The principal aim of literature instruction is to develop pupils’ ability to experience, understand and evaluate literary texts. The literature curriculum continues to emphasise the long-standing practice of learning poems by heart as a key means of developing speech, memory (memorisation and understanding), and a sense of rhythm in the first stage of primary education (Years 1–3). However, although rote learning is a valuable method, it often leads to pupils recalling material without understanding it or relating it to their existing knowledge. This underscores the importance of the teacher’s interpretative reading. This approach helps pupils to understand and retain key information and to experience texts more deeply. Because interpretative reading supports children’s emotional and cognitive development, enhances comprehension and memorisation, and contributes to reading literacy, we sought to examine and confirm these effects through a non-experimental study with Year 3 pupils across three classes at Janko Kersnik Brdo Primary School. We examined whether the mean comprehension score was higher in the group that listened to interpretative reading than in the group that listened to non interpretative (neutral) reading. We also examined whether the mean memorisation score was higher in the interpretative reading group than in the non interpretative group. The findings provided evidence of the effectiveness of the teacher’s interpretative reading: both memorisation and comprehension scores were higher after interpretative reading than after non-interpretative reading. This master’s thesis contributes to a deeper understanding of interpretative reading and to a clearer view of how different modes of reading (interpretative and non interpretative) influence pupils’ memorisation processes, as well as how the teacher’s active engagement of emotion and thought during reading supports better text comprehension in Year 3.

• Keywords: reading, interpretative reading, neutral reading, effectiveness, comprehension, memorization